Engagement with spontaneous musical play provides countless opportunities to make meaning of the music itself and of life.
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.
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.
When I taught elementary general music, I spent every lunch in the teacher’s lounge talking with colleagues about students and sharing teaching ideas.
While important for musical development, steady beat competency has also proven to be extremely important for a child’s development in reading fluency, reading comprehension, language development, math patterning, and sports skills
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.
Music may not only affect neural development but may also contribute to increases in non-musical cognitive skills such as visual-spatial abilities
Music can expand and enhance the early childhood curriculum and develop language and literacy skills in young children that are important to later school readiness.
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.