Listening starts to take shape well before birth and it plays an essential role on the child's sensorimotor, social-emotional, and cognitive development.
As early childhood music educators we teach to the whole child.
By possessing knowledge about how children develop motorically as well as musically, teachers of young children can engage children in appropriate movement activities and better evaluate children’s movement behaviors.
Engagement with spontaneous musical play provides countless opportunities to make meaning of the music itself and of life.
Children need opportunities to play, for it is through play that they develop socially, musically, kinesthetically, and cognitively.
Children respond to us — even imitate our movements —….
Music and movement must be a constant throughout our lives as life-long learners, and essential for the children who will become the creators of the future.
Only when we have a clear sense of what is really happening in our classes, can we strengthen our teaching, enhance children’s music learning, and accurately and substantively describe the merit of our programs.
When we ask what’s really happening with our children’s musical development during music class, we begin to see our classes not just as moments for musical fun, but as opportunities to affect children’s musicianship.
It’s almost impossible to make music with children without moving.
When I taught elementary general music, I spent every lunch in the teacher’s lounge talking with colleagues about students and sharing teaching ideas.