VOICES OF HERITAGE: PRESERVING MALAY IDENTITY THROUGH FOLK SONGS IN EARLY EDUCATION

Abstract

Learning through music has long been recognized as a powerful pedagogical approach in early childhood education, particularly in fostering moral and cultural development. This study examines the extent to which elements of Malay identity can be nurtured through traditional Malay folk songs in preschool education. Conducted in three preschools in the Bachok district of Kelantan, the study analyzed ten selected songs using qualitative methods that included interviews, observations, and content analysis. The theoretical framework integrates Behaviourism Theory (Skinner, 1953) and Social Cognitive Theory (Bandura, 1962), in relation to Tengku Luckman Sinar Badarshah’s (1990) characteristics of Malay identity. Three preschool teachers were interviewed to explore their teaching practices and perspectives. The findings reveal that Malay folk songs are more than aesthetic cultural artefacts; they serve as effective educational tools that stimulate moral reasoning, language development, and social cognition among children. The study concludes that Malay folk songs should be further utilized in early education, not only to instill cultural identity but also to strengthen children’s emotional resilience amid globalization and digital influences that contribute to identity erosion among youth.