Your Assignment Module Number and Heading: CHCFC507A
Your Assignment Type: Standard Question
Currently Working in Childcare? No
Your knowledge: Basic Knowledge
Your Question?
How do/could you provide music and movement resources and oppurtunities which are inclusive and encourage appreciation of diversity?
What is your answer so far or What have you done so far as an attempt to solve this question?
Ensure to expose the children to music and instruments of different cultures. When introducing a new sound, ensure to show a photo of the instrument and tell the children in which part of the worls the instrument is played and present the music in its cultural context.
Description and Message:
i need some ideas of at least maybe 4 more..
use music as a medium to enhance childrens experience and development
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nicole.simmonds
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angel22
Re: use music as a medium to enhance childrens experience and development
It is important to help children foster positive awareness and acceptance of the similarities and differences of themselves and others. Children will stimulate their natural creativity and curiosity through tactile exploration. Children will develop descriptive vocabulary to encourage oral language.
Talk About (Connections):
Discuss with children that we are alike and we are different in many ways. Share an example about yourself and a family member. Encourage children to share their own examples of how they are alike and different from family members or friends. Tell children we will be reading a story about a young Spanish speaking girl who notices/sees how the members of her family are alike and different, using each one’s hair as a symbol of their individuality. Read Together:
Read the title and explain that the word “pelitos” means hair in Spanish. As you read Hair/Pelitos encourage children to look at the illustrations. Pause often to talk about the pictures. Stop after reading, “It never obeys barrettes or bands,” and think aloud, “I wonder how hair could be lazy? Oh it probably means her hair is so straight the barrettes fall out.” Stop again after reading, “holding you and you feel safe” and make a personal connection. For example, you could say, “This reminds me of how my daughter would twirl my hair to fall asleep.” After reading, encourage children to share how the girl’s family is alike and different. Then have them make their own personal connections to the story. This book can be read at different times, for different purposes. This bilingual picture book can be used to help children become aware and/or support children’s native language as they listen to the story in Spanish.
MUSIC/MOVEMENT
Singing together encourages children to gain confidence in their language skills. I Am Special (Sing to the tune of Frere Jacques) I am special, I am special. So are you, So are you. We are very special, We are very special. Yes it’s true, Yes it’s true!
Fingers Tell (Texture Poem)
What can your fingers See for you? Whether a surface Feels old or new? Is it bumpy, lumpy Slippery, slick? Prickly, scratchy? Hard as brick? Spongy, rough? Softer than dough? Touch it! See if your fingers know.
MUSIC/MOVEMENT LANGUAGE
Dance and move to different types of diverse music. Encourage the children to “feel” and experience the music. How do we know it’s fast? Slow? Encourage them to really focus on listening and feeling the music.
Encourage children to learn and use sensory words. • Make an Ice Cube Sensory Tray. Cut 12 small pieces of materials/objects with different textures. Cut to fit into ice cube tray compartments. Glue objects into tray. Let children feel different textures and allow children to explain the texture. “Who knows what kinds of things feel soft? ... rough?... hard?...” • List and review vocabulary: curly, thick, fur, straight, lazy, slippery Have children search for and cut out pictures in magazines that are examples of the different vocabulary words.
ART ACTIVITIES
Provide an opportunity for children to explore different textures.
Hand‐Shaped Feely Board
On cardstock or other paper, trace each child’s hand and cut it out. Have children pick textures to glue onto their paper hands (scraps of different textured fabric, cotton balls, felt, corrugated cardboard, sandpaper, etc.). Texture Painting
Mix paint with one of the following items: sand, coffee grounds, baby powder, detergent powder, water, rice, glitter, sugar, salt oatmeal, baking powder. Once mixed, children can use paint brushes (or hands) to explore the different textures. When dry, have the children run their hands across their paintings to feel the difference in the textures. Self‐Portrait
Help children recognize their individuality by making self‐ portraits. Children can use paper plates for the face, and curly ribbon, yarn, rice or spaghetti to create different types of hair. Add textured materials for eyes, nose and mouth.
DRAMATIC PLAY
Hair Salon/Barber Shop
Children will pretend to be a beautician or barber and practice hairstyling with dolls. Hair Band
Attach pieces of yarn with tape to a strip of oak‐ tag to represent different lengths of hair. Children will enjoy creating new hairstyles. Children will pretend to be a beautician or barber and practice hairstyling with dolls. Hair Band
Attach pieces of yarn with tape to a strip of oak‐ tag to represent different lengths of hair. Children will enjoy creating new hairstyles.
SCIENCE/COOKING
Enhance children’s texture awareness as they investigate nature.
Objects found in nature offer an abundance of textures for your child to discover. For example: Tree trunks – bumpy, smooth, rough, flaky, etc. If possible have children experience the texture of animal coats – furry, smooth, leathery, bumpy, soft, etc. in touch and feel books or can be found on discovery/nature walk. Materials: 1⁄2 cup cornstarch, 1⁄4 cup water, food coloring. Allow children to mix and explore texture—it is wet, but feels dry to the touch.
SUGGESTED APPLICATION OF CONCEPT (TOY)
Pets Touch and Feel Puzzle Children will explore the interesting textures on each of these five pet shaped pieces as a tactile adventure.
When children are playing with texture puzzles, encourage them to use the vocabulary (e.g. rough, hard, soft, slippery, bumpy, smooth etc.).
You may find the website below helpful: Musical Instruments of the World: http://www.worldmusicalinstruments.com
http://sielearning.tafensw.edu.au/MCS/C ... uments.htm
Talk About (Connections):
Discuss with children that we are alike and we are different in many ways. Share an example about yourself and a family member. Encourage children to share their own examples of how they are alike and different from family members or friends. Tell children we will be reading a story about a young Spanish speaking girl who notices/sees how the members of her family are alike and different, using each one’s hair as a symbol of their individuality. Read Together:
Read the title and explain that the word “pelitos” means hair in Spanish. As you read Hair/Pelitos encourage children to look at the illustrations. Pause often to talk about the pictures. Stop after reading, “It never obeys barrettes or bands,” and think aloud, “I wonder how hair could be lazy? Oh it probably means her hair is so straight the barrettes fall out.” Stop again after reading, “holding you and you feel safe” and make a personal connection. For example, you could say, “This reminds me of how my daughter would twirl my hair to fall asleep.” After reading, encourage children to share how the girl’s family is alike and different. Then have them make their own personal connections to the story. This book can be read at different times, for different purposes. This bilingual picture book can be used to help children become aware and/or support children’s native language as they listen to the story in Spanish.
MUSIC/MOVEMENT
Singing together encourages children to gain confidence in their language skills. I Am Special (Sing to the tune of Frere Jacques) I am special, I am special. So are you, So are you. We are very special, We are very special. Yes it’s true, Yes it’s true!
Fingers Tell (Texture Poem)
What can your fingers See for you? Whether a surface Feels old or new? Is it bumpy, lumpy Slippery, slick? Prickly, scratchy? Hard as brick? Spongy, rough? Softer than dough? Touch it! See if your fingers know.
MUSIC/MOVEMENT LANGUAGE
Dance and move to different types of diverse music. Encourage the children to “feel” and experience the music. How do we know it’s fast? Slow? Encourage them to really focus on listening and feeling the music.
Encourage children to learn and use sensory words. • Make an Ice Cube Sensory Tray. Cut 12 small pieces of materials/objects with different textures. Cut to fit into ice cube tray compartments. Glue objects into tray. Let children feel different textures and allow children to explain the texture. “Who knows what kinds of things feel soft? ... rough?... hard?...” • List and review vocabulary: curly, thick, fur, straight, lazy, slippery Have children search for and cut out pictures in magazines that are examples of the different vocabulary words.
ART ACTIVITIES
Provide an opportunity for children to explore different textures.
Hand‐Shaped Feely Board
On cardstock or other paper, trace each child’s hand and cut it out. Have children pick textures to glue onto their paper hands (scraps of different textured fabric, cotton balls, felt, corrugated cardboard, sandpaper, etc.). Texture Painting
Mix paint with one of the following items: sand, coffee grounds, baby powder, detergent powder, water, rice, glitter, sugar, salt oatmeal, baking powder. Once mixed, children can use paint brushes (or hands) to explore the different textures. When dry, have the children run their hands across their paintings to feel the difference in the textures. Self‐Portrait
Help children recognize their individuality by making self‐ portraits. Children can use paper plates for the face, and curly ribbon, yarn, rice or spaghetti to create different types of hair. Add textured materials for eyes, nose and mouth.
DRAMATIC PLAY
Hair Salon/Barber Shop
Children will pretend to be a beautician or barber and practice hairstyling with dolls. Hair Band
Attach pieces of yarn with tape to a strip of oak‐ tag to represent different lengths of hair. Children will enjoy creating new hairstyles. Children will pretend to be a beautician or barber and practice hairstyling with dolls. Hair Band
Attach pieces of yarn with tape to a strip of oak‐ tag to represent different lengths of hair. Children will enjoy creating new hairstyles.
SCIENCE/COOKING
Enhance children’s texture awareness as they investigate nature.
Objects found in nature offer an abundance of textures for your child to discover. For example: Tree trunks – bumpy, smooth, rough, flaky, etc. If possible have children experience the texture of animal coats – furry, smooth, leathery, bumpy, soft, etc. in touch and feel books or can be found on discovery/nature walk. Materials: 1⁄2 cup cornstarch, 1⁄4 cup water, food coloring. Allow children to mix and explore texture—it is wet, but feels dry to the touch.
SUGGESTED APPLICATION OF CONCEPT (TOY)
Pets Touch and Feel Puzzle Children will explore the interesting textures on each of these five pet shaped pieces as a tactile adventure.
When children are playing with texture puzzles, encourage them to use the vocabulary (e.g. rough, hard, soft, slippery, bumpy, smooth etc.).
You may find the website below helpful: Musical Instruments of the World: http://www.worldmusicalinstruments.com
http://sielearning.tafensw.edu.au/MCS/C ... uments.htm
