The document provides guidance on setting up a Music and Movement center in an early childhood education program. It recommends including a variety of musical instruments, recorded music, computers with music software, song books, and homemade instruments. It emphasizes including materials from diverse cultures. The teacher's role is to lead daily music and movement activities and ensure enough instruments are available for half the class. Music and movement can help develop children's language, cognitive, social, emotional and motor skills while being enjoyable.

1. Music and
Movement
Juanita Garner

2. ITEM: 1
In every Music and
Movement center
materials can be
anything that children
can use to create or
listen to music. The
materials are
categorized as:
MUSICAL INSTRUMENTS AND MUSICAL TOYS
RECORDED MUSIC
COMPUTERS SOFTWARE
SONG BOOKS
HOMEMADE MUSICAL INSTRUMENTS

3. ITEM: 1 Con’t
The materials are to be used
at least 1 hour daily and in
high quality programs 1/3 of
operational hours. The
number of instruments are at
least 1/2 of the number of
students at all times. Some of
instruments are drums, a
piano, xylophones, triangles,
bells, harmonics, rhythm sticks,
or electric keyboards.

4. Cd players, tapes, computers with complete songs can be
used for recorded music. Some materials can be
homemade or commercially brought.
Recorded Materials Homemade Materials

5. Movement comprises
music, rhythms or
acting using large
muscle body actions.
 Marching
 Exercising
 Dancing

6. ITEM #2
To show diversity in the Music and Movement Center:
 Children of different
ethnic group dancing
together.
 Instruments of
different cultures
 Song in the French
and English:
Frère Jacques, Frère Jacques,
Dormez vous? Dormez vous?
Sonnez les matines,
Sonnez les matines,
Ding Ding Dong,
Ding Ding Dong.
Are you sleeping, are you
sleeping,
Brother John? Brother John?
Morning bells are ringing,
Morning bells are ringing
Ding Ding Dong,
Ding Ding Dong.

7. ITEM #3
When children have access to Music/ Movement Center they will
 Develop fluency in speech.
 Learn to discriminate differences in
sounds.
 Learn what a phase is in building a
foundation for writing and language.
 Learn to be creative in making up their
own songs and singing them and dance.
 Learn about cultures and genres.
 Learn to be joyful.
(Whitener, 2009 Part 1, Slide 23)

8. The Teacher’s
Role
 ITEM #4
The teacher’s role is to lead
music and movement daily.
Have enough instruments for
half the size of the class to
use at once. Have cd’s and
props accessible for older
kids.

9. Music and
Movement
can be done
inside or
outside

10. Inclusion and Infants and
toddlers enjoying music
 Music can encourage language, social – emotional , and
motor development.
 Materials should be on lower shelves for easy access for
children with disabilities giving them a sense of
independence.
 Music helps stimulate the senses.
 Music is enjoyable for all.
 Citation:
(All About ITERS – S 18 Music and Movement Page 237

11. Domain: Social and Emotional Development
Strand 1: Relationships with Others
A9. Enter and engage in group pretend play successfully. (Page 4)
Strategies:
• Labeling toys to indicate to whom they “belong” and modeling ways to take turns
or use other available toys.
• Helping children enter a group by suggesting a role that will help extend the
group’s pretend story.
• Modeling group games, like “Duck, Duck, Goose,” “Red Light, Green Light.” and
other circle games.
• Talking about challenges and solutions, and using role-play with puppets.

12. Domain: Language and Literacy
Strand 2: Phonological Awareness and Alphabetic Knowledge
B8. Identify matching sounds and produce original rhymes.
(Page 14)
Strategies:
• While listening to rhyming songs, picking out the rhyming words.
• Reading a nursery rhyme and having child raise his hand every time a specific sound is
heard.
• Asking child to match words that have the same beginning or ending sound.
• Singing alphabet songs with child.
• Providing child with hands-on materials containing letters.
• Writing out child’s name sounding out each letter.
• Allowing children to explore sounds and language by experimenting with words.

13. Fine ARTS
Strand 1: Dance Arts
A9. Show creativity using their bodies. (Page 36)
Strategies:
• Singing songs that involve body action and imitation.
• Providing costumes and props to encourage interpretive dance to
various styles of music.
• Keeping step with the beat of the music (e.g., walking slowly to
slow music, tiptoeing quickly to fast music).
• Tapping or beating a drum at different speeds and having child
dance to the beat.

14. Physical Development and Health
Strand 1: Gross Motor Development
A11. Use balance and control to perform large motor tasks.
(Page 41)
Strategies:
• Introducing games where children can kick or throw a ball in an intended
direction.
• Providing opportunities for dance and Providing opportunities for dance and other
movement activities that use both sides of the body.
• Providing opportunities for child to try different body positions.
• Including child in simple, small physical chores.