Presentation for CHD 120 at Tidewater Community College.

1. MUSIC AND MOVEMENT CENTER
Created by Nina
Whiteford
February, 2019

2. - Enough music materials accessible for children’s use means “daily
access to at least 3-5 materials in each of several
categories” (PowerPoint: part1. Activities, slide 7).
Music materials are anything that children can use to create or listen to music,
plus large enough area where children can express themselves by dancing,
creating a drum parade, or playing together in a little orchestra.
- That should include CD tape players, recorded music, or some software for
computers that offers appropriate musical content. This means complete songs
or passages of music, dance props with recorded or child-made music.
- Enough instruments are available for at least half
of the children to use at one time. (PowerPoint:
part 1, Activities, slide 25) That can include drums, xylophones,
rhythm sticks, bells, keyboards, triangles, and tambourines.
- -
THE MUSIC AND MOVEMENT CENTERS FOR 3-5 YEARS OLD ARE
REQUIRED….

3. - Many and varied fine motor musical instruments and materials assessible for
much of the day. No fewer than 15 music instruments for 5 children plus one for
each additional child. (ITERS) .
It is important that children will have varied musical instruments and materials so
they will develop different skills, for example: grasping, shaking, turning, poking,
squishing, putting their thumb on it. That could be shakers, tambourines, bells,
electronic keyboards, xylophones, drums.
The musical instruments and materials have to
be rotated at least monthly to create a viable
program.
-
THE MUSIC AND MOVEMENT CENTERS FOR INFANTS/TODDLERS
ARE REQUIRED….

4. All musical instruments and materials have to be physically located on low
shelves, making them accessible to the children. (ECER-S 3.1, p.213)
The music materials should be accessible to children for a substantial portion
of the day. (1/3 of the time the program is open). The instruments have to be
safe to handle, without any sharp edges, no broken or loose parts, neat and
clean.
Teachers should be actively involved: singing, dancing, playing instruments,
helping children to learn how to play those instruments and encourage children”
to express children’s thoughts, feelings and energy.” (Milestones of Development
B8, p.115)
Music should be purposefully used when children dance, sing, play musical
instruments, musical chairs, “freeze” dance. But not used as a loud background
except during transition, or soft music during the naptime. Music can be teacher-
directed or free children’s choice. When children are involved in self-selected
activities, usually, there are limited behavioral concerns.
If four-and five-years-old children can handle 15-20 min. group activity, “for
infants and toddlers five minutes will be plenty.” (All about the ITERS –R)
ACCESSIBLE

5. - “Children with disabilities should be included in musical activities and adaptations should
be made for them”. (PowerPoints: part1. Activities, slide 24)
Learning about cultures and genres including familiar songs in different languages, for
example, “Head, Shoulders, Knees and Toes” in Japanese language. (it sounds adorable 
https://www.youtube.com/watch?v=O5m3rIKS2Qs)
It is very important to help children to learn different types of music such as classical, jazz,
folk, lullabies, children’s songs. “ At least three different types of music must be used
regularly with the children”. (All about ECERS –R, p. 216)
DIVERSITY

6. During musical activities children and adults are establishing “warm, sensitive, and responsive
relationship which helps children feel secure”. (NAEYC Standard 1a). “Teachers help children
adjust to the program environment and make friends with other children”. (NAEYC Standard 1c).
STANDARDS

7. Music plays an important role in the development of
children from a very early age! From earlier ages, children
naturally “respond to sounds, begin to initiate sounds,
experiment with a variety of sound sources (ex. rattles,
bells), prefer repetition of familiar songs and rhythmic
patterns, participate in group music experiences (singing,
finger plays, chants, musical instruments)” (Milestones of
Development: B1, B2, B3, B4, B5 p. 114)
“Preschool children should have more advanced
experiences that help extend their understanding of music.”
(All about ECERS-R, 7.2, p. 217). With those experiences
children will learn how music is created, the name of
instruments and how they sounds, how to play them,
characteristics of music (soft or loud, fast or slow, and
tones). 3-5 years old children enjoy expressing themselves
during dancing.
WHAT SKILLS AND ABILITIES DO
CHILDREN DEVELOP?

8. It is easier for children to learn, gain skills, and abilities while enjoying and self-choosing
music and movement.
Being introduced to different types of music children are “developing their aesthetic sense
and creative abilities, learning to recognize and remember patterns, learning to discriminate
differences in sounds and what a phrase is”. (PowerPoint: part1. Activities, slide 23)
In a planned activity with preschool children, teachers have to help to extend their
knowledge about different tempos and rhythms and even individual or group lessons on
how to play some instruments.
IT IS EASIER FOR
CHILDREN LEARN

9. “Setting up the tone” in a class is the first thing
teachers should do to create a warm,
respectful atmosphere for both teachers and
children. All children should feel welcome in
programs: girls, boys, children with varying
abilities, ethnicities, or different cultures.
Teachers should serve as the role model for
children, parents, and communities alike.
A very important question here is “do teachers
encourage children to use one another as
resources?” (Ann M. Gordon, Kathryn W.
Browne ”Beginnings & Beyond” p.307)
TEACHER’S ROLE

10. Adults initiate the music activity, by putting on music
for children to dance to, handing out rhythm
instruments for children to play at circle time, or
singing a “clean-up” song to end free play time.
Children then participate in some manner. (All about
ECERS- p.215)
Teachers should help children to have music activities
and instruments accessible during outdoor time.
That could be whole group activities, or individual as
an informal, child-initiated activity.
Teachers must strive to make activities meaningful!
Make the content as educational. Teachers should
encourage the involvement of all children, teaching
how to create music, and then record those creations
for implementing in a future.
AS A TEACHER YOU HAVE TO BE INVOLVED AND INITIATE
BUT CAREFULLY LISTEN TO THE CHILDREN AND ASSIST
WHERE NEEDED.

11. SOCIAL AND EMOTIONAL DEVELOPMENT
Music should be considered as a universal language that develops
every aspect of psychosocial development. It allows the expression
of emotions and provides the opportunity to create roles as well as a
delightful time to enjoy movement. (text, p.488).
From early interaction with adults, infants use movement to
communicate feelings and needs. As children grow, increased
movement become a form of self-expression and creativity.
(Milestones of Development, Fine Art, Strand1)
Participating in dancing with peers, children develop a sense of
belonging and gain self-confidence.
Music is often shared with others in singing and playing instrument
together. It helps to learn how children can share and take a turn by
passing instruments back and forth. Also, teachers can incorporate
call-and response songs (“Who Ate the Cookies from the Cookie
Jar?”, Boom Chicca Boom”) which will encourage children to take
turns.
DEVELOPMENTAL DOMAINS

12. LANGUAGE AND LITERACY.
Communication is fundamental to the human experience, and learning language and literacy
through music and movement makes it easier.
Music gives children an easy-to-enter window into practicing language and deciphering
meaning. Modifying the words in well-known songs (such as singing “Happy lunchtime to
you!”) or asking older toddlers to fill in the blanks in singing (for example, “[Kasen] had a little
[fish], whose fins were bright and orange”) encourages children to practice logical thinking and
reasoning skills. (http://www.imagineeducation.com.au/files/CHCECE018022/2.pdf)
DEVELOPMENTAL DOMAINS

13. Offering music experiences in children’s native language(s)
supports dual language development in the first three years and
beyond. Music also is a great means to involve families in the
program as they share their cultural songs and rhymes.
There was a study group of children who using sign language
concluded that musical activities can be pleasurable for hard of
hearing/deaf children even if their perception of music is
different from children with typical hearing. It appears that they
are capable of engaging in musical activities. They
demonstrated musical knowledge in musical structure, musical
styles, beats and rhythms, and expressed their need to
communicate through music.
https://www.tandfonline.com/doi/abs/10.1080/14613808.2011.5
53279?src=recsys&journalCode=cmue20
For children with delayed oral language development, adults
can implement alternative communication devices as directed
by their Individualized Education Program (IEP). The program
could help to identify and support progress in receptive and
expressive language.
DEVELOPMENTAL DOMAINS

14. 1. PowerPoint: part1. Activities. Carole Whitener
TCC Community College Master STAR Rater VA. STAR Quality Initiative
2. ACERS-R
3. ITERS
4. Milestones of Development B8.
5. All about ECERS –R
6. All about the ITERS –R
7. NAEYC Standard 1a, 1b, 1c, 4a, 4b, 4c.
8. http://www.imagineeducation.com.au/files/CHCECE018022/2.pdf
9.Head Start Early Learning Outcomes Framework, ages Birth to Five, 2015
10. Ann M. Gordon, Kathryn W. Browne ”Beginnings & Beyond” (text)
11. Pictures were borrowed from Google and from requested catalog
https://www.discountschoolsupply.com
REFERENCES