Your Assignment Type: Standard Question
Currently Working in Childcare? Yes
Your knowledge: Basic Knowledge
Your Question?
Questions
1. Describe some of the musical experiences that can be offered to children
2. How can music support children’s development?
3. How do you determine the appropriateness of music and movement experiences for children across the stages / ages of development?
4. How should your program foster music?
5. What issues must be considered when you organise, implement and evaluate music and movement experience?
6. How can you encourage children to share music interests?
7. What basic music concepts are appropriate in a centre based environment?
8. What instruments are appropriate for a centre?
What is your answer so far or What have you done so far as an attempt to solve this question?
CHCFC507A
Use music to enhance children’s experiences and development
Questions
1. Describe some of the musical experiences that can be offered to children
There is many musical experience you c-an offer children from lullabies to settle babies, a gentle song to sooth a distressed toddler and ritual songs used for greeting & goodbye and pack away time.
Musical experiences can be offered and incorporated in procedures like nappy changing, sun safe procedures, hand washing and preparing for snacks and meals all these experiences can be enhanced with music and can enrich the experience.
There is many musical experiences from incorporating a music mat in your indoor & outdoor environments. By providing musical instruments could be another experience. Musical experience can be massive as it could music has various types of music from educational songs, multicultural songs & music/movement songs. Musical experiences can be incorporated in both indoor and outdoor environments. You could simply just provide free music time for the children.
2. How can music support children’s development?
Music and movement classes offer developmental opportunities for all children. Music can support children’s development and help with a child’s concentration through learning.
Music ignites all areas of our development: intellectual, social and emotional, motor, language, and overall literacy. It helps the body and the mind work together. That’s one of the reasons why music and movement programs are so popular. Through music, children learn the sounds and meanings of words. For everyone, music helps strengthen memory skills. Most of us have a hard time remembering our own phone number, but turn on a favorite song from our past and we can sing every word. And most of all, music provides us with joy. Just think about listening to a good song on the car radio. Make it a beautiful day with the window down, and that’s joy.
There is many reasons to support why music can support a child’s develop of music.
Children of all ages express themselves through music. Playing music for infants proves that, even at an early age, children sway, bounce, or move their hands in response to music they hear. Many preschoolers make up songs and, with no self-consciousness, sing to themselves as they play.
Music can help and will boost a child’s brain power
Music will improve a child’s memory.
Music will helps young children socially and build confidents
Music helps develop children's language skills
Music helps develop children's self-esteem
Music helps develop children's listening skills
Music helps develop children's math skills
Music helps stimulate children's brain connections
Music and movement go together
Music relieves stress
Music makes transitions easier
Music encourages creativity in children
Music is a great way to teach children with special needs
3. How do you determine the appropriateness of music and movement experiences for children across the stages / ages of development?
Appropriate music experience
Infants - Allow the infant to move and stretch during feeding or nappy change time.
Give infants the opportunity to kick their legs, wave their arms, investigate their goes, and so on. Introduce lullabies and songs in the same locations and at the same time each day (i.e. sing a particular song during all nappy change times when at the change table).
Place musical mobiles above each infant's cot with colourful pieces that move as the mobile rotates to the music which creates a focus point and encourage stretching.
Play relaxing music and lullabies, simple clapping games, finger play songs, rhythmic tickling games, kicking and arm-waving activities accompanied by rhythmic music.
Three months onwards - Introduce gentle movement activities like riding rhymes games. Or as soon as an infant can grasp a rattle, plastic maracas and soft toys containing bells, encourage the child to shake it to hear the different sound.
From 6 months onwards or when the child's coordination skills have advanced enough - provide toys an infant can hit or bang to make a noise (i.e. upturned saucepan and a wooden spoon or a plastic drum).
From 9 months onwards - introduce clapping games, singing the melody while modelling the actions.
For toddlers - Provide movement activities that help to develop gross and fundamental movement skills such as running, jumping, balancing and catching, singing, chanting, rhyming activities, action songs, balancing games, dancing to music, animal movement, stretching exercise, exercise for fitness, mood movements and finger play songs.
Organise a huge variety of experiences that require little or no equipment, such as dancing, marching, jumping games, follow me fitness routines, bean bag throw, ball games - rolling, bouncing, catching, tossing etc. or introduce music from different cultures. Include slightly more complex finger play and actions songs and rhymes by repeating a sequence of actions that helps a child develop pre-literacy and pre-numeracy skills. Could also introduce basic musical concepts of rhythm, tempo, duration, volume and pitch through musical experiences and experiments with instruments.
Pre-schoolers - Incorporate music and sound effects into children's role plays and storytelling activities. Group singing with actions, finger play songs, music with percussion instruments, dancing to music, animal movement, balancing games, stretching exercise, exercise for fitness, copy me game, puppets singing activity.
Provide an abundance of resources (musical instruments, items for making sound effects pictures, posters and instruments from other cultures), introduce a wide range of different types of music including culturally diverse music and if possible, live performances.
A range of developmentally appropriate movement experiences for individuals and small groups could also including the use of:
Props
Space
Sounds/music
Body awareness
4. How should your program foster music?
Organising - To plan or undertake research to design the program, based on prior observation and evaluations.
Implementing - Resource and facilitate the program that have been designed to incorporate and foster music experiences.
Evaluating - After the program has been in place for a period of time (a month or more) identify any strengths and weaknesses in the program, and determine how effective it was overall. Did it work? How can it be changed in your program to foster this experience to work?
5. What issues must be considered when you organise, implement and evaluate music and movement experience?
The space required for carrying out, implementing & evaluating music movement experiences. You would need to consider the resources (musical instruments & props) used are they safe? Could they pose a potential hazard of choking and risk harm to children in care.
6. How can you encourage children to share music interests?
Provide freedom & materials to be creative by boosting & encouraging the children to share their love for music. Play the child’s favorite song or get the child to play their favorite instrument/s or ask the child to show you their special dance, whatever their interest may be, encourage and find ways to plan and extend this interest. Give the child the freedom to explore and discover on their own using and encouraging their interest. Provide resources in the environment to enhance the interest for child.
By evaluation of children's participation and reactions to the experiences, by simply asking children who participated in the experience whether they enjoyed it, by asking parents and caregivers as children may talked about what they have done during the day to their parents and not giving feedback in the centre as well as by asking co-workers for feedback on the children's reactions to the planned experiences to respond to children's ideas and interests. Could also use observation and daily reflections to provide a useful indication of children's changing interests, moods and skills over a defined time period.
7. What basic music concepts are appropriate in a centre based environment?
Group time, rest & relaxation music, transitional songs, nursery rhymes, finger puppet songs, multicultural music & instruments, music & movement songs, greeting & farewell songs, soothing & settling songs.
8. What instruments are appropriate for a centre?
Drums, tambourines, triangles, bells, maracas, cymbals, finger bells, xylophone, etc; rain sticks; tape, record or CD player; cassettes, records, or CDs; scarves, ribbon sticks and flags for movement and music even homemade instruments would be appropriate like buckets could pose as drums or wooden blocks can be used as tapping sticks.
Description and Message:
Can you please let me know if I am answering these on the right ??? I haven't studies like this for years and I am constantly questioning my answers and what I am writing...Thank you so much in advance
xxx I really appreciate this support....
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