Creating Centers for Musical Play and Exploration

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Kristen M. Kemple,
Jacqueline J. Batey, and
Lynn C. Hartle

This article was originally published in Young Children in July 2004. See the February 2008 of Teaching Young Children for the version adapted for preschool teachers.

 Music is in the air in Ms. Viola’s Head Start classroom. She has a large collection of CDs, most of which were recorded specifically for children. Music often plays in the background during greeting, snack, choice, and nap times.

 Music is in use in Mr. Kerry’s pre-K classroom. “Piggyback” songs remind children of expected behaviors and add a pleasant dose of calm to transitions that might otherwise become chaotic.

 Music is on the lips of Mrs. Rosetti’s kindergartners. Morning circle begins with a greeting song, followed by children’s selection of two more songs from the class’s impressive repertoire. Afternoon circle is the time for learning and practicing new songs.

 Each of these teachers might say, “My classroom is very musical,” and each is providing something of value.

The presence of music in young children’s lives can sometimes be taken for granted. In most early childhood classrooms, teachers and children sing a song or two at circle time. Many teachers use musical strategies to help children handle transitions (for example, singing “We’re cleaning up our room, we’re cleaning up our room, we’re putting all the blocks away, we’re cleaning up our room” to the tune of “The Farmer in the Dell”). Parents often sing lullabies and traditional rhymes to their young children. At home and in the car, parents play recorded music they themselves enjoy. They may play a “kids’” tape or CD to keep the children happy and occupied on the road. Music certainly is present in the lives of many young children.

 Nevertheless, there is a growing awareness that music is underused and underaddressed in early childhood education (Kenney 1997). In the early years, musical aptitude is still developing. Infancy and early childhood are prime times to capitalize on children’s innate musical spontaneity, and to encourage their natural inclinations to sing, move, and play with sound (Stellacio & McCarthy 1999).

 

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