Be My Guest: Dr Susan Young, University of Exeter

Dr Young writes on the significance of music in early childhood.

In recent years music in early childhood has grown considerably – not just in the quantity and quality of musical opportunities that are available to young children, but also in the research that has taken place – research that tells us much more about music and young children.

One of the most interesting and influential areas of research has looked closely at adults and babies interacting.  Researchers have analysed the typical adult-baby interactions, the ‘coochie coos’ and smiles, the tickles and giggles and described it as a kind of music.  Adults and babies tune in to one another because they keep in time with one another, because they phrase what they say and the gestures they make and use their voices in expressively.  Adult-baby interaction is a very important foundation for communication and sociability.  It usually happens quite naturally – adults see a baby and immediately slip in to ‘infant-directed’ talk, as it is called and babies do their utmost to join in.  Sometimes, though, it can be easy to forget how important it is and, in busy lives, pop baby in a chair with a mobile to look at rather than taking time to talk, sing and play with them.

Every culture has its rich tradition of lullabies, rocking and tickling songs, lap songs and games that are sung and played with babies and very young children.  They help to soothe a fractious baby or entertain or liven up a bored or drowsy child.  New mothers can often find it difficult to remember the songs of their own childhood and one of the important purposes of mother and toddler music groups is to remind parents of all those little songs and ditties that they can bring in to everyday child care.  Many mothers find that a little song to accompany everyday things that must be done – nappy changing, shoes and coats on, riding in the car – helps to smooth things along. These traditional songs and rhymes of childhood are full of rich language, rhythmical movement for physical development and coordination, social skills such as joining in and taking turns and the structure of little games.

This last idea, the structure of singing games, we understand to be very important to young children.  Think of the game of peep bo.  It’s a common song and action game in early years music.  Mother hides behind a scarf, perhaps singing a little song – ‘where is mummy, wish I knew, pull the scarf down, - - - boo!’.  The toddler giggles with excitement and asks ‘again’.  Mother does it again, but this time, to ring the changes, and make it more exciting, waits and waits a bit longer before the boo!.  Next time perhaps she pulls the scarf down quickly, to surprise.  The anticipation, but at the same time varying what happens, is very something very important for children’s cognitive imaginations to work with.  This kind of thinking is a foundation for more complicated learning and thinking.

So – as you can see - there is a lot more to music with babies and toddlers than just singing the odd song or shaking some bells!  Really well planned and developmentally appropriate music offered by a qualified and experienced teacher can provide not only a rich foundation for music, but also support children’s development in these key areas of communication, language, social, emotional and physical development, and cognition.  

A new course at the Centre for Research in Early Childhood gives early years music practitioners an opportunity to study to MA degree level and to go in to detail about the theory behind young children’s musical development and the pedagogical approaches that will best support it.

Article from www.tremendouslytwo.com