A Narrative Review of Kodaly-Based Strategies for Integrating Sichuan Han Folk Songs into University Preschool Education Programs

Abstract

This study employs a narrative review method to explore the integration of Sichuan Han folk songs into university preschool education programs through the Kodály teaching method. Sichuan Han folk songs, as a treasure of Chinese ethnic music culture, hold rich historical heritage and unique artistic value (Qin, 2017; Xu & Jiang, 2019). Nevertheless, current preschool music education in China faces challenges such as curriculum content westernization and the insufficient incorporation of indigenous music resources (Wang & Feng, 2014; Chen, 2022). The Kodály teaching method—known for its emphasis on national musical heritage, solfège-based skill development, and child-centered pedagogy—provides both theoretical and practical tools for integrating regional folk music into early childhood music education (Forrai, 1991; Choksy, 1999). Against this backdrop, the present study delves into the musical characteristics and educational value of Sichuan Han folk songs (Luo, 2022), and further investigates how these can be meaningfully combined with the Kodály method to enhance music instruction in university preschool programs (Hou, 2020). Such integration not only aligns with contemporary trends in localized and culturally responsive music education but also offers promising pathways for innovation in China’s early childhood music curricula (Chen, 2023; Zhang, 2023). While challenges remain—such as teacher preparedness (He, 2019), teaching material development, and curriculum policy constraints (Wu, 2022)—the adoption of Kodály’s pedagogical principles, along with modern educational technologies, holds the potential to revitalize Sichuan folk songs in preschool settings. Ultimately, this study seeks to address a critical gap in localized music education by proposing a Kodály-based framework for incorporating Sichuan Han folk songs into university preschool curricula.