As early childhood music educators we teach to the whole child.
Children need opportunities to play, for it is through play that they develop socially, musically, kinesthetically, and cognitively.
When I taught elementary general music, I spent every lunch in the teacher’s lounge talking with colleagues about students and sharing teaching ideas.
Listening starts to take shape well before birth and it plays an essential role on the child's sensorimotor, social-emotional, and cognitive development.
Like sunsets, snowflakes, and other miracles of nature, no two children are exactly alike; and learning is a process, not a race.
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.
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.
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.
Music may not only affect neural development but may also contribute to increases in non-musical cognitive skills such as visual-spatial abilities