{"id":710,"date":"2017-06-20T17:42:23","date_gmt":"2017-06-20T17:42:23","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-music-and-the-child\/chapter\/chapter-8-music-in-early-childhood-development\/"},"modified":"2017-09-12T14:27:54","modified_gmt":"2017-09-12T14:27:54","slug":"chapter-8-music-in-early-childhood-development","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-music-and-the-child\/chapter\/chapter-8-music-in-early-childhood-development\/","title":{"raw":"Chapter 8: Music in Early Childhood Development","rendered":"Chapter 8: Music in Early Childhood Development"},"content":{"raw":"
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Chapter Summary<\/h3>\r\nThis chapter focuses on the role of music in early childhood, including the importance of musical experience in early childhood, the musical abilities and enjoyment of infants and children, and the vocal ranges of the young child. It also explores musical activities and repertoires appropriate for young children.<\/div>\r\n \r\n
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What a child has heard in his first six years of life cannot be eradicated later. Thus it is too late to begin teaching at school, because a child stores a mass of musical impressions before school age, and if what is bad predominates, then his fate, as far as music is concerned, has been sealed for a lifetime.<\/p>\r\n

\u2014Zolt\u00e1n Kod\u00e1ly, Children\u2019s Day Speech, 1951<\/p>\r\n<\/blockquote>\r\n

Arts as a Means of Expression for Young Children<\/h1>\r\nHow important are the arts as a mode of expression for children? Children, especially very young children, cannot express themselves fluently either through speech or writing\u2014two modes of communication that adults use almost exclusively. Instead, children express themselves through movement, sound, and art. If they can express themselves through these modes, it is logical that they can learn through them as well.\r\n\r\nMany times, however, adults are at a loss to understand or interpret what it is children are saying to us, or to appreciate how profound it might be. Mark E. Turner (2008), building upon the work of Edwin Gordon and Reggio Emilia, thought considerably about children\u2019s representation through the arts. He sought to provide authentic ways for children to express themselves and developed scaffolding to better harness and understand children\u2019s musical development. As Turner states, the idea that the \u201cperforming arts\u201d must always be performed onstage to be valid detracts from their use to develop and explore the emotional, cognitive, social development and human potential.\r\n
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Activity 7a: read more<\/h3>\r\n

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Chapter Four: Establishing a Foundation for Musical Expression,<\/a> from Listen Move Think<\/em> by Mark Turner<\/p>\r\n\r\n<\/div>\r\n \r\n\r\n<\/div>\r\n<\/div>\r\n

Music for Young Children<\/h2>\r\nAny of the music methods (e.g., Kod\u00e1ly, Orff) mentioned in Chapter 4 offer sequential learning for children. Kod\u00e1ly in particular spent a great deal of effort on developing beautiful singing voices for young children. Children\u2019s voices, after all, are their first instrument\u2014a child\u2019s first exceptionally pleasant musical experience is likely to be hearing lullabies from a parent or guardian, and then vocally experimenting with his or her own voice. Kod\u00e1ly graded learning in small steps for the very beginner learners, starting with three-note songs (sol, mi, la) and expanding gradually to four, five, and six notes and beyond. For the youngest, songs with three notes are an excellent place to start, because these children will not have much difficulty imitating or matching these pitches and can be successful from the outset.\r\n

I. Music for Children Birth to Three Years Old<\/h1>\r\nMusic activity for infants and toddlers engages the child\u2019s aural and physical being. Such age-old activities include tickling, wiggling, bouncing, and finger playing.\r\n\r\nAt this level, musical play creates and reinforces the special personal bond between an adult (or older child) and infant, while also introducing music to the child. For newborns and very young children, speaking a rhyme and wiggling toes connects sound to a pleasurable and intimate act, as well as introducing the idea of rhythm and phrasing to newborns and young children.\r\n\r\nBelow are a few of the rhymes and songs particularly good for newborns and toddlers. They include some very familiar nursery rhymes and action games appropriate for this age group. Keep in mind that almost any nursery rhyme can be used for these activities, as long as they have a steady beat, which luckily most of them do.\r\n

Bounces<\/h2>\r\nFor newborns to three-year-olds, having them feel the beat in their bodies, aided by adults, are called \u201cbounces,\u201d based on the experience of bouncing a child up and down on a knee or lap.\r\n

Bumpity Bump<\/h1>\r\n
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Tommy O\u2019Flynn<\/h1>\r\n
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Tommy O\u2019Flynn and the old grey mare (bounce child on knees)<\/p>\r\n

Went to see the country fair<\/p>\r\n

The bridge fell down and the bridge fell in (open knees and let child drop a bit)<\/p>\r\n

And that was the end of Tommy O\u2019Flynn<\/p>\r\n\r\n

Wiggles<\/h2>\r\nWiggles are those activities involving the wiggling of fingers or toes. \u201cThis Little Piggy Went to Market\u201d is another wiggle with which you may be familiar.\r\n

The first little pig danced a merry, merry jig<\/p>\r\n

The second little pig ate candy<\/p>\r\n

The third little pig wore a blue and yellow wig<\/p>\r\n

The fourth little pig was a dandy<\/p>\r\n

The fifth little pig never grew to be big<\/p>\r\n

So they called him Tiny Little Andy<\/p>\r\n\r\n

Tickles<\/h2>\r\nTickles involve exactly that\u2014tickling the child either all over or just in the stomach, usually ending in lots of giggles!\r\n

Slowly, slowly, very slowly up the garden trail (crawl hands up baby starting from feet)<\/em><\/p>\r\n

Slowly, slowly, very slowly creeps the garden snail (continue crawling)<\/em><\/p>\r\n

Quickly, quickly, very quickly all around the house (tickle all over)<\/em><\/p>\r\n

Quickly, quickly, very quickly runs the little mouse (continue tickling)<\/em><\/p>\r\n

My father was a butcher (make chopping motions on child\u2019s body)<\/em><\/p>\r\n

My mother cuts the meat (make cutting motions on child\u2019s body)<\/em><\/p>\r\n

And I\u2019m a little hot dog<\/p>\r\n

That runs around the street (tickle all over)<\/em><\/p>\r\n\r\n

Pizza pickle pumpernickel<\/h5>\r\n

Pizza, pickle, pumpernickel (flash one hand wide, then the other, then roll arms<\/em>)<\/p>\r\n

My little one shall have a tickle! (tickle child<\/em>)<\/p>\r\n

One for your nose (tickle child\u2019s nose<\/em>)<\/p>\r\n

And one for your toes (tickle child\u2019s toes<\/em>)<\/p>\r\n

And one for your tummy, where the hot dog goes! (tickle child\u2019s tummy<\/em>)<\/p>\r\n\r\n

Finger Play<\/h2>\r\nFinger play songs can also be types of tickles.<\/em> The most common finger play song is the \u201cEensy, Weensy Spider.\u201d\r\n

Eensy Weensy Spider<\/h1>\r\n
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Tapping<\/h2>\r\nFor an infant, the parent would take the child\u2019s foot or hand and tap it to the beat of the music. If the child can tap by him- or herself, that will work also.\r\n

Cock a Doodle Do<\/h1>\r\n

English nursery rhyme, 1765<\/p>\r\n\r\n

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Cock-a-doodle doo (tap one foot)<\/p>\r\n

My dame has lost her shoe<\/p>\r\n

My master\u2019s lost his fiddling stick<\/p>\r\n

And doesn\u2019t know what to do.<\/p>\r\n

Cock-a-doodle doo (tap other foot)<\/p>\r\n

What is my dame to do?<\/p>\r\n

Til master finds his fiddling stick<\/p>\r\n

She\u2019ll dance without a shoe.<\/p>\r\n

Cock-a-doodle doo (tap both feet)<\/p>\r\n

My dame has found her shoe<\/p>\r\n

And master\u2019s found his fiddling stick<\/p>\r\n

Sing doodle, doodle, doo.<\/p>\r\n\r\n

Clapping (Nine+ Months)<\/h2>\r\nAs children develop physically, they can clap their hands either together or against those of another. The well-known \u201cPatty Cake\u201d is a good example.\r\n

Patty Cake<\/h5>\r\n

Patty cake, patty cake, baker\u2019s man<\/p>\r\n

Bake me a cake as fast as you can<\/p>\r\n

Roll it and pat it and mark it with a \u201cB\u201d<\/p>\r\n

And put it in the oven for baby and me!<\/p>\r\n\r\n

Hot Cross Buns<\/h5>\r\n

Hot cross buns<\/p>\r\n

Hot cross buns<\/p>\r\n

One a penny, two a penny<\/p>\r\n

Hot cross buns.<\/p>\r\n\r\n

Pease Porridge Hot<\/h5>\r\n

Pease porridge hot<\/p>\r\n

Pease porridge cold<\/p>\r\n

Pease porridge in the pot<\/p>\r\n

Nine days old.<\/p>\r\n\r\n

Responding to the Beat: Moving to Music<\/h2>\r\nResponding to a musical beat is an innate part of what it means to be human, and even the youngest children can begin to feel music, either by moving to the beat or having an adult help a child move to the beat (Feierabend, 2001).\r\n\r\nThe simplest thing to do is to find recordings of quality music and play songs with an even, steady beat and have children move, clap, tap, patsch, hit an instrument, or walk to that beat.\r\n\r\nAn extended possibility is to create a story, miming movements that reflect a steady beat while telling a simple narrative. For example, a leader begins by miming actions such as teeth brushing, bouncing a ball, or eating food from a bowl, and the group imitates them. All movements are done to the beat (e.g., teeth brushing, up down up down). At the end of the leader\u2019s turn, the children have to remember the \u201cstoryline.\u201d\r\n

Lullabies<\/h2>\r\n

Bye Baby Bunting<\/h1>\r\n

English lullaby, 1784<\/p>\r\n\r\n

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All the Pretty Little Horses<\/h1>\r\n

African American lullaby<\/p>\r\n\r\n

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Hush Little Baby, Don\u2019t Say a Word<\/h1>\r\n

American lullaby song<\/p>\r\n\r\n

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II. Music for Children Three to Five Years Old<\/h1>\r\nThree- to five-year-olds are capable of singing more complicated songs, doing more complicated games and rhymes, and, of course, capable of more sophisticated listening. They can also understand some of the basic vocabulary and building blocks of music. It is appropriate to introduce a few concepts when performing songs and games with children, and also to experiment with these concepts, such as changing tempos and dynamics. Some vocabulary to use when pointing out these concept to younger children include:\r\n