Have questions, comments or concerns? You can reach us at www.kindermusikfun.com For more great info on child development, visit us on Facebook at https://www.facebook.com/Kindermusikfun We’re trying something new this Fall! There is SO much amazing learning going on in our classes, and so much in-depth information that I want to share with you! Obviously, while we’re in class dancing, playing and cuddling it’s not the time to do this --- so I’m recording some interesting and helpful info for you. I’ve broken it down into age groups, but many of these overlap and apply to all early childhood learning. Let me know if it’s helpful! For All Age Groups: We begin each class for every age group with a hello song where each child is acknowledged by name. Why take time to do this? Hearing their name in the song helps their developing sense of self and affirms that they are important.Village (Foundations) Baby’s experience of the world is integrated – processing many types of stimuli simultaneously. When baby plays with a scarf, accompanied by a song and simple game, they are experiencing tactile stimulation, language development, musical aptitude, and emotional interaction.One of baby’s primary jobs during the first 3 years is to learn to make things happen, including discovering qualities of objects, how things work, how to use objects as tools, how to plan and how to make a plan work. Playing with baby with items such as the scarf and paper plates helps baby do their homework. Our Time and Imagine That (Levels 2 and 3) Awareness is the ability to recognize the needs, interests, strengths and values of others. An aware child learns about the needs and complexities of others by watching, listening and forming relationships with a variety of children. An aware child will be much less likely to exclude others from a group, to tease and act in a violent way. Awareness is one of six core strengths identified as helping to develop children who are more Humane. “Promoting Nonviolent Behavior in Children, “ by Bruce D, Perry, MD, Ph. D., Scholastic Early Childhood Today, September 2001, pages 26 - 29. Body awareness: for young children movement is body awareness. Children are learning what their bodies can do. They are defining the physical perimeters of their bodies. They are becoming less generalized and more specific in their recognition of where the different parts of their bodies are and what those different specific body parts can do individually or in union with other parts of the body they are becoming aware of the bodies movement range from frantic activity to rest. Feeling Strong, Feeling Free, by Molly Sullivan. Young Child (Levels 4 and 5) Our learning at this stage is more specific: we hear sound/no sound, steady beat/no beat, etc. and respond not only with our bodies, but express these through instruments and coloring.We also begin learning ensemble development – when to play, when to wait our turn, whether we should play loudly or quietly, which resonator bar to play when. It’s a lot! But the foundation has been laid through the first 3 levels, and we’re ready for it.Controlling our bodies and navigating space becomes more refined as well. We listen to specific sounds or for a specific number or length of time, or to whether the voice is singing or speaking. These are some of the best integrated learning activities, combining listening, analyzing, responding, moving, and stopping.
