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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 12 │ 2017 doi: 10.5281/zenodo.1134865 ONE, TWO, SING! HOW PRESCHOOL TEACHERS UTILIZE MUSIC ACTIVITIES IN THE CLASSROOM: A CASE OF KIAMBU COUNTY, KENYA Muya Francis Kihoroi South Eastern Kenya University, Kenya Abstract: Research has proven beyond doubt that music activities are an invaluable resource in the learning process, especially for young children. However, how these music activities are used in the learning process is not known. The current study set out to document the various ways preschool teachers use music activities in the course of instruction. It was anchored on the theory of Multiple Intelligences by Gardner. The researcher randomly selected one preschool teacher from each of the twelve subcounties in Kiambu County, Kenya. This made a total of 12 respondents. A researcher constructed observation guide was used to record how preschool teachers used music activities in real preschool classroom situations as they taught. The respondents were later interviewed. This article documents the findings, which revealed very innovative ways of integrating music activities in the course of instruction. It is recommended that teachers reflect and explore the best ways and times to use music activities in the learning process for maximum effect. Music may also be used at other levels of education to improve the learning environment. Keywords: preschool, preschool teachers, music activities, multiple intelligence, musical intelligence, Kiambu County 1. Introduction In the theory of Multiple Intelligences (MI), Gardner (1983) posits that there are at least eight different types of intelligences Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group associated with human beings. These 490 Muya Francis Kihoro ONE, TWO, SING! HOW PRESCHOOL TEACHERS UTILIZE MUSIC ACTIVITIES IN THE CLASSROOM: A CASE OF KIAMBU COUNTY, KENYA intelligences are Linguistic intelligence, Logical-Mathematical intelligence, Naturalistic intelligence, Spatial intelligence, Interpersonal intelligence, Bodily-Kinesthetic intelligence, Intrapersonal intelligence and Musical intelligence. This theory has opened up a new way of looking at the way teachers interact with learners and challenges educators to think about its’ practical applications in the classroom. MI is based on the idea that students have different intellectual strengths and learn differently. It follows, then, that students should have the opportunity to learn in ways appropriate to their intellectual strengths (Levin, 1994). The theory therefore provides educators with a conceptual framework for organizing and reflecting on everyday pedagogical practices. This article zeroes in on how teachers use the strengths of Musical intelligence in the classrooms. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1345 European Journal of Education Studies - Volume 3 │ Issue 12 │ 2017 491