Live Interactive Chat

Related Resources

September 21, 2004

Eve Harwood
Associate Dean, College of Fine and Applied Arts, and Associate Professor, Music Education, University of Illinois at Urbana-Champaign

Contents

• Background Information from Dr. Harwood
• Web Resources
• ERIC Database Records

Background Information from Dr. Harwood

Common Misconceptions

Misconception One: Learning music means singing or playing an instrument such as the piano or violin.

Young children can be musical in a wide variety of ways, including rhythmic chanting; bouncing their bodies; trying exploratory vocalizing; singing spontaneous songs of their own making (with and without words or exact pitches); using simple percussion instruments that rattle, shake, hit, or scrape; singing along to songs for children and moving to recorded music; and joining in on a family sing-along on car trips.

Misconception Two: The parent or teacher needs to be a musician in order to teach music to young children.

Although musicians can certainly provide some unique and valuable experiences for children, a musically rich environment can be provided by anyone. Research shows that extensive early pleasurable experience with music is an important factor in later musical achievement. More important, research indicates that early involvement with drill and practice or mastering technique as often presented in private music lessons may actually deter children from further study. So in the early years, if you and the children are enjoying music together, this foundation is the best you can give them. Make it, listen to it, and share it.

What Parents Can Do for Infants and Toddlers

• Lullabies while you rock a child. Even if you are not a great singer, being sung to regularly helps infants to attend to discrete pitches. Even before age one, research shows that babies can differentiate pitches and can begin to sing pitches to match what is sung to them. Listening to a professional singer on a CD is the next best thing; but it will mean more if you are the active music maker with your child. Infants respond to the voices of their fathers and mothers, and they distinguish their parents' voices from other adult voices.
• Rhythmic chants, including rhymes for bouncing on the knee, finger plays, and just for fun. If you can speak, you can recite rhymes with a steady pulse. Examples include many nursery rhymes and chants that parents have recited to their children over generations: Round and Round the Garden (adult traces finger patterns on the child's body); Pattycake pattycake Baker's Man (adult and child together perform pattycake); This Is the Way the Lady Rides (child is bounced on the knee or ankle of an adult as rhyme is recited).
• Nursery rhymes around the house, Twinkle twinkle, the ABC song. Sing alone or sing along with your child to CDs.
• Vocal improvisations. Instead of talking, try singing to your child. Make music making a regular part of the day. You do not have to sing well, just sing.
• If you play an instrument, play it for your child. Provide some simple percussion instruments so they can join in.
• Include a small keyboard (fitting little fingers, portable, and run on batteries) as part of the toy collection. Let your children "mess around" on the keyboard, trying different timbres and tones.
• Toddler-parent music programs. Check your local conservatory or park district for programs where parents and children make music together. Typically, classes meet once a week; parents with children together enjoy songs with actions, with walking or jumping; circle games; and action songs. Children have a chance to explore simple percussion instruments under the guidance of an adult leader.

Sample Resources for Traditional Lullabies, Finger Plays, and Rhythm Chants

Feierabend, John. (1986). Music for very little people. London: Boosey and Hawkes. 50 songs and games for interactive play between adults and infants. CD also available.

Glazer, Tom. (1973). Eye winker, tom tinker, chin chopper: Fifty musical fingerplays. New York: Doubleday.

What Preschools and Child Care Settings Can Do

Preschools and child caregivers can provide a musically rich environment by offering three kinds of involvement in music-the Tripartite Preschool Music Model (ideas taken from Barbara Andress):

• Music centers for free individual and small group exploration. These centers include props for imaginative play, keyboards and earphones for discovery, computer programs that play songs on demand, acoustic instruments, and listening centers. Play microphones and a conducting baton make a music center. Children can play a CD or create their own music performance as part of dramatic play.
• Permeable music environment. Classroom teachers can use music throughout the day for entering, clean-up time, other transitions, and story times. Music is part of the regular daily activities. Instead of calling the children to circle time, for instance, start strumming a guitar. Even if you play only open strings, they'll draw near to inspect what you are doing. Children can take turns being the strummer. If you can learn a few simple chords, so much the better to accompany group singing.
• Circle time. A music teacher or class teacher provides whole group direct instruction in music. Children learn through imitating the teacher and through help from more able peers to keep beat, sing in tune, follow melodic and phrase structure, identify timbre of instruments such as woods and metal percussion, and other basic music perceptions.

See also the suggestions for parents presented above. Again the goal is to provide regular, varied, and pleasurable experience in music, not necessarily to make beautiful music together (although this also happens!).

Considerations for Choosing Repertoire for the Young Child's Classroom or Home

• Whose music is performed? Does it have lasting value? Is the performance primarily commercially motivated-marketing an individual's songs to children vs. providing children access to repertoire shared by generations of children?
• Is the vocal model appropriate for children to imitate?
• Is the music attractive to you and as well as to them? Children like to hear repertoire repeated-so make it something you can also hear many times.
• Is the music motivating for movement/listening? Attention span for listening pieces is 3 minutes or under.
• Do you have a variety of kinds of music and cultures represented in your classroom?

What Researchers Have to Say to Parents and Caregivers

From "The Young Performing Musician," by. John Sloboda and Jane Davidson. In Musical Beginnings (p. 186)

There are indications in our data that young people who achieve high levels of expressivity in performance are more likely to have indulged in unplanned performance activities in early learning (that is, improvisation, free activity unrelated to lesson tasks). These activities (often described by both children and parents as "messing about") may create more of the necessary conditions for expressive trial and error than highly task-oriented formal practice. They are also arguably more likely to generate the kind of pleasurable emotional ambience for new learning of emotion structure links, than are achievement-oriented forms or technical or repertoire practice.

It seems to be absolutely crucial to the development of musical expressivity that childhood is characterized by experiences of music that are pleasurable and unthreatening, like the instance of the friendly first teacher of the high achievers in our study [autobiographical memories of high achieving musicians]. These experiences can be inhibited by some pedagogic regimes imposed by well-meaning teachers and parents.

From "The Young Child's Playful World of Sound," by Donald Pond. In Readings in Early Childhood Education (p. 40)

I also observed the children's [preschool-age] primary impulse to set sounds in motion-not to invent rhythm patterns, which developed shortly thereafter, but to compel a sequence of sound impulses into wave-like movement by means of accentuation. This impulse reflected in part muscular stresses and relaxations, but I also believe that the rhythmic irregularity occurred as the result of the students' will, and that invention for the sake of delight was taking place. It seemed to me that the children's indefinite potential for discovering rhythmic articulation was a continual source of pleasure for them.

This delight was evident not only in their use of instrumental sounds, but also in the way they made accent patterns with their voices. We can see in the young child's emergent musicality that there are exposed predilections that relate intimately to the structure freedom of music rhythm, which is often neglected, perhaps because it has nothing to do with "learning to count."

Web Resources

• Music Educators National Conference Early Childhood Resources and Information
  This Web site links to resources of those interested in early childhood music, including NAEYC and others. The links include some publications by MENC on early childhood and the report "Start the Music."
  https://www.menc.org/networks/earlyc/earlycres.htm
• The Mozart Effect: Online Resources on Music/Brain Research
  Neuroscientists have intensified their research into music and its role in the developing brain. This site includes links to many of the research studies.
  http://parenting-baby.com/Parenting-Baby-Music-Research/index1.html
• Things to Do while You're Waiting: Music, Sound, Movement
  An IEL tip sheet for parents.
  http://illinoisearlylearning.org/tipsheets/music.htm
• Music and Movement Activities
  Activities teachers can use to help children develop a love of music, and become more creative.
  http://www.nncc.org/Curriculum/cc21_music.movement.html
• Sesame Street MusicZone
  Sesame Street Music Works is designed to provide parents, early childhood professionals, music educators, and music therapists with tools and activities to bring music to life for young children.
  http://www.sesameworkshop.org/sesamestreet/music/
• Children's Music Web
  Resources for teachers, parents, and children on this web site include activities and songs.
  http://www.childrensmusic.org/
• Classics for Kids
  Resources on this web site include music to listen to, a dictionary of terms and instruments with sample music, and games for children.
  http://www.classicsforkids.com/index.asp
• KIDiddles
  Song resources are organized alphabetically and by category. This includes almost two thousand song lyrics, many with music that can be downloaded.
  http://www.kididdles.com/lyrics/index.html
• Music Appreciation: A universal language for all ages
  It isn't necessary to play an instrument well or sing in tune to help young children appreciate musical sounds. Music play can be an enjoyable, developmentally appropriate activity regardless of musical aptitude.
  http://www.naeyc.org/resources/eyly/1997/25.htm
• Learn how music can help your kids learn to read
  Parents can use the library and household resources to share music with their child.
  http://pbskids.org/lions/tips/music.html Editor's note: This url has changed:http://pbskids.org/lions/parentsteachers/resources/tips/music.html
• National Association for Music Education: Position Statement on Early Childhood Education
  Appropriate music education for young children is outlined in this statement.
  http://www.menc.org/about/view/early-childhood-education-position-statement

ERIC Database: Selected Records

To search the ERIC database for resources on this topic, use this search strategy:
Music activities. Combine with preschool children or preschool education.

How to Obtain ERIC Documents and Journal Articles:

References identified with an ED (ERIC document)or EJ (ERIC journal) are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available in full text from ERIC at no cost at the ERIC Web site: http://www.eric.ed.gov. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.

If you would like to conduct your own free ERIC database searches via the Internet, go directly to http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=advanced

---

• ERIC Document No.: ED474524
  Movement in Steady Beat: Learning on the Move, Ages 3-7. Second Edition
  Author(s): Weikart, Phyllis S.
  Publication Date: 2003
  Availability: High/Scope Press, High/Scope Educational Research Foundation, 600 North River Street, Ypsilanti, MI 48198-2898
  Abstract: Designed as an activity supplement to High Scope movement and dance activities, this book presents activities to help preschool and kindergarten children, ages 3 to 7 years, learn how to feel and maintain a steady beat.
• ERIC Document No.: ED470315
  Talking, Singing, Rhyming: Activities for Families with Children Ages 3 to 5
  Author Affiliation: WGBH-TV, Boston, MA
  Publication Date: September 2002
  Availability: WGBH Educational Foundation, 125 Western Ave., Boston, MA 02134 Abstract: This guide, in English- and Spanish-language versions, provides literacy activities for parents and their 3- to 5-year-olds, and focuses on talking with children and using music and rhyming as ways for children to play with words and practice their sounds.
• ERIC Document No.:ED463046
  Music and Inclusion: A Performance Partnership
  Author(s): Martin, Sylvia S.
  Publication Date: July 2001
  Available from: EDRS Price MF01/PC01 Plus Postage
  Abstract: The paper presents examples of music as an "inclusion facilitator"--an occurrence that supports and encourages the interaction and learning of all children, with or without disabilities, but does not disrupt the children's natural environment.
• ERIC Journal No.: EJ620344
  Rhythm Sticks without Music
  Author(s): Mackin, Rosemary
  Source: Texas Child Care, v24 n2 p38-42 Fall 2000
  Publication Date: 2000
  Abstract: Provides 11 specific rhythm stick activities for preschoolers and kindergartners to increase children's awareness of basic music theory. Lessons incorporated in these activities include tempo, dynamics, intensity, laterality, and directionality. Instructions for making rhythm sticks are included.
• ERIC Journal No.: EJ602106
  Ten Guidelines for Preschool Music Programs
  Author(s): Warner, Laverne
  Source: Texas Child Care, v22 n4 p30-35 Spr 1999
  Publication Date: 1999
  Abstract: Provides suggestions for developing music activities, including: using singing as program basis; choosing easy to sing music; understanding the relationship between music and creativity; slowly introducing movement experiences; adding depth through musical games; and allowing children the option to participate.
• ERIC Journal No.: EJ591776
  Singing
  Author: Miller, Jean K.
  Source: NAMTA Journal, v24 n3 p78-91 Sum 1999
  Publication Date: 1999
  Abstract: Discusses the Montessori music curriculum, describing a series of lesson plans to present a comprehensive view of music in the classroom. Describes selecting simple melodies, integrating music into the day, using songs to initiate deeper studies in all parts of the prepared environment, teaching singing, and encouraging children to write their own music.
• ERIC Document No.: ED453318
  Linking Up! Using Music, Movement, and Language Arts To Promote Caring, Cooperation, and Communication. Pre-K through Grade 3
  Author(s): Pirtle, Sarah
  Publication Date: 1998
  Availability: Educators for Social Responsibility, 23 Garden Street, Cambridge, MA
  Abstract: This guide provides K-3 teachers with information to help foster positive social skills such as caring, cooperation, communication, and appreciation for diversity through music, movement, and language arts. The guide includes a recording with 46 easy-to-learn songs (20 of which are in both English and Spanish) to use with young children.
• ERIC Document No.: ED422053
  More Than Singing: Discovering Music in Preschool and Kindergarten
  Author: Moomaw, Sally
  Publication Date: 1997
  Availability: Redleaf Press, Division of Resources for Child Caring, 450 North Syndicate, Suite 5, St. Paul, MN 55104-4125
  Abstract: This book contains over 100 music activities to help teachers, child care providers, and parents bring the joy, theory, and practice of music to young children.
• ERIC Document No.: ED399259
  Songs To Sing and Picture: Grades PreK-2
  Author(s): Dudley, Lillian L.; Kinghorn, Harriet R.
  Publication Date: 1996
  Availability: Teacher Ideas Press/Libraries Unlimited, P.O. Box 6633, Englewood, CO 80155-6633
  Abstract: This resource, designed for both experienced music teachers and educators with limited background in music, combines 50 simple songs with related learning activities and reading suggestions to develop creativity in students and to reinforce learning in a variety of subjects.
• ERIC Document No.: ED368658
  We All Go Together. Creative Activities for Children To Use with Multicultural Folksongs
  Author: Lipman, Doug
  Publication Date: 1994
  Availability: Oryx Press, 4041 North Central at Indian School Road, Phoenix, AZ 85012-3397
  Abstract: This source book provides songs, activities, ideas, and hints on how to use folksongs with children. The book contains 30 folksongs and over 140 accompanying activities.

Home | About IEL | Resources | Calendar | Questions | Ask an Expert | Contact | Search
Acerca de IEL | Recursos | Calendario | Preguntas | Pregunte a un perito | Contáctenos | Búsqueda

NOTE: There may be publications on this page that are available as PDF (portable document format) files. To be able to read these files, download the free Adobe Reader.