Making Music that Matters

Tips for Creating High-Quality Music and Movement Experiences in Early Childhood Programs

By Laura Sorrentino, QUALITYstarsNY Quality Improvement Specialist, Capital District

Incorporating music into your program is a wonderful way to support children’s brain development and provide them with engaging learning opportunities across all domains. However, not all musical experiences are created equally. With the increased use of phones, tablets, TV’s and smart boards in early childhood classrooms as our children’s music and movement time, let’s take a minute to examine some high-quality ways to support children’s development and learning with music in our early childhood spaces.

Be the Leader – Children will be most engaged in a musical experience that is lead by their teacher or caregiver – NOT by a screen.  Turning on a video for children to watch and hopefully follow along with, may get some children participating, but some will just stare at the screen. If you need to watch the video to learn movements, take the time to do that before you introduce the new song/dance/activity to the children.  If you are using a video as the source of your music on a phone or tablet, turn the screen face down so children can focus on you.

Be Intentional – Musical experiences should be like any other lesson or activity in your program – thoughtfully planned and implemented.  Decide what songs you’re going to sing with children and when (a name song at the beginning of circle time, If You’re Happy and You Know It when teaching emotions, Twinkle Twinkle Little Star to get children ready for story time before nap, etc.) and provide time to teach children new lyrics and movements. Follow children’s lead and choose new songs based on their interests.  Plan to use music, instruments, movements or a combination of all three to help children during transitions.  Choose music that exposes children to a variety of styles, sounds, and cultures. Ensure that all music is developmentally appropriate, thinking carefully about including popular adult music and lyrics.

Set the Tone – The music you choose and play in your classroom plays a big part in the overall climate. Having loud background music on continuously is not recommended as it can increase the noise level, distract children and contribute to stress and dysregulation for some children. Think about the volume of the music you play – loud, boisterous music (even classical) can contribute to a more chaotic environment. If your group needs to calm down after an exciting outdoor play session, choose slower, calmer songs/movements. If they need to get some energy out, choose songs/activities that will allow them to really move their bodies.

Be Visual and Tactile – Many children (and adults!) learn best when they have visuals and/or hands on materials to use. Incorporate felt board pieces, pictures that represent songs or parts of songs, and the written lyrics of songs on chart paper when singing with children. Use props like beanbags, scarves, or laminated shapes/cutouts that help children act out songs.  Have a variety of instruments available that children can use such as bells, shakers, drums, tambourines, etc. Use instruments to teach children self-regulation skills, for example having them play an instrument only during a certain part of a song or when they hear a certain phrase.

Communicate with Families – Families love to know what songs and music activities their children are learning. So many times, a child will come home singing something new and the parent or caregiver has no idea what the words are. Share music activities with families so that they know what their children are singing and can continue the activity at home. Ask families about their favorite songs/dances and invite them to share them with your class.

Be Brave – Not all people are musical but guess what – children won’t know and don’t care if you’re not perfect! What’s important is not singing in tune but engaging with children through song. If music isn’t your strength, think about what you do well and how you might be able to incorporate that into a musical experience. Start with fingerplays and chants and move into simple songs from your childhood. Incorporate recorded music, instruments, and simple movements. Children will love music experiences when you are engaged and having fun with them!