By Brittanie Clark, CHD 120, Summer 2018

1. Music and Movement
Outlining the importance of music and
movement in the early care classroom
Brittanie Clark

2. Milestone Strands and Indicators
Music and movement belong under the “Fine Arts” milestone and are
specifically identified within Strand 2.
Fine Arts allows children to develop self-esteem, self-expression, and
independence.The arts easily blends itself in with other key domains like
that of math, science, culture, language, etc.
Music provides an outlet for children to express their thoughts, feelings, and
energy through fingerplays, simple instruments, or humming or singing
along to a familiar song.

3. Materials needed to support learning and development in the
area of music are:
 Instruments such as shakers, drums, triangles, etc.
 CDs, tapes, or computer software that contains music.
 Singing – nursery rhymes, made-up songs, chants, etc.
Movement needed to support learning and development in the
area of music are:
 Dancing, marching, or exercising to music or rhythms.
 Acting out the content of songs, rhymes, or chants with
large muscle body actions.
Music Station - #1

4. Music Activities
Music activities can be teacher-initiated or child-initiated and
implements music and/or movement as the main subject of
play.This can be offered in a group setting or as a source of
free play and can also be done individually or as a group.

5. Examples of Movement Activities
 Encouraging dancing to recorded music for free play
Encouraging the children to clap to different rhythms
 Singing songs that have movements that go along with them like the
“Hokey Pokey” or “I’m a LittleTeapot”
 Dancing with musical instruments

6. Teacher’s Role in Music and Movement
A teacher’s role in music is vital – whether he/she is actively
engaged or implementing a “laid back” approach.
Teachers can:
 Encourage movement by dancing, marching, moving with
the beat of the music as to allow the children to mimic
him/her.
 Allow the children to use their imagination and creativity
and be there as a gentle guide or for necessary assistance.

7. Types of Music
5.2 –Various types of music (at least 3) should be offered such as:
 Children’s Songs
Jazz
Folk Songs
Country and western
Rock
Reggae
Music should always be appropriate and contain no reference to violence or
sexually explicit material or language.

8. Accessibility and Materials
5.1 –To give credit for “many”:
There must be enough musical instruments for half of the children to
use at once.
There must also be music provided for listening such as a tape or CD
player. If no tape or CD player, then a computer software program
with extensive musical content must be present.
 For a tape or CD player to be considered accessible in a group of
older children (ages 4 and up), children should be able to use tapes
independently.
 Music materials must be accessible for at least 1 hour daily if in a
program that operates for 8 hours or more a day.

9. Music and Movement with
Infants & Toddlers
 Many benefits can be found by utilizing music with infants.
Singing to a baby while doing certain tasks (feeding, diapering,
dressing, etc.) can help build stronger trust and relationships
while also giving him individualized attention. (Strand 2, B1 –
Page 114)
 Music can also be used for both quiet listening (during nap time)
or for active play (using approved and safe toys and
instruments). (Strand 2, B5, B6 – Pages 114, 115)
 Just like with preschoolers, infants and toddlers should have
musical materials accessible to them – meaning within view and
easy reach of the children (3.1).

10. Music and Movement:
Connecting with other Learning Domains
COGNITIVE
 Science (such as photosynthesis, life cycles, etc.)
 Math (such as counting numbers, counting out beats, etc.)
 Social Studies (history)

11. Music and Movement:
Connecting with other Learning Domains
LANGUAGE AND LITERACY
 Listening – hearing how words are
pronounced through song.
 Speaking – noting the use of tongue, lips,
etc. when words are spoken.
 Writing – recognizing and imitating letter
sounds heard in music; sheet music.
 Can help children determine the
difference between loud and soft. (Strand
2, B10 – Page 115)

12. Music and Movement:
Connecting with other Learning Domains
SOCIAL AND EMOTIONAL
 Music is a great way for children to
express their thoughts and feelings.
 Music is also a great outlet for creativity.
(Strand 2, B8 – Page 115)

13. Music and Movement:
Connecting with other Learning Domains
PHYSICAL
 Can help children determine differences
between fast and slow.
 Dancing is great physical exercise!
 Fine motor skills are put into use –
clapping, snapping, etc.
 Gross motor skills are also exercised –
jumping, twirling, marching, etc.
(Strand 2, B4, B5, B10 – Pages 114, 115)

14. Music and Diversity
Music is a great way to experience different
cultures and introduce children to different
languages like Spanish, French, German, etc.
 Music transcends all races, creeds, religions,
and physical and cognitive disabilities.
Many early care programs elect to hire bilingual
or multilingual staff to help accommodate the
diverse population of children that they serve.
Staff with specific backgrounds or education
regarding children with special needs may also
be hired to make sure services are available to
all.

15. Music and Diversity (cont’d)
In order to ensure that my program reaches to
the most diverse population possible, I will stock
my center with appropriate multicultural music,
musical instruments that are accessible all
throughout the day for infants, toddlers,
preschoolers, and any children who may be
physically impaired (i.e. wheelchair bound, etc.).
All children will be included in group activities
while also having that option for those who
need more specialized attention (whether one-
on-one or assistance within the group).

16. Sources
 Virginia Department of Social Services. (2008). Milestones of Child
Development.
 Clifford, R., Cryer, D., Harms,T. (2005). Early Childhood Environment
Rating Scale: Revised Edition. NewYork, NY.Teachers College Press.
 Cryer, D., Harms,T., Riley, C. (2003). All About the ECERS-R. New
York, NY.Teachers College Press.
 Clifford, R., Cryer, D., Harms,T. (2006). Infant/Toddler Environment
Rating Scale: Revised Edition. NewYork, NY.Teachers College Press.
 Cryer, D., Harms,T., Riley, C. (2004). All About the ITERS-R. New
York, NY.Teachers College Press.
 Jenkins, A.J. (2010, June 13). Number Song in Spanish. Cancion de
los Numeros. Retrieved June 15, 2018, fromYouTube website:
https://www.youtube.com/watch?v=8ydJr1Is8xI
 Lyrics2Learn. (2014, May 1). George Washington Carver Song:
History Songs for Kids. Retrieved June 15, 2018, fromYouTube
website: https://www.youtube.com/watch?v=7aoXRkgrvSE&t=40s