As an early childhood music educator and researcher, I am compelled to look deeper, to find my own connections between home and child, child and music, and music and others, in order to facilitate meaningful, authentic, and legitimate musical experiences that grow into a life-long love of music.
Music may not only affect neural development but may also contribute to increases in non-musical cognitive skills such as visual-spatial abilities
Educators are reminded that children’s growth and development cannot thrive in compartmentalized, isolated instructional activities that separate the benefits of expressiveness through music and movement from the academic core of their learning
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.
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.
Realizing that young children often lack an ability to express how they feel due to an inadequate vocablary of feeling words, music teachers and significant adults should be prepared to help children verbalize how they feel and how they perceive the feelings of others.
Children are musical. Children enjoy exploring musical sounds. And, with the right musical experiences children can enjoy creating music that is emotionally satisfying and cognitively challenging.
Parents are the young child’s first educators.
If parents confidently take risks and incorporate children’s music attempts into their vocal and movement interactive response chain, children’s expressive-music vocabularies become more meaningful to the children.
Integrating concepts across the arts and disciplines is not just a nice thing to do. It is essential to a child’s holistic way of learning.
Today's children are tomorrow's leaders.