Parenting a Shy Child

I thought this was a great article.  My son is not shy at all, a bit hesitant in new situations, but then fine as he gets is bearings.  However, I was a very shy child growing up.  But I was shy because I was a big kid--bigger than everyone--until they started passing me up in Jr. High School.  I could have used some of these suggestions and helps while I was in elementary school.

Many children are shy – it's not uncommon at all. However, dealing with a shy child as a parent can be difficult. While there is no shame in being shy, if you continue to let your child be shy, they can later be robbed of important life opportunities. For this reason, it's important that parents find ways to help bring their child out, helping them to overcome the shyness that they are dealing with. Of course, it's easier said than done to help your child get over being shy. Here is a look at tips and advice that parents can use to help out when it comes to parenting a shy child.

Why Is Your Child Shy?

The first thing you need to do if you have a shy child is to ask yourself why your child is shy in the first place. There are various reasons that your child may be shy. Take a look at when you notice your child being shy. Are they shy all the time, only shy when meeting someone new, shy in large groups, or shy when having to make presentations? If you are able to figure out the situations when your child is shy, you will be better able to overcome this.

You also need to consider the fact that your child may be dealing with more than just a bit of shyness. Various medical conditions and other conditions may be confused with shyness in a child. Your child could be dealing with a problem like Asperger's Syndrome, autism, anxiety, or even learning disabilities. Take a careful look at your child and their actions. If you think there may be an underlying problem other than shyness, make sure they get the professional attention that they need.

Be a Role Model
Another important tip for parenting a shy child is to be a role model yourself. You may be surprised at how much your child learns from you. They learn by watching what you do, so it is important that you are a good role model for them. When you are in social situations, be friendly to others, introduce yourself to other people, and compliment strangers, friends, and family members. There are some things you should avoid too. Don't criticize other people in public, don't berate your child for being shy, and don't avoid people because you are nervous. This only sends the wrong message to your child. Even if you are a shy person yourself, to help you child, you need to overcome that and work on setting the example for your child. Not only can this help your child learn important social skills, but it can help you overcome shyness in your own life as a parent.

Start Early with Social Skills

Good social skills don't just randomly occur in children – they are taught. This means that you need to work on these skills with your children, and the earlier you begin, the better. Shyness increases as children age, so you need to start young with your child. Not sure how to encourage social skills in your young child? Start out by having play dates so your child gets the chance to interact with other children at a young age. Take time at home to practice social skills, such as giving compliments, introducing people, or even shaking hands with others. Teach kids about friendship and how to be a good friend. These are all simple ways that you can teach young children important social skills that will help them to overcome shyness later in life.

Help Your Child Learn About Respect and Tolerance
 People who are shy are often more judgmental – of themselves as well as others. If you are judgmental yourself, this will teach your child to become this way as well. When you are criticizing others, you are teaching children that when they go out, people are going to judge them as well, which leads to even more shyness. This causes them to withdraw into their own world of shyness. It is important that you instead teach your child about respect and tolerance for other people. Teach them to respect people even if they do have shortcomings. Let them know that no one is perfect, but people are worthwhile and should be tolerated in spite of imperfections. Compliment other people instead of tearing people down.

Also, you need to avoid referring to your child's shyness in a negative way, which is a way of judging your child. While shyness should not be an excuse for behavior, you need to avoid labeling your child as shy in a negative way. Instead, find ways you can compliment your child while helping them to overcome the shyness that they are dealing with.

When You Need Help
There are some cases where your child may simply be dealing with shyness. However, there are times when this can be a more serious problem, such as severe social anxiety disorder. Sometimes children can go beyond simply being shy and they may become depressed, lonely, isolated, and they may even feel hopeless. In some cases, this may lead to panic attacks when they are put in social situations. This is not a simple problem to ignore. If you feel that your child is dealing with more than simple shyness, do not wait to get help. It may be a good idea to find a good psychologist that is trained in treating these problems in children.

Parenting a shy child can be tough, but if you work on it as a team with your child, they can overcome shyness, which will be helpful later in life for them. Use these tips and ideas with your child and remember, if it seems that your child is more than just shy, get the help that your child needs.

Article found here: http://www.more4kids.info/2413/parenting-a-shy-child/
More4kids is a Parenting resource dedicated to helping encourage children's intellectual and growth.

Abracadabra - Words Really Are Magic

Part Four: The Emotional Life of the Toddler

One of the key developmental accomplishments for toddlers is communication through language. As children move into the second year of life, they begin to grasp the concept that words stand for objects and alter the even more complex concept that words can also stand for ideas and feelings. Many things go into helping this process develop. The stream of language from loving caregivers around the child is the most important.

Extending Kindermusik activities into the home with home materials such as literature books and music CDs not only reinforces the development of language, but also provides a loving ritual between parent and child.

Also helpful is the opportunity to play with toys -- which, after all, are small representations of larger objects, or symbols. A doll standing for a real baby helps pave the way for a word standing for a real object. Exploration Time in Kindermusik class is one example of associating language with objects.

Another element that contributes to language development, of course, is music. As children "tune in" to the elements of pitch, rhythm, contour, repetition and variation, they are learning to focus on the key elements of language. They are also learning about the pleasurable possibilities inherent in the human voice, and about how sounds carry meaning. For example, in the Our Time curriculum, songs with vocal play are fun for children to sing, but are also helping them develop essential language skills. As children grasp these concepts, they fall in love with the magic of language and the joy of being able to communicate their thoughts and needs through speech.

Jr Rose Festival Parade

The day started off VERY wet!

It just poured as we were setting up for our families







Thank goodness for Husbands who help!

Miss Missy and her family

My husband Keith


The dads helped set up the tent, blow up balloons and more!








Lots of Balloons!

Watching the beautiful dancers while waiting for parade to start

Our Banner Holders


These little girls held the banner all through the parade and while waiting at various points through out the day, Yeah girls!!







Walking in the Parade

Ava and Angie


My little sweetie from Our Time class 
Who also happens to be my little cousin!

We had so much Fun, hope you'll join us next year!

We're so much more than music ...

Kindermusik educator Maria Condon holds 24 hour concert with Kindermusik children and helps raise 14,000 Euros for Haiti earthquake victims.

Maria Condon, Waterford's first Kindermusik educator (Waterford, Ireland, that is!) came up with the idea as a fundraiser for the earthquake victims from Haiti. The Concert was the first ever of its kind in the county and possibly in the whole of Ireland to the best of her knowledge. Maria's Village, Our Time and Young Child classes took part on the Sunday morning as well as all of her piano, voice, and flute students. Other local educators' students participated as well. It was a phenomenal success and has raised just under ?14,000 to date!

Maria stayed up for the whole 24 hours along with local piano teacher Catherine Fitzgerald and her "orchestra" of helpers! The Kindermusik kids part of the concert was a REAL treat, and they performed to a packed audience of 180 people. The concert was held in the newly built Town Hall Theatre.

"It was a fantastic showcase for Kindermusik," Maria exclaimed, and would have no hesitation in doing something similar again. It will be lovely for the Kindermusik children when they grow up and look back in years to come and know they went down in history of Ireland as the first Kindermusik classes ever to take part in the first 24 hour Charity concert. "We make a life by what we give" and it was a concert they will never forget.

For more info on Maria's programme see http://www.musicforkids.ie/. A big thank you to the E Hyland (http://www.creativeimages.ie/) who photographed the children and captured such an important event. Well done Maria and the Kindermusik children involved. All us us at Kindermusik International and Kindermusik UK/Ireland are very proud of you!

How Scarves Make Babies Smart!

Scarves are the Ultimate Multi-Sensory Toy! 

When moving with scarves and music the visual sense is stimulated by the bright colors, (babies love to track with thier eyes), the auditory sense is stimulated by listening to the music, and the sense of touch is also stimulated by the feel of the silky material on our skin. And this all happens at the same time.

In all my classes we love to play with scarves, it is a favorite activity! It is so much fun, we move expressively, play peek-a-boo and dress up with them. But did you know that playing with scarves helps your children's brains to develop ?

The best toys for babies are often common household items.
There are many activities you can do with babies using a silk scarf or a scrap of fabric.

According to the National Association for the Education of Young Children, good toys for young children are ones that "match their stages of development and emerging abilities."  Infants do well with toys that help them develop motor skills (pushing and pulling, lifting and dropping, reaching and crawling), learn language, and find out about the world they live in.

Therefore, the best toys for babies are simple, uncomplicated ones that assist them in gaining all these seemingly small but important skills. There is no need to buy a bunch of expensive "educational" toys for this purpose. Many fun, engaging, and educational activities can be done with common items already in the house - like a simple swatch of fabric or a scarf.

Suggested Fabric Play Materials

• silk scarves
• fabric remnants
• cardboard boxes (cereal boxes, shoeboxes, etc.)
• ribbon or yarn

Learn Object Permanence
The idea that objects still exist even when they can no longer be seen is called object permanence.  It is essential to baby's developing cognitive skills since only after baby can imagine an unseen object, can she remember, reason, and plan.  You can help baby develop object permanence by playing peek-a-boo with a silk scarf.

Alternatively, the peek-a-boo game can be played with a small toy. First, show baby the toy. While baby is watching, place fabric over the toy. Say, "Where's the toy? Can you find the toy?" If baby does not reach for the fabric, uncover the toy yourself while excitedly saying, "We found it!"

Practice Gross Motor Skills
Pulling and pushing toys helps baby develop balance, whether she is standing, sitting, or lying on her stomach. To create a pull toy, tie 10 scarves or pieces of fabric together into a long strand. Stuff the strand into a box. Close the lid, but leave a bit of fabric sticking out. Encourage baby to pull on the fabric and watch the strand get longer and longer until the entire strand is out of the box. 1

Fun with Scarves!

Here is a list of versatile ideas for using scarves:

• Play Peek-A-Boo! (of course!)
• Scarf Parachute - Make a scarf toy parachute.
• Scarf Knapsack - Make a knapsack to carry your stuff by tying all four corners of the scarf together.
• Scarf Blindfold - Use a scarf as a blindfold and play "Blind Man's Bluff."
• Scarf Blankie - Use the scarf as a comforting "blankie" at home or on the road.
• Knot Scarves - Practice tying simple knots in a scarves.
• Static Scarves - Use a scarf to experiment with static electricity following these directions.
• Scarf Games - Use a scarf in place of a ball or beanbag for indoor games. It slows down the action and makes many games easy, safe, and fun for little ones. You can also use it to gently "tag" people in various games like "Tag- You're It" and "Tag Football."

Here's an idea: one person runs around with a scarf tied to their ankle, and the other person tries to step on the end of it. Play Tug-of-War with a scarf.

• Make a Scarf Puppet - Simply drape a scarf over one hand to create an imaginary puppet. Or make a Scarf Marionette!
• Scarf Dress-Up - Use scarves on the head (as a bandana, headband, turban, or ponytail holder), as a belt or sash around the waist, as a shawl, or over one eye (as a pirate). Use a scarf as a mask (like a bandit), or tuck one end in the back of pants to make a "tail." Pretend scarves are jewelry - and make a bracelet or necklace. Use scarves as a bandage or sling. Scarves make great capes allowing imagination to take flight!

Note: To be safe, never tie a scarf around a young child's neck. Use safety pins to fasten scarves to clothing.

• Scarf Flag - Use a scarf as a flag or to wave goodbye to someone.
• Scarf Rope - Tie a bunch of scarves together to make a scarf rope.
• Scarf Leash - Tie a stuffed animal to a scarf and drag it along the floor.
• Scarf Pendulum - Tie different size toys to the end of a scarf , then slowly and gently swing it back and forth. Observe how the motion changes with each toy.
• Scarf Pulley - Place the scarf over a doorknob, tie objects to each end, use it to create a pulley.
• Scarf Forts - Use scarves to create walls for forts made with furniture or blocks. Juggling with Scarves - Preschool-age children can develop pre-juggling skills that help to improve concentration, eye-hand coordination, tracking (a pre-reading skill), fine motor skills, and they get a cardio-vascular work-out too. Start by learning to toss and catch one scarf. Then, as coordination develops (which may take a long time) progress to 2 and 3 scarves. Click here to watch a pictorial demonstration. You'll also want to check out this list of fun things to do as you juggle one or two scarves.
• Scarf Paint Brush - Use a scarf dipped in washable paint to make artistic patterns on paper.
• Scarf Vision - Hold a scarf up to the light and see how things look through it.
• Make a Scarf Kite - Use these directions to make one just like Ben Franklin used!
• Scarf Toy Trampoline - Have 2 or more people hold the corners of a scarf and bounce a toy up and down in the middle of it, like a trampoline. 2

A fun activity for your toddler
Dancing with your toddler is fun, and adding scarves to the mix brings the entertainment to a whole new level. This game will be a hit with your 15-month-old, who's in a "milestone period" - a time of very rapid development - and is particularly interested in moving in new and different ways.  This is great for 15 month olds, but older and younger kids will enjoy it, too! 


Children learn to develop gross motor skills, rhythm, color identification, social play, and language while having a great time!

What you'll need: A variety of music and several scarves. But save your long winter scarves for bundling up; light, fashion scarves work best (your local thrift shop might be a good source if you don't have any). You can also use handkerchiefs, cloth napkins, or bandanas.

Clear some space, turn on the music, and join your toddler on the floor. Drop the scarves at her feet, keeping one or two for yourself. As your child watches, make your scarf "dance" in time to the music. She might just observe for a while, or she may join right in by shaking her own scarf.

As you dance your scarves, try playing peekaboo in time to the music. Place a scarf over your head and let her grab it. Or drape one on her head and let her pull it off.

Switch out the music so that you can try different tempos. Float your scarves gracefully for slow music and jiggle them jauntily for quicker music. Work on colors by saying, "Do you want a turn with the blue one?" or "Is Mommy under this pink scarf?"

Finally, try a little teamwork by having her hold one end of the scarf while you hold the other, and dance in place or around the room. You can also hold her in your arms while you dance with a big scarf, swirling it back and forth around the two of you.

When you're done, encourage your child to help you put the scarves in a bag. And keep the bag in a handy place (but not one where your toddler can get to it); as your child continues her rapid growth, she'll enjoy playing this game again and again, and she'll find all kinds of inventive ways to dance with the scarves.


Note: Scarves and other long, string-like objects pose a strangulation hazard, so make sure to watch your child carefully and never leave her alone with them.

Couple of Kindermusik Ideas for playing with scarves:

• Lap Baby: Adult can lie baby in her lap or outstretched legs and move scarf around baby's body.
• Crawler: Adult crawls or sits with baby and explores different ways to move the scarf with the music.
• Walker: While baby holds the scarf, adult helps him move it to the music. Suggest that the scarf hide behind the back during the silence. Some babies may move independently with their own scarves. Encourage adults to continue moving also.

What is your favorite way to play with scarves?  Leave a comment or tweet @Angelmusik!

1 http://ping.fm/QrNd1 Baby Games to Play with a Silk Scarf: Simple Developmental Activities for Infants Jul 24, 2009 Nicole Fravel
2 http://ping.fm/H6clo Newborn Workout and Exercise Program Fun with Scarves! By Diane Flynn Keith, on January 8th, 2009
3 http://ping.fm/LGPvW Let's Play! Scarf Dance by Evonne Lack Last updated: January 2009

It’s hiding!

Object Permanence

It’s hiding, it’s hiding. In this week’s Village Class it was like watching little scientists testing a hypothesis and trying to understand what was going on. It was exciting to watch the change in the babies’ facial expressions as they hid the bells, uncovered them, and then hid them again.

Object permanence involves the understanding that hidden objects still exist even though they cannot be seen or felt. Infants respond differently to hidden objects-while younger infants might watch intently and react with surprise, the older baby might search for the missing object.

Bring out the natural scientist in your baby by playing simple hide and seek games at home. At bath time use a washcloth or towel to hide a squeaky bath toy. In the kitchen put a kitchen towel over the rattling measuring spoons and let the game begin!

Here’s a More Technical Discussion of Object Permanence:
Object permanence is the understanding that objects continue to exist even when they cannot be seen, heard, or touched. Jean Piaget argued that object permanence is one of an infant’s most important accomplishments, as without this concept, objects would have no separate, permanent existence. In Piaget’s Theory of cognitive development infants develop this understanding by the end of the “sensorimotor stage”, which lasts from birth to about 2 years of age. Piaget thought that an infant’s perception and understanding of the world depended on their motor development, which was required for the infant to link visual, tactile and motor representations of objects. According to this view, it is through touching and handling objects that infants develop object permanence.

Early Research
Piaget conducted experiments which consisted of behavioral tests with infant subjects. He studied object permanence by watching an infant’s reaction when a desirable object or toy, for example, was covered with a blanket or removed from sight. Some of the infant subjects would immediately exhibit signs of confusion or dismay. Piaget interpreted these behavioral signs as evidence of a belief that the object had somehow “vanished” or simply ceased to exist. If an infant searched for the object, it is assumed that they believed it continued to exist.

Piaget concluded that some infants were too young to understand object permanence, which would tend to explain why they do not cry when their mothers were gone (“out of sight, out of mind”). A lack of object permanence can lead to A-not-B errors, where children reach for a thing at a place where it should not be. ”A-not-B error” is the term used to describe an infant’s inclination to search for a hidden object in a familiar location rather than search for the object in a different location. Older infants are less likely to make the A-not-B error because they are able to understand the concept of object permanence more than younger infants. However, researchers have found that A-and-B errors do not always show up consistently. They concluded that this type of error might be due to a failure in memory or the fact that infants usually tend to repeat a previous motor behavior.

Later research
In more recent years, the original Piagetian object permanence account has been challenged by a series of infant studies suggesting that much younger infants do have a clear sense of object persisting when out of sight. One study that focused on object permanence showed infants a toy car that moved down an inclined track, disappeared behind a screen, and then reemerged at the other end, still on the track. The researchers created a “possible event” where a toy mouse was placed behind the tracks but was hidden by the screen as the car rolled by. Then, researchers created an “impossible event.” In this situation, the toy mouse was placed on the tracks but was secretly removed after the screen was lowered so that the car seemed to go through the mouse. Infants as young as 3 1/2 months of age looked longer at the impossible event than at the possible event. This indicated that they were surprised by the impossible event, which suggested that they remembered not only that the toy mouse still existed (object permanence) but also its location. This research suggests that infants understand more about objects earlier than Piaget proposed.

One criticism of Piaget’s theory was that culture and education exert stronger influences on a child’s development than Piaget maintained. These factors depend on how much practice their culture provides in developmental processes, such as conversational skills.


Neural basis
Experiments in non-human primates suggest that monkeys can track the displacement of invisible targets, that invisible displacement is represented in prefrontal cortex, and that development of the frontal cortex is linked to the acquisition of object permanence. Various evidence from human infants is consistent with this. For example formation of synapses in the frontal cortex peaks during human infancy and recent experiments using near infrared spectroscopy to gather neuroimaging data from infants suggests that activity in the frontal cortex is associated with successful completion of object permanence tasks.

There are six stages of Object Permanence. These are:

1. Reflexes – the baby is learning how its body can move and works.
2. Primary Circular Reactions – the baby will continue to look where an object was for only a few moments. They will ‘discover’ their eyes, arms, hands and feet in the course of acting on objects.
3. Secondary Circular Reactions – the baby will reach for an object which is partially hidden. this has been taken to show it realizes that the whole object is still there. If an object is completely hidden however the baby makes no attempt to retrieve it.
4. Co-ordination of Secondary Circular Reactions – a baby will search for a hidden object. They will however look to where it was last hidden even if it is now hidden somewhere else.
5. Tertiary Circular Reaction – in this stage the baby will try new actions to get new results.
6. Invention of New Means Through Mental Combination – the child fully understands object permanence. They will not fall for A-not-B errors. If a toy is hidden in a matchbox then the matchbox put under a pillow and then, without the child seeing, the toy is slipped out of the matchbox then the matchbox given to the child the child will look under the pillow upon discovery that it is not in the matchbox.

You know your child has achieved Object Permance when they start experiencing seperation anxiety and stranger anxiety. They now remember objects and specific people that are not present. They will search for toys that have dropped out of sight. They are able to call up a mental image of what (or who) they are missing. They don’t want the stranger, because the stranger is not you.

notes from: https://www.kindermusik.com/Teach/TL_Resources/Databank/Docs/DewDropsWK7.doc, http://www.drgreene.com/azguide/separation-anxiety#ixzz0oZJp5M3U, ttp://en.wikipedia.org/wiki/Object_permanence,

Please leave a comment or tweet @Angelmusik:

Hand-Clapping Songs Improve Child's Cognitive Skills

Many childhood songs incorporate hand clapping. Now, there's research to prove that those simple sing-a-longs help a child's motor and cognitive development.

The firsthand study, conducted by researchers at Ben-Gurion University of the Negev (BGU), in Israel, reveals the impact these activities have on a child's development.

When comparing early-age elementary students who are exposed to hand-clapping songs to those who aren't exposed to these activities, the differences were striking.  "We found that children in the first, second and third grades who sing these songs demonstrate skills absent in children who don't take part in similar activities," explains Dr. Idit Sulkin.

The research states that hand-clapping songs are an integral part of development.

Dr. Warren Brodsky, a music psychologist who supervised Sulkin's doctoral dissertation, said these findings confirm that when a child does not have exposure to these types of activities, he or she is more vulnerable to develop dyslexia and dyscalculia.

"There's no doubt such activities train the brain and influence development in other areas," said Brodsky.

During this study, Sulkin visited several first, second and third grade classrooms for 10 weeks. She placed some classes in music appreciation programs, or hand-clapping song training. While another group remained in environments without musical stimuli.

"Within a very short period of time the children who, until then, hadn't taken part in such activities caught up in their cognitive abilities to those who did," she said.  However, the advancements only occurred for children in hand-clapping classes.  Through Sulkin's self-observation, she realized that early-age children are attracted to hand-clapping-like songs.

"The hand-clapping songs appear naturally in children's lives around the age of seven, and disappear around the age of 10. In this narrow window, these activities serve as a developmental platform to enhance children's needs - emotional, sociological, physiological and cognitive. It's a transition stage that leads them to the next phases of growing up," said Sulkin.

And while the firsthand study was limited to children, Sulkin also questioned adults to see the effect music and hand-clapping exposure has on them. She realized that adults also see positive effects from hand-clapping.  Sulkin noted that even though many adults may feel silly about these exercises, "they report feeling more alert and in a better mood" once having performed them.

By Rochelle Oliver, Associate News Editor, PsychCentral.com

How the Toddler's Motor Skills are Affected by the Arts Part 3 of a 4 Part Series

Toddlers are not only becoming aware of their bodies but are gaining control and learning about its potential and its limits

• Toddlers, through moving, learn how to walk, run, climb, sit, balance, kick, throw, draw--they learn about how they affect objects and their own bodies, they learn about distance and speed, and force
• Climbing over, under, and through objects develops motor skills and problem-solving skills as well as physics and science concepts (cause and effect; distance, force etc.)
• Large muscles develop before small muscles
• Active play improves ability to make judgments, to deal with frustration, provides a sense of accomplishment
• Motor development is the most visible source of self-appraisal--it is easy to see what one can DO, and that they are doing it better than before

Provide opportunities to run, crawl, play with balls and other tools, as well as times to sit (controlled muscles). Space and obstacles/challenges builds problem-solving abilities

• Provide not only space to explore, but also the proper skills to interact with objects
• Build a mountain of pillows for climbing --it's safe, it's soft, it's fun
• Give them buckets, trays, and cups and lots of beans and rice (etc.) to pick up (supervised of course)--building small motor skills
• Provide a bag of rags and a ball; let them play with the rags, dumping and tossing them everywhere; have them get the ball without stepping on the rags and returning it to the bag; help them put the bags back in the bag (in/out; sensory; motor control). They will love to do this over and over again (as they do all activities)
• Decorate a plastic container to look like a bird or animal; have toddlers tear (or use scissors if they are ready) to make little pieces of paper to "Feed the bird"
• Provide beanbags for tossing and for balancing on their shoulders, arms, hands, head, knees
• Make a bowling set out of pop bottles and a newspaper ball
• Create an obstacle course out of old shirt sleeves by sewing up one end and placing old squeaky toys inside-- let them crawl or walk on the train of sleeves, finding the object inside and making it squeak
• Have a 'pocket dance' where the children dance with their hands in the pockets: great upper body motions involved in this

MUSIC AND MOTOR SKILLS:
Given the rhythmic, melodic, and harmonic patterns inherent in music, musical stimuli is an effective external
timekeeper and means to structure functional movement on a variety of levels. In particular, rhythm acts as an
“entrainment” stimulus to cue patterned movements such as walking. Additionally, pitch patterns can simulate
and cue spatial positions, while harmonic patterns cue force and strength. Below are classroom-tested tips to

Use of Rhythmic Instruments
Musical instruments can be used as a motivating way to encourage grasp/release, bilateral integration, eyehand coordination, crossing midline, cause & effect skills, and basic motor imitation. Instruments with both a high visual appeal and a pleasing auditory sound will be most effective to encourage sustained participation.

Strategies include:

• Holding an instrument across midline and having the student reach with the opposite hand to produce a sound.
• Using instruments that require mallets, such as drum or woodblock to improve functional grasp.
• Mallets can be adapted with built-up handles or Velcro to assist.
• Using smaller rhythm instruments such as finger cymbals, castanets, or a mini-keyboard to target fine motor skills.
• Placing a highly preferred instrument at a distance and having the student walk the specified distance or reach to obtain the instrument.
• Having the student play an instrument to the beat for the duration of a song in order to sustain purposeful movement or increase strength.

Music and Handwriting
For pre-writing activities, engage students in free drawing while listening to a fast or slow piece of music, trying to match the drawing to the music style and pace.  For students who are writing but are difficult to motivate, provide them the lyrics to their favorite song to copy; allowing them to sing or listen to the song as a reward when completed.
 
Use of Recorded Music or Singing
In addition to music’s ability to increase motivation for movement, research also supports rhythm as an efective timekeeper to structure movement and increase coordination.  Rhythmic music at a pace appropriate for the student’s motor skills can be used during gait training (walking) or other patterned movement activities in which the student is encouraged to move with the beat.

• Calming music, or the student’s preferred music can be used as a distractor during challenging or non-preferred motor tasks during which the student typically displays frustration or anxiety.
• Theme Songs can be used to pair with various motor tasks for a play-based approach. For example, a Beach Boys surfing song could be played while the student is standing on a bolster, or“Row Your Boat” could be sung while a student is rocking back and forth.

Notes from: http://www.childrenspublishing.com/TIL_Motor_CP.pdf

How Music Helps Children Learn

Music is a natural part of life for toddlers. They might sing to their stuffed animals, tap their feet to the rhythm of nursery rhymes, and enjoy the sound of their parents singing to them — even if mom and dad can't quite carry a tune.

But this early introduction to music does more than entertain. It can kickstart learning, serve as an important cue in a child's routine, and offer lifelong benefits.

Music contributes to what experts call "a rich sensory environment." This simply means exposing kids to a wide variety of tastes, smells, textures, colors, and sounds — experiences that can forge more pathways between the cells in their brains.

These neural connections will help kids in almost every area of school, including reading and math. Just listening to music can make these connections, but the biggest impact on comes if kids actively participate in musical activities.

Of course there's another reason to introduce music into your toddler's world: It's enjoyable for both of you. That will come as no surprise to parents who sing songs with their child, sway and twirl together to favorite CDs, or listen to lullabies as they rock their child to sleep.

I Got Music, I Got Rhythm
Between the ages of 1 and 3, kids respond best to music when they actively experience it. Passive listening (like in the car) is fine, but look for opportunities to get your child rocking, marching, rolling, tapping, clapping, and moving to the beat.

Share songs that go along with simple hand motions or dance moves, like The "Itsy Bitsy Spider," "The Wheels on the Bus," "Two Little Blackbirds," or the "Hokey Pokey." For younger kids, a parent's lap is a great place to put music and movement together. Have your child face you and be sure to smile as you bounce your knees to chants like "Trot, Trot to Boston" or "To Market, To Market."

If you don't know a lot of kids' songs and rhymes, you can borrow books, CDs, and DVDs from the local library. But also feel free to make it up as you go along. Create your own silly songs and hand motions. Try to use your child's name in the song or rhyme. Or just turn on some music and dance together. Show your toddler how to move with the music by twirling quickly to a fast song and swooping slowly to a song with a longer, slower beat. Introduce props like scarves, balloons, or stuffed animals to dance with.

Listen At this age, kids can sporadically keep time — you'll notice this if you give a toddler a pot and a wooden spoon and sing a song or play some music that has a steady tempo. You can encourage this by grabbing your own spoon, inviting your toddler to bang out a rhythm, and then imitating what he or she does. Extend the game by tapping a slightly more complicated rhythm and inviting your child to follow or by asking your child to tap on different surfaces — the floor, your back, a pillow — and seeing what sound these different taps make.

Music Can Teach Songs are a lot more fun than flashcards and can teach toddlers important facts and skills. For instance, singing the ABC song can help a child learn the alphabet, "This Old Man" teaches counting, and "There Was an Old Woman Who Swallowed a Fly" helps with rhyming and memory.

And you can encourage creativity by singing new words to familiar tunes like "Drive, Drive, Drive Your Car" for "Row, Row, Row Your Boat" or by inserting your child's name in "Did You Ever See a Lassie?"

You're likely to find your child favoring a few songs and rhymes and wanting to hear them again and again. While this may become dull for you, your child is on to something. Repetition helps kids learn.

It's important to note that toddlers won't learn to read or understand music at this point. They won't pick up individual notes, for instance, but will experiment with different pitches. You may notice your toddler singing made-up songs that slide from high to low and back again. Usually these songs will not have a regular rhythm.

Kids this age also are learning about keeping a steady beat and making coordinated movements — skills that are critical to math and reading later on. Encourage this development by tapping the beat with your foot while you sing and by chanting simple nursery rhymes.

Adding Instruments If you'd like to introduce an instrument, keep it simple. Very young toddlers will enjoy instruments they can shake — bells, rattles, shakers, tambourines, or rain sticks. As your child gets older and a little more coordinated, try rhythm instruments that can be banged, like drums, cymbals, or xylophones.

Listen  Some 2- to 3-year-olds can use simple wind instruments, like a recorder, a pipe whistle, or a kazoo. Many companies now make musical instruments that are appropriately sized and shaped for little hands and that are safe for toddlers — check the label when you buy them.

Kids usually don't start formal instruction to learn an instrument until they're older, but you might have heard of the Suzuki method. It's geared to kids as young as 2 or 3 for the violin, but parents must be present for the lessons and involved in both the instruction and the learning process.

If your child does begin formal instruction, make sure it is with a certified instructor at a reputable school and that the instrument used is adapted for a young child. And, of course, you'll want to have reasonable expectations of how much a child can master at this young age.

Music Can Soothe Once your toddler is familiar with music, it can be a source of comfort and soothing. Don't be surprised if you hear your child singing in bed or while playing, or serenading dolls or stuffed animals, especially if you have made a habit of singing to him or her yourself.

When music is part of the everyday routine, these songs can help your child know what to expect and feel more secure. For instance, if you always sing a lullaby at bedtime or naptime, your child will come to see this as a cue for "go to sleep."

Here are some other ways music can help your child make transitions through the day:
Picking up toys ("toys away, toys away, it's time to put the toys away")brushing teeth ("brushing, brushing, brushing teeth," sung to the tune of "London Bridge Is Falling Down")taking a bath ("Now it's bath time, now it's bath time, yes, it is" sung to the tune of "Are You Sleeping")In addition, you can use music to alter your child's mood — and your own. While soft, gentle music seems just right for bedtime, louder, bouncier music could be just the boost you both need when it's time to clean up the toys.

Listen to All Kinds of Music: Kids' music CDs are great, but don't forget to share your own favorite music with your kids. A toddler who loves Beethoven or Bruce Springsteen? Why not? Folk music and music from other cultures also can be good choices for kids. When you try new music, ask if your child likes it and discuss your opinion as well.

Though toddlers aren't likely to be ready for a night at the opera, you might be able to find live performances suitable for kids. Museums, libraries, and bookstores often host child-friendly events. Outdoor concerts where kids can run around without disturbing anyone are also a good bet.

You might also enroll your child in a music class. If you do, be sure the class is developmentally appropriate — for kids this age, that means it shouldn't last more than 45 minutes and it should be something you and your child do together. Classes are a fun way to enjoy music together; they're also good sources for music and activities to enjoy at home. Check the music department at your local university if you need help finding a music class.

Even if you do take a class with your child, remember that you are your child's first and most important teacher when it comes to music — and so much more. To help your child really benefit from a music class, be sure to bring the music and games you learn there into your home.

Kindermusik Most Trusted Name in Music
With 30 years experience in developing early learning curricula and products, Kindermusik is the world’s most trusted name in music and movement classes for children newborn to seven. Kindermusik curricula are based upon the principles of early development applied to developmentally appropriate practice as defined by the National Association for the Education of Young Children (NAEYC). Plus, the Kindermusik philosophy is rooted in the work of early childhood development experts like Piaget, Montessori, and Greenspan.

Kindermusik's full curricula offer your child seven years of musical learning that involves every aspect of your child’s growth and development: language, motor skills, social skills, cognitive development, emotional growth, and musicality. Throughout the Kindermusik experience, a trusted and trained Educator will guide you and your child through every musical and developmental milestone and help you understand what is happening all along the way. Each semester, a new set of At Home Materials brings the experience out of the classroom and into your every day routines and rituals.

Come experience for yourself why more parents around the world choose Kindermusik than any other music and movement program.

Sign up for a class today! http://www.kindermusikwithangie.kindermusik.net/

The Toddler and the Arts: Part 1 of a 4 Part Series

• Music enhances brain development, especially since it stimulates the connection of 'sensory-cognitive-motor' development building the neuro-connections stronger and more complex
• Art activities can develop sensory stimulation, patterning, and conceptual awareness
• Role-playing helps toddlers understand their world: experimenting and practicing roles--they can express how they feel about other people; they can practice with rules;
• Music activities enrich memory abilities

Here are activities to bring the arts to toddler's every day life:

• Toddlers love to bang on pots and pans and oatmeal boxes--builds creativity, motor development, sensory awareness, and rhythm.
• They love to march, and dance to music (don't forget the Classical Stuff!). Provide scarves, instruments, and ribbons to dance and march with
• Finger painting is F-U-N! Try finger painting in a bag (place paints in a re-sealable bag and 'paint' by drawing with fingers on the outside of the bag)
• Provide a box full of hats and gloves and shoes to dress up in--provide a full-sized mirror so they can see what they look like
• And don't forget sensory material: cornmeal, shaving cream, pudding, ice, rice, water, sand, flower, bells, Easter grass, sandpaper, silk, cotton balls
• Attach some "mac-tac" to the wall (sticky side out) and provide a variety of materials for mounting on their mural: magazine pictures and words, ribbons, popsicle sticks, pebbles, buttons, textured paper and material, pre-cut shapes
• Make musical shakers out of any container. With two shakers of each sound, they can compare and find the matching sounds
• Play "SH!!!! Shakers" by keeping one shaker empty. Have them find the SH!!! Shaker (the silent one).
• Chanting Box: place two of several different objects inside a box (objects that have names of 1, 2, and 3 syllables long). Have child pull out 4 objects creating the words for a chant (Ex. leather mitten, leather mitten, blue shoe, cup) This builds not only language skills but the rhythm of speech and of music
• Sing songs and do fingerplays: repetition of these songs develop memory skills, rhythm, and language
• Sing, chant, act, and speak with varying voice tones and pitches -- developing sound discrimination skills

How Kindermusik brings the Arts to Toddlers

Simply put, Kindermusik is a music and movement program. Each week in class we play, listen, and dance to music that will impact you and your child in profound ways. That’s because every song, story, and two-step has a carefully chosen purpose in this creative curriculum—one that’s designed to stimulate and strengthen the vital neural wiring taking place in your child’s mind, right now. A Kindermusik educator will guide you every step of the way so you know how each activity contributes to your child’s overall growth and development.

The latest research with proven methods—that’s Kindermusik, too. Our child-centered curricula incorporate ongoing, in-classroom studies with our own, 30-years’ experience in music and child development. Plus, we’ve combined the best music learning methods found in Orff, Kodaly, and Suzuki.

“Take-home” books, instruments and CDs from class let you take learning with you wherever you go. All while strengthening the emotional bond between you and your child.

So whether it’s twirling under a sea of scarves, experimenting with age-appropriate instruments, singing about a scampering squirrel, creating a musical ensemble, or snuggling in your lap during story time, Kindermusik speaks your child’s language and offers her (and you!) the best music and movement class available.

Behold . . . the Power of Kindermusik!

We know we’re being dramatic, but I’m afraid we won’t apologize . . . because the research about music and children’s development is truly jaw-dropping. In the last couple of years, the eyes of the research community have turned increasingly to music, and the marvels and mysteries they have discovered are nothing short of amazing (though perhaps not exactly surprising to people who’ve regularly witnessed its effect). The bottom line: early, positive, age-appropriate experiences with music—like Kindermusik—can have a remarkable and research-proven impact on children’s learning, including language and literacy skills (e.g., vocabulary, comprehension, listening, expression); social and emotional development; mathematics and pattern-recognition skills; and even ability to plan, guide, and self-regulate behavior. It’s a lot to keep track of, so we’ve summarized the latest research on the benefits of Kindermusik-style music and movement experiences. Take a look . . .

Music & Literacy
Early music experiences can have a significant impact on literacy and reading. According to experts, learning to read depends on acquiring a variety of skills, including phonological processing, oral language, and comprehension.

Toys! Toys! Toys!

Part of the fun of having a baby is shopping for the toys. Take a peek at this quick list to see what babies like to play with.

Babies learn by interacting with loved ones and by exploring their surroundings. Babies' brains are constantly developing connections that are created by what they see, hear, feel, taste and smell. The following toys stimulate our babys' senses and help our babies learn.

Toys that babies can enjoy!

• Music: Babies are never too young for music. Sing songs, play CD's with nursery rhymes, and buy a musical mobile. Expose your baby to a variety of music and see what type he prefers.
• Baby gyms/activity centers: These offer a lot of interesting stimulation. The bright contrasting colors and interesting shapes and sounds they make stimulate your baby's brain. As your baby grows and learns how to reach out to grasp at objects, these activity centers become even more interesting. Change them around as much as you can to keep your baby's attention. Many have clips that you can put different items on - take advantage of this and get creative with it. Play mats that have different textures are also a good idea.
• Soft toys: These are fascinating to babies. They love soft toys with distinct facial features. Soft toys come in a variety of textures, which provide a way for babies to learn through their sense of touch.
• Mobiles: These come in a variety of different styles, shapes, sizes and colors. If you want a visually stimulating one, you'll have to do a "sight test." Most mobiles have lovely attachments but what's the use if all your baby sees is a boring underside of a toy. Get under the mobile or hold it above your head to see what your baby will really be looking at! If it looks interesting and if it has a good variety of contrasting colors - then you've got a winner!
• Toys with noise: Rattles and wrist toys are great for babies up to 6 months of age. From about 4 months, he'll enjoy playing with "squeaky" toys that he can squeeze to make sound. This is an excellent toy for learning cause and effect.
• Balls: soft balls covered in textured materials that have little chimes or bells in them are enjoyed by most babies. Just slowly roll the ball back and forth in front of your baby - she'll delight in the sound and movement of the ball. As your baby grows, she'll learn how to roll the ball all by herself.
• Books: Reading to babies is such a valuable activity. Choose books that are short and uncomplicated. Make sure the pictures are simple and have contrasting colors. Board books and cloth books are fun for this age. Bath books are a good idea too. To enhance your baby's sense of touch, introduce simple touch and feel books. Talk about the feel of the different textures.
• Shape sorters: From about 9 months of age, your baby will enjoy using these toys as they help to develop eye-hand coordination.
• Nesting cups are also good for babies this age.
• Building blocks: These are one of the most versatile toys around. Babies are not yet ready to build, but they will enjoy knocking down towers that you build for them! They will also gain a sense of pride when they learn how to bang them together! Choose ones that have bright colors.
• Pop up toys: At around 9-10 months, your baby will most likely be able to learn how to use these simple pop up toys. They're excellent for developing cause and effect.
• Musical instruments: A small drum or a xylophone is a definite winner. They teach eye-hand coordination; and it is also a good idea to show your baby how to use them because they learn by imitation.
• Puzzles: As your baby approaches 12 months, you might begin introducing very simple puzzles. I'm referring to puzzles that have two pieces and ones that have simple shapes, such as a circle. Once again you'll need to show your baby how to use them.

Get Your Kids Moving!

Five Ways to Get Your Kids Exercising
by Genny Heikka of "My Cup 2 Yours"

As moms, we want to do whatever we can to give our kids an opportunity to have a healthy, productive life. We save for their college educations. We take them for regular doctor appointments. We try to make sure they eat the right foods.

But what about exercise? Is it part of our kids' daily lives? Not only are kids who exercise regularly less likely to become overweight, they also have less of a risk of developing type 2 diabetes and have lower blood pressure and cholesterol levels than kids who are inactive. In addition, studies show that they sleep better and handle physical and emotional stress more easily.

And here's a key thing for us moms to consider: the exercise habits our kids form when they are young will likely be the ones they'll carry with them into adulthood.

So how can we help our kids to get moving?

1. Limit TV. Any mom knows that TV can make kids sluggish and cranky. So turn the screen off. According to the Kaiser Family Foundation, kids under the age of 6 watch an average of 2 hours of TV a day, while kids and teens from 8 - 18 years spend almost 4 hours a day watching TV and almost 2 additional hours playing video games or spending time on the computer. Set limits on the amount of TV time allowed in your house. Find what works for your family and create a schedule for no TV on weekdays or weekends. The time freed up will open doors for other activities and a change of scenery can go a long way in turning that sluggishness around.

2. Get up and out. If your kids are young, be intentional about taking them outside regularly. Take advantage of local parks and nature trails. Climbing on a play set and swinging from the monkey bars can be great exercise for young kids. If yours are older, plan a hike and have them invite a friend. Or get them a new football or Frisbee and toss the first throw. Find out what sports or activities your kids enjoy and sign them up. Look into your city's Parks and Recreation department and see what classes or teams are offered. Have your kids try a variety of activities until they find one or two that they love.

3. Drive less. Is your kids' school within walking distance? What about their friend's houses? If you have young children, walk with them instead of driving. Leave the stroller at home, and leave the house early so you have time to stop and let them look at bugs or smell the flowers without being late. If your kids are older, add something they might consider fun. Walk to the movie rental store and let them pick out the movie or video game. Ride bikes to soccer practice and have them lead the way. They may not be enthused about the idea at first, but your example can be contagious. And it's good for the environment too.

4. Make it fun. Create opportunities for exercise to be fun. Come up with a contest and join in. Who can do the most pushups in a minute? Who can swim the fastest lap in the pool? Race your kids to the mailbox. Or have them race each other. My kids love it when I judge their cannon balls, rating them from 1 to 10. They'll keep jumping in and out of the pool until I tell them to stop. When kids are focused on a goal or trying to win, especially if they're trying to beat their parents, exercise can be twice as fun.

5. Set an example. Maybe the most important thing we moms can do to encourage our kids to be active is to be active in our own lives. Make exercise a priority, even if you can only fit a ten minute walk or a thirty minute exercise video into your day. It will go a long way in reducing the stress that often comes with parenting. And don't go overboard or burn yourself out. Our kids pick up on our attitudes, so simply make exercise a positive part of your routine. Invite your kids to go bike riding or play tennis. Bring them to the gym with you. Go for an evening walk. Kids learn more from what we do than what we say, and a child who grows up seeing his or her mom or dad living actively will most likely follow in those footsteps.

Or should I say running shoes?

So what about you? How do you fit exercise into your busy day, or what are the challenges you've faced in trying to do this? What are some of your kids' favorite activities?  Please leave a comment!

The Power of Music

What the Experts Say


Recent research tells us that music is the only activity that stimulates every area of the brain simultaneously – which is why Kindermusik carefully creates each class using music as the key to unlocking the brain – social, emotional, cognitive, literacy, fine and gross motor skills, language and musicality.

We’ve also learned that infants are born with billions of nerve cells and a nearly unlimited potential for connections between those nerve cells. Every time an infant has a sensory experience, neural pathways are formed. The greater the number of neural pathways, the greater the brain power. This process is largely finished by the age of five, making rich sensory environments vital to the brain development of infants and young children.

Children begin the process of brain development with nerve cells that have very sparse branches. During the first few years of life the dendrites (branches) of the nerve cells proliferate. Making these new neural connections is the basis for learning. Then, around age seven or eight, the neural networks that are used the most frequently are preserved, but those that are not being used and stimulated are pruned and die off. Kindermusik exposes children to a variety of rich experiences in order to maximize a lifetime of learning potential by helping to create dense, well-traveled neural networks.

Give Kindermusik a Try, so Fun and Powerful!
http://www.kindermusikwithangie.kindermusik.net/

I love Kindermusik!

Kindermusik International: the Company Behind your Educator
Posted by Kindermusik International

These days consumers give serious pause when considering the company behind their favorite brands. With recession, product recalls, harmful ingredients, investment scams, CEOs going to jail, and so on. Whew! It's enough to make us think twice about with whom we exchange our hard earned dollars for products and services.

Making the choice to entrust our children to others is among the most important work we do as parents. As a Kindermusik parent, you rely on both the Kindermusik licensed educator and Kindermusik International, the publishing and training company behind your teacher.

Kindermusik teachers are experts in early childhood music, trained to follow a proven, research-based curriculum, and a delight for your children to be around. I have trusted these teachers with my own children and I delight in the fabulous work they do for our communities. If you go to Kindermusik, you know them well.

But Kindermusik International (KI), the company that stands behind them, is perhaps less visible to you. We are North Carolina based and 100% owned by our twenty-seven employees. We have no investors to satisfy. No dream of going public. Our dreams get fulfilled every day: doing our life's best work in service of the extraordinary music educators who teach and delight you and your child.

Before KI, many of us worked in taller buildings, wore suits and ties or dresses (as 19 of us are women), and were taught to obsess about profits. KI is our second career - the one where we work together to "do good" rather than simply to "do well." Many of us, myself included, have been on this musical mission for fifteen years or more, an uncommon allegiance in today's transient workforce. We are bound together by doing the hardest and most meaningful work of our lives.

I refer to KI as a sustainable social enterprise, not a company. Above all, we seek to do no harm: that is, always putting the needs and safety of families. This is why we invest relentlessly in product safety testing. Next, we focus our efforts on supporting our educators, for making a livelihood as a music teacher is not for the faint of heart. Finally, we aim to honor our communities: our environment through sustainable products and packaging; our world of less fortunate children through our outreach and scholarship programs.

Our goal is simple: make this world a more musical place for children - today and for generations to come.  -Michael Dougherty, CEO of Kindermusik International