Play is prominent in various African cultures and the general African context, where we often find elements of play when people engage with music and dance.

Three types of play in children's culture:

1. Tradition: In tradition play, rules are important. This form of play is fixed. Many children's games are traditional as they rules which need to be followed and seldom broken.

2. Open: Open play is a form of improvisation. Although open play includes rules, these rules may be changed according to the needs of children while playing. The construction of the entire setting is important. ''let's pretend to be/do...''

3. Original: Original play is creative and based on curiosity. Original play is mostly an individual game where the individual amuses themselves with objects, actions and sounds.

How do music games support holistic development?

Physical development: Music activities, especially moving to music (dancing) and playing instruments promotes physical development. When learners have opportunities to play instruments, they develop both gross and fine motor skills as well as hand-eye coordination and midline crossing.

Cognitive development: Through engagement in music activities foundation learners also have opportunities for cognitive development. Engaging in music activities where learners have to improvise, create their own body percussion patterns or make  their own instrument, learners learn to solve problems and think creatively.

Social development: When learners make music with their peers, they have opportunities to engage in social interaction. Music activities such as ensemble playing, singing in groups, moving together and playing together, foundation phase learners can foster relationships and possibly form new friendship.

Personal development: When Foundation phase learners experience music activities, they have the opportunity to develop personally. Learners experience success in music education when they are able to successfully participate in music activities with peers, make their own instructions, take part in singing or dancing activities and create and perform their own body percussion patterns.

Emotional development: When learners experience music with various moods, they learn to identify various emotions. Through engagement in music activities with others, they also learn to be sensitive to the emotions of others which consequently could lead to improved empathy and emotional intelligence.

Importance of games in culturally diverse classrooms

• For the game to be successful and enjoyable everyone in the class has to work together. A sense of belonging and cohesion are enforced.
• Games facilitate a creative spirit, imagination, and the ability to relate to self and to others.
• Musical play gives the child the opportunity to undergo an imaginative transformation. They can be anyone they want to be. 

What possibly made some learners uncomfortable during these activities? One learner was not happy with the use of a Zulu song which he did not understand.

Can you think of ways to address these issues in future? What will you change? I will change the song choice, I will not force learners to do what  they do not feel comfortable doing and use a variety of teaching strategies.

How can we accommodate diverse learner profiles in our classrooms? What must we beware of?

• During classroom interactions and instruction, teachers must keep the special cultural needs of their diverse student population in mind
• Get to know your students and build relationships with them
• Maintain consistent communication
• Acknowledge and respect every student 
• Practice cultural sensitivity