As early childhood music educators we teach to the whole child.
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.
Listening starts to take shape well before birth and it plays an essential role on the child's sensorimotor, social-emotional, and cognitive development.
Children need opportunities to play, for it is through play that they develop socially, musically, kinesthetically, and cognitively.
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
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.
Musicing with young children is a noisy process where children's spontaneous vocalizations may be approximations of the music we more knowledgeable music learners provide them.
Engagement with spontaneous musical play provides countless opportunities to make meaning of the music itself and of life.
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.