Showing posts with label music. Show all posts
Showing posts with label music. Show all posts

Tuesday, June 8, 2010

The Emotional World of the Toddler: A Magical, Musical Place


An Introduction to the Emotional World of Toddlerhood: A Magical, Musical Place
by Melissa R. Johnson, Ph.D.

Toddlerhood is a time of life that challenges both developmental psychologists and parents with its fascinating mixture of change, growth, joy and frustration. Between the ages of 18 months and 3 years, the child leaves babyhood behind and emerges as a verbal and (relatively) competent pre-schooler. During this transition process, the changes that occur physically, cognitively, socially, emotionally, and in communication skills are amazing and, at times, overwhelming.

Toddlerhood has gained a reputation as being difficult because this is a period of tremendous energy and great capacity for movement and activity in the child, while at the same time it is the period when children are just barely beginning to acquire the rudiments of self-control and to accept the need for limits.

One of the most rewarding challenges for parents during this period is selecting activities that introduce the toddler to new learning experiences without overwhelming his or her capacity to adapt to change. This is particularly important because successful activities, like the ones presented in Kindermusik curricula, support and strengthen the parent-child relationship, while activities that are developmentally inappropriate can stress it further. Knowledge of some of the key emotional tasks of the toddler years can help increase the joy and reduce the frustration of working with this age group.

Sunday, June 6, 2010

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!

Saturday, June 5, 2010

Music Training can Remodel the Brainstem and Improve Learning

Here is a great article about how music training can affect not only the cerebral cortex, but also the brain stem.  This is brand new research, scientists have always thought that the brainstem was fixed unchanging; however, this new research is proving this old idea wrong.  Please read below, it is a very inspiring article!  Tell me what you think after you've read it.

New research out of Northwestern University’s Neuroscience Laboratory drastically changes our understanding of the brain.

The study, to appear in the April issue of Nature Neuroscience reveals that musical training not only alters the wiring of the cortex of the brain but also the brainstem.

Classical neuroscience teaches that the brainstem (the very
bottom portion of the brain that attaches to the spinal cord) is
basically a fixed and unchanging structure. This study clearly
indicates otherwise.

Additionally, the study also shows that children exposed to musical training have better equipped auditory processing for speech sounds. Nina Kraus, senior author of the study notes:


Increasing music experience appears to benefit all children — whether musically exceptional or not — in a wide range of learning activities. Our findings underscore the pervasive impact of musical training on neurological development. Yet music classes are often among the first to be cut when school budgets get tight. That’s a mistake.

Interestingly, the team at Northwestern has found in previous research that some learning disabled children have abnormalities in their brainstem that lead to impaired processing of sound and that furthermore these deficits can be improved with auditory training.

"We’ve found that by playing music — an action thought of as a function of the neocortex — a person may actually be tuning the brainstem," says Kraus. "This suggests that the relationship between the brainstem and neocortex is a dynamic and reciprocal one and tells us that our basic sensory circuitry is more malleable than we previously thought."

http://www.smart-kit.com/s473/music-training-can-remodel-the-brainstem/

Friday, June 4, 2010

How To Have Fun This Summer!


Announcing: A Special Drop-In Class this Summer!

Please join us on Monday Mornings at 10:00 am Starting July 5th for special classes at my home studio for the summer: 5950 SE Kelly St, Portland! To sign up call 503-708-2827 today!


Bringing children of all ages together provides a dynamic and integrated learning experience for everyone. So we took favorite Kindermusik songs and activities like “Shake, Shake the Apple Tree” and “hammocking” and rolled them into a fun, family class where each child is welcomed and valued and family “together time” is celebrated and cherished.

Family Time Curriculum Description
Age Range: newborn through 7 years
Class Structure: 8 classes in a semester for the summer
Class Length: 45 minutes each week
Class Size: 6-7 families with at least one caregiver per family
Cost: Drop-in fee $5.00 per class or $40 for semester
Home Materials: including a Family Activity Guide, Hand and Finger Puppet, Two CDs of music from class, two instruments, and two literature books cost: $60.00


What Families Experience in Class:
  • Singing -- From the first “Hello” song to the last “Goodbye,” exploring a variety of musical styles and genres leads children to find their own voice. Plus singing helps with memory and recall, physical development, creativity, and socialization.
  • Assorted Movement -- Whether moving as a family, as a class, or as individuals, Family Time movement activities enhance coordination skills, create opportunities for imitation and exploration, and give everyone something to smile, rock, bounce, or dance about.
  • Story Time -- Reading aloud to children stimulates their curiosity, expands their knowledge, and broadens their understanding of language.
  • Family Jam -- Children as well as adults will love selecting a unique instrument and joining in one big class jam instrument play along session each week.
  • Musical Concepts -- Fun engaging activities bring out the musicality in everyone, from the youngest member of the family to the oldest. Families learn more about music as they learn more about each other.
  • Expert advice -- A Kindermusik educator explains how the musically based activities enhance each child’s complete development.
  • Learning continues at home -- With the home materials, the learning and bonding continues at home with the child’s best teacher—the parent!
In Make Way for Music, families will sing, dance, and move their way through an exploration of several elements of music: beat and rhythm, concepts and contrasts (such as staccato and legato, high and low, the major scale, and arpeggios), the human voice, instrument families, and ensemble. They’ll engage in developmentally appropriate activities that the whole family can enjoy together, including fingerplays, songs, circle dances, story time, and family jam.

Sign Up Today!
Call 503-708-2827
Free set of egg shakers to all
who sign up for the semester!

Thursday, June 3, 2010

Join the Kindermusik community of parents, caregivers, families, and educators!

The Community and Philosophy behind Our Program  Join the Kindermusik community of parents, caregivers, families, and educators!        At K

The Community and Philosophy behind Our Program

At Kindermusik, we truly value the idea of "community." Our community is made up of moms, dads, caregivers, grandparents, aunts, uncles, friends, and, of course, kids! We're passionately committed to bringing music into the lives of infants, toddlers, preschoolers, and young children.

Guiding our community is the Kindermusik philosophy, which is founded on years of research and the following fundamental beliefs:
  • A parent or loving caregiver is a child's first and most important teacher
  • All children are musical
  • The home is the most important learning environment
  • Music nurtures a child's cognitive, emotional, social, language, and physical development
  • Children flourish in a child-centered environment where activities are developmentally appropriate
  • Educators value the learning process-not the performance-of music making
  • Every child should experience the joy, fun, and learning that music brings
So, are you ready to sign up for a Kindermusik class near you?

Wednesday, June 2, 2010

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

Saturday, May 22, 2010

Even Newborn Infants Can Feel the Beat

� Obama Reverses Bush Policy and Seeks to Rein in Tailpipe Emissions  Emperor Penguins May Be Marching to Extinction by 2100 �  Even Newborn

I am always looking for articles on how music affects babies and toddlers.  I found a couple great articles from the Discover website at http://blogs.discovermagazine.com/80beats/2009/01/27/even-newborn-infants-can-feel-the-beat/  The following is a fantastic article on how even the tiniest of babies can feel a beat and notice changes in music.

Babies just a few days old can already identify a rhythmic pattern, and their brains show surprise when the music skips a beat, according to a new study.

Researchers played recordings that used high-hat cymbals, snare drums, and bass drums to make a funky little beat while monitoring the infants' brain activity with non-invasive electroencephalogram brain scanners, and found that newborns respond to a skipped beat in the same way that adults do.

The ability to follow a beat is called beat induction. Neither chimpanzees nor bonobos - our closest primate relatives - are capable of beat induction, which is considered both a uniquely human trait and a cognitive building block of music. Researchers have debated whether this is inborn or learned during the few first months of life, calibrated by the rocking arms and lullabies of parents.

While the researchers who conducted the new study say their findings are evidence that beat induction in innate, others argue that the newborns could have already learned to identify rhythmic patterns by listening to their mothers' heartbeats while in the womb.

In the study, reported in the Proceedings of the National Academy of Sciences, 14 sleeping newborns were exposed to repeated recordings of a rock drum accompaniment pattern and to four variations of that pattern. Babies were usually exposed to patterns with a downbeat. On rare occasions, the downbeat was missing. Of the 306 consecutive drum sequences presented to newborns, one in 10 lacked a downbeat. Each newborn wore scalp electrodes during the study. Drum sequences missing a downbeat elicited a signature, split-second brain response that has been linked in adults to the violation of one's expectations.

Lead researcher Winkler says the findings suggest that a rhythmic sensibility is very important for infants' brain development, and says it may help them respond to the rhythmic and repetitive baby talk that lays the foundation of all future language learning.  Therefore, evolution may have favored brains wired to rock for learning purposes, said Winkler, and "music went along for the ride".

Friday, May 21, 2010

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:

Thursday, May 20, 2010

Can You Feel The Beat?

At the very core of our lives is the beat. It is a mystical thing, this repetition of sound over and over.  It is amazing, the fascination that springs from what seems to be a boring and simple activity: clapping or keeping an even and steady beat.  It’s not the most exciting part of playing music but it’s crucial to a well performed piece; a fundamental building block of music.


The most fundamental property of music is beat, an underlying, unchanging, repeating pulse.  Feeling and moving to steady beat develops a sense of time and the ability to recognize and coordinate movemnts within in time.    

The beat is something that we all like to keep, and you don't need to have any musical knowledge to do it. We all have clapped our hands, danced, nodded our head or just tapped our toes in time to music. This simple act is at the very heart of music making.  Many professional musicians will tell you that the distinction between a good musician and a poor one is how well they can feel for the beat. This "feel" is crucial and it is strongly affected by early childhood experiences. You don't even have to have music to keep the beat, although every opportunity should be taken to keep the beat to music when it is performed or listened to.

Before outlining activities, there are a few basic principles for keeping a beat, The first rule is to concentrate on keeping the beat very steady. It should be emphasized with children that the beat is not a speed contest to see who can go fastest.  It is, rather, an exercise in keeping together a very - even - steady - beat.  For many of the activities that will follow, it is essential to keep the beat as slow as possible. For children at an older age you can even point out the truth that the slower you keep the beat the more difficult it is to it keep steady.
So the-

challengeisnothowfastyougo,

but how slow you

can go and still

keep the

beat stea-

dy.

Steady beat is different from the Rhythm Patterns of a specific song:  Rhythm Patterns are patterns of sound that fit within the steady beat.  To illustrate this, tap as you sing each word of “The Muffin Man”.  The ability to keep a steady beat is developed over time, and can be started with very young children.  This skill is required for walking, talking, using a pair of scissors and bouncing a ball, as well as many other abilities. 

Feeling and moving to steady beat develops a sense of time and the ability to organize and coordinate movements within time.  Feeling and moving to steady beat develops a sense of time and the ability to organize and coordinate movements within time.

To illustrate a steady beat, tap with each underlined syllable as you sing the song:
Do you know the Muffin Man, the muffin man, the muffin man.
Do you know the Muffin Man, who lives on Drury  Lane.

Observe, Notice, Question, and Expand - Repeat The following few postings include fun ways to “catch a beat” – appropriate to the age / ability of your child. Any of the ideas for younger children can be used for older children.   When adding new skills or concepts, keep in mind the goal of increasing their self-concept as a competent musical person.

Try to remember to use these BEST TEACHING METHODS:
  • Observe first (watch to see what they already know, or if they remember what they learned last time)
  • Verbally NOTICE THEIR actions (label, comment, and imitate what they are doing);
  • Initiate activities to expand on what they are doing well and are motivated to do. Start by asking questions: “What else can you do? Can you ___? How ____ can you do it? Where else can you tap it?” You can even make connections “That looks like a _____ !”
  • Invite and help them try something new, “Can you do it like this?” Let them try to imitate, but if having difficulty, assist them physically to get the idea, then let go and see if they can do it.
  • Sit back and watch to see what they have learned. Then repeat the skill in a multitude of ways to reinforce their abilities, for example, swishing hands high / low, or swishing feet.
The Progression of Abilities in Keeping a Steady Beat
The ability to react to the beat in music is an important learning process.  Many young children are able to steadily tap to an “inner beat”.  Yet they may have difficulty changing their “inner beat” to correspond to the pulse of music or a drumbeat.  Encourage, but don’t impose an external beat too early, it may result in tension, resistance, or loss of confidence in their abilities.  Encourage practicing a beat in a variety of ways. Realize that children will progress through these developmentally appropriate stages as they grow and develop their abilities:
  • Let them experience a steady beat, by tapping on their knees or other body part.
  • Start your own beat and verbally encourage them to imitate.
  • Have them walk or march (without recorded music), and watch carefully for their “inner beat”.  Imitate their beat with hand movements, drum, sticks, or tongue clicks, then pace a rhyme or song to their own “inner” beat.
  • Play music with a strong beat, and “catch” the beat with their hands on top of yours (clapping or tapping), or with them bouncing on your legs, etc.,
  • With your hands over theirs, start beat, but remove hands after a few beats.
  • While singing, practice with variety of hand movements and body movements.
  • While singing, practice with percussion instruments.
  • With recorded music, practice with movements and instruments
  • Use beat to play simple accompaniments on melodic instruments, ie. xylophones.
3 Principles of Beat Keeping Activities

Priciple No. 1 is "Keep the beat even and steady"


Clapping Activity for Learning Steady Beat: 
Count to four and clap your hands to the count going as quickly as you can and still keep an even, steady speed.  Count to yourself to four over and over again in time to your clapping.  Keep this up until you feel comfortable in your count.


Concentrate on making sure the beginning of each syllable comes right on the clap. The tendency is to anticipate your clap with the beginning of the word coming before your clap. Try NOT to do that. Concentrate on the sounds of your voice and hands! Try to begin the sound of the number you count with the sounding of the clap. ( This is called hand-mouth coordination!)

When this feels comfortable keep on counting to four at the same speed in your mind or out loud, but slow down the clapping so that you now clap on the numbers "one" and "three" only.  If the steady, fast beat keeps going in your mind, the beat should now be slower and quite even. (Keep up your hand-mouth coordination!)
Now try and clap on the number "one" only.  Once that's easy, try it on every other "one."
-----------------------------------------------

Principle No. 2: Keeping the beat takes considerable coordination:
Many teachers try to get children to march to the beat, but this is not easy for very young children.  It requires them to move the left foot and then the right in sequence while concentrating on the beat.  In very general terms, for the first years of school it is best to use beat keeping activities that repeat the same motion over and over.  Hopping up and down and slapping the lap with both hands are samples of beginning activities in beat keeping.  Even clapping is more difficult than these activities, as it requires spatial coordination in making the hands meet.


Only gradually will activities move into keeping the beat using a natural sequence of movements - like slapping first the left hand and then the right, stepping, marching or skipping.  Finally a true sequence of movements may be attempted e.g. slap lap, clap hands, snap fingers; slap lap, clap hands, snap fingers etc.
 ---------------------------------------------

Principle No.3: Physical movement should be a part of the activity in most instances:
Many activities will be more fun and will help children feel of the beat if you use a physical beat keeping activity to accompany the oral activity, marching for example.


Marching is a great activity for learning steady beat!
Marching is so good for children as they get a little older: this helps them to learn steady beat, they have their feet to the floor sending those beats right up their bodies to their brains, physical activity, seratonin and adrenolin producing music-making – DO IT NOW! Studies have shown that children who can find and keep a steady beat become better readers! Fred Rogers said that children are born with the beat. Makes sense, since mom's heartbeat is so close in utero.

Your child experiences steady beat when you rock or pat him to a song. This synchronized movement then allows him to actively apply this concept and internalize a sense of steady beat. Steady beat awareness is important to the development of smooth speech flow and lays the foundation for walking with coordination, bouncing a ball, and even using scissors.  Musically, it will allow your child to sing, dance, and play instruments in a group.

Do you have the beat?
Notes from: http://www.kindermusik.com/Teach/TL_Resources/ParentPerspectives/docs/fdd.pdf,
http://www.macaronisoup.com/Song.htm,http://www.macaronisoup.com/Song.htm

Tuesday, May 18, 2010

HOW TO TAME TODDLER TANTRUMS

Toddlers Throw Temper Tantrums!!

My son used to throw terrible tantrums. When he got frustrated or overstimulated he would just blow up, screaming and jumping up and down, hitting and kicking. I could barely bring myself to take him out in public because I never knew when he would blow.  Guess what?  He grew out of it and I learned how to cope with it and now he is nine and tantrum free!  Of course at nine we have new issues, but that is for another article.

An article written by Dr. Sears has some great information and advice in how to deal with Toddlers and thier Tantrums.  Even though my son is older, I found this information to very useful. http://www.askdrsears.com/html/6/t063300.asp

Most toddlers throw temper tantrums. It's a typical stage of child development. To understand why your toddler throws a fit, put yourself in his place. A toddler has an intense desire to do things, but his mental and motor skills have developed more quickly than his ability to communicate. Because he doesn't yet have the verbal skills to express his frustration, he does so by throwing tantrums. But you should know that tantrums often come in two flavors: manipulative tantrums and frustration tantrums.


If you feel that your child is using tantrums as a tool to get his own way, give him verbal cues and use body language that says you don't do tantrums. Be aware that toddlers know how to push their parents' buttons. If you are a volatile person, it'll be easy for your child to trigger an explosion from you, ending in a screaming match with no winners. You send a clear message when you ignore his fits or walk away. This teaches him that tantrums are not acceptable. This is part of toddler discipline.

Frustration tantrums, on the other hand, require empathy. Take these emotional outbursts as an opportunity to bond with your child. Offer a helping hand, a comforting "it's okay." Help him out where he feels frustrated at not being able to accomplish a task. This way you establish your authority and build your child's trust. Direct his efforts toward a more manageable part of a task. For example, if he throws one of the common "I'll do it myself" fits about putting on his sock, you slip it halfway onto the foot, and he can pull it on the rest of the way. Sit down with him at eye level and caringly say, "Tell mommy what you want." That encourages him to use words or body language to communicate his feelings and needs so that he doesn't have to act them out in displays of anger.

Identify the Trigger
Tantrums are usually at the worse time for parents: when they are on the phone, at the supermarket, or busy in some other way. Think about it. The very circumstances that make a tantrum inconvenient for you are what set your toddler up for an outburst. Keep a tantrum diary, noting what incites your child. Is she bored, tired, sick, hungry, or overstimulated? Watch for pre-tantrum signs. If you notice a few moments before the flare-up that your baby is starting to whine or grumble, intervene before the little volcano erupts.

Don't Take it Personally
You are neither responsible for his tantrums nor for stopping them. The "goodness" of your baby is not a reflection on your parenting ability. Tantrums are common when a baby starts to strive for independence.

Stay cool
Temper tantrums in public places are embarrassing, often making it difficult to consider a child's feelings. Your first thought is more likely to be "what will people think of me as a parent?" If you feel trapped and embarrassed when your child is throwing a fit in a supermarket, don't lash out. She is already out of control and needs you to stay in control. Just calmly carry her (even if she's kicking and screaming) to a private place, like the bathroom or your car, where she can blow off steam, after which you can quietly settle her down.

Plan ahead                
 To expect a curious toddler to be the model of obedience in a supermarket when he is tired and hungry is an unrealistic expectation. Shop when you both are rested and fed, and let him be your helper from the safety of his belted shopping-cart seat. The morning is usually the best time for toddler behavior; in the afternoon he's more likely to be tired and hungry.

To help parents gain perspective on the tantrum stage, we've divided fits into "biggies" and "smallies." Staying in the carseat is a biggie. It is non- negotiable and all the theatrics in the world will not free the safety-contained protester. But whether she should wear a red shirt rather than a blue one is a smallie. A clothing mismatch isn't worth a fight.

Occasionally, a very strong-willed child will lose control of himself during a tantrum. If often helps to simply hold him firmly, but lovingly, and say, "You're angry, and you have lost control. I'm holding you because I love you." You may find that after a minute or more of struggle, he melts in your arms as if to thank you for rescuing him from himself.

In general, don't ignore a frustration tantrum. Turning away from her behavioral problems deprives her of a valuable support resource, while you lose the chance to improve your rapport with your tantrumer. Once your toddler develops the language skills to express her needs in words, you'll be able to close the book on the tantrum stage. This usually happens between two and two- and-a-half-years-of-age, depending on your child's language development.



UNDERSTANDING THE TANTRUM-PRONE CHILD
Some kids are more inclined toward tantrums than others. Children with high needs, strong wills, and who have trouble controlling their emotions are more likely to fall into tantrum behavior. They have more difficulty achieving equilibrium, an inner emotional balance that helps people bounce back from life's many setbacks and regain composure. These babies have problems emotionally in two ways: they are more prone to blow their lid, and they are less able to put the lid back on once it has blown.

Some of the traits that make children more prone to tantrums, such as sensitivity, persistence, determination, and creativity, can be very beneficial to a child's intellectual and social development. One of your tasks as a parent is to channel these qualities to happier ends. Now that you appreciate why your usually sweet baby occasionally turns sour, here is how to head off tantrums and deal positively with them when they occur.

Words before action. Words give power over feelings and frustrations. Parents who talk with their babies and toddlers, teaching them language in the daily flow of living, are equipping them to handle the moments of frustration and strong feelings. If a toddler can be given a word or two to say in a moment of conflict, he will often be able to cooperate with you because saying that word gives him mastery over the concept he's struggling with.


3 WAYS TO PREVENT TANTRUMS

1. Practice attachment parenting
We have noticed that infants who are carried a lot and whose cues are sensitively responded to are more mellow, less prone to tantrums, and are able to ride the waves of emotional upsets without falling apart so drastically. Because they operate from an inner peace, they are less prone to impulsive behavior or angry outbursts. Children, however, who are parented with less attachment are less able to recover from emotional storms. Attached parents can read their child so well that they naturally create conditions that minimize tantrum behavior. Practice as many of the attachment styles of parenting as you can, as often as you can. Making it easier to deal with temper tantrums is one of the immediate payoffs of attachment parenting.

2. Minimize the triggers
Tantrums usually occur at the worst time for parents: you are on the phone, at the supermarket, busy with your agenda. Think about it. The very circumstances that make a tantrum inconvenient for you are what set the toddler up for a tantrum. Wise parents avoid situations that lead to emotional overload in their children. Keep a tantrum diary, noting what sets your child off. Is he bored, tired, sick, hungry, or overstimulated? Prepare a behavior chart. Making this chart will help you analyze what you know and observe about your child. Behavior charts also help you create conditions that encourage calm behavior. You may discover that tantrums occur most often before naptime or bedtime, or when parents are busy making dinner. They may happen when you return home from a play date at a friend's house all morning. The chart may show that the child behaved well during meal preparations when he was allowed to help and nibble. Learn from this bit of childhood history so that you don't have to repeat it. When you discover a tantrum-prevention technique that works, use it again.

Even with your best efforts, tantrums will still erupt from time to time. Try to diffuse them early. Know your toddler's pre-tantrum signs - body language that signals the coming storm. Our Lauren has a short fuse. The slightest setback can cause her to fall apart. When she is trying to retrieve a stuck toy from beneath the couch, I stand by and watch as she pulls on the toy, her face getting redder and murmurs some angry sounds. I intervene early, after only one or two unsuccessful attempts on her part to retrieve the toy. Once those murmurs begin, she can no longer think straight. With our children who had more patience at that age, I would stand in the background and let them work on their problem a bit longer. In parenting the tantrum-prone child you must learn to strike a balance, knowing when to stand by and let the child work through the difficulty on her own, and when to intervene. Be careful, though, not to protect your child from ever being frustrated. It would be impossible for parents to arrange life so nicely for a child who is already of a mild temperament that he would not be getting a healthy share of frustration. Then he'll enter the next stage not knowing how to say "no" to himself, or handle frustration . A child will not learn how to solve problems unless he has problems.

3. Know your anger buttons
Some toddlers, behaviors push parents' anger buttons a lot, and some parents have very sensitive buttons. The combination of the tantrum-prone child and a parent with a short fuse is at risk for major conflicts. You'll learn quickly how a mature response to your child's tantrum can mean the difference between your child raging, totally out of control, and your child being normally frustrated. Identify which behaviors cause you to blow easily. Assess how you react to your toddler. If you regress to tantrum behavior yourself, seek professional help to get your buttons reset.

HELPING TODDLERS HANDLE TANTRUMS
Even after you do your best to create an attitude within your child and structure the environment in your home to prevent tantrums, they still occur. Here's what to do when the little volcano blows, at home, in public, or at Grandma's house:

  • Don't take it personally. Normal tantrums are a result of your child's development and temperament, not your parenting. Tantrums are due to frustration (your toddler is trying a complicated engineering feat, and howls when it goes wrong), so don't ignore this need for help. Take this tantrum as an opportunity to connect: By helping your child out of a tight spot, you build authority and trust. Offer a helping hand, a comforting "It's okay," and direct his efforts toward a more manageable part of the task (for example, you slip the sock halfway onto the foot, and then he can pull it on all the way).
  • Verbalize. Children just need to blow off steam. You can help your child by verbalizing for him what he can't say himself: "You are mad that Mommy won't let you have candy."
  • Holding therapy. Other times, when they have lost control, they want someone bigger and wiser to take hold of them lovingly and securely take charge. Try: "You're angry and I'm going to hold you until you get control of yourself because I love you." Soon the tantrum will fizzle and you will feel your flailing child melt into your arms as if thanking you for rescuing him from himself.
  • Feel your way through the tantrum
  • Avoid forceful restraint. If holding makes your child furious and escalates the tantrum, loosen your hold or quit holding. Your child needs support, not anger. (Forcefully holding onto your child when your child needs to release from you is controlling too much.)
The tantrum-throwing child under two will most often need the holding approach. He can't talk about his problems. Your strong arms in place around him give the message that since he's out of control you have stepped in to help him hold himself together. You may or may not be heard, but you can speak softly near his ear with reassuring phrases like "Mama's here. I'll help you. Show me what you need," and so on. Don't coddle and don't allow his kicks and flails to hurt you. If you can't contain him and he hurts you, calmly put him down next to you and stay as close as you can without letting him hurt you. When to hold the child and when to just be on stand-by is a tantrum-by-tantrum call.

Time-out the tantrum. If neither ignoring the tantrum nor comforting it seems appropriate, remove the child from the triggering circumstance and call for a time-out. For example, if your child throws a tantrum in the supermarket, calmly pick him up and head for the car.

For tantrums at grandma's house (often the ones that embarrass parents the most because it is in the presence of their own parents and in-laws that they feel the most scrutinized), it helps if you are able to share your tantrum strategy ahead of time so Grandma knows not to sabotage your approach, and also so she knows you really are in charge of her grandchild and she can just relax and watch you parent. It might be similar to what she did when she was a mom, or it might be very different. But it will help your perspective on things if she says to you something like, "He's just like his dad. I had lots of days like this, and we both survived." Then you can both share a laugh and you may get to hear some wisdom from one who's been there.

MANAGING TANTRUMS IN OLDER CHILDREN
As a child nears three years of age, tantrums lesson because he now has the language to express himself, and he's busy developing in other areas of his life (such as imagination is blossoming, and more fears are surfacing. Tantrums may reappear at four with a surprising twist. A four-year-old is smarter, stronger, louder and more adept at pushing parents' buttons. The child now realizes he has his own power in the family, and that can be threatening to some parents. It is important not to squelch an emerging personality by overreacting.

Give a positive message. Give your child clear messages of what you expect. Be positive and specific in your instructions: "I expect you to be polite at Grandma's. We can show her your new books and maybe she'll read one to you. After lunch, we'll go home." This is more meaningful to a child than "I won't tolerate tantrums, and I expect you to be good." You can't reason with a child during a tantrum, but you can before it occurs.

Give your child other outlets for emotional overload other than tantruming: "Use your words instead of your body to get what you want." Help him use his body positively -- lots of opportunities for motor activities and outdoor play. (Get an old mattress or a mini-trampoline to bounce on.) Play lively music to dance to and have jumping contests. Encourage him to draw what he's feeling on a "tantrum table." After a tantrum, ask him to "draw angry pictures about what you feel." You can do this yourself when you're angry and talk about what you're doing: "I'm drawing angry lines and angry faces!" What really helps is for your child to see you manage your temper tantrums. When you're angry, try lying on your bed, kicking, and hitting the bed. Or, say "We're going on an angry walk. Get in the stroller." If you are beginning to realize this is a problem area for you, now that you have little eyes and ears soaking up your every move, you will want to get help on managing your anger. Having children forces adults to take stock of their own emotional maturity. We've all been there to one degree or another, so don't be embarrassed to admit, even to yourself, that there are changes you would like to see take place in you, so you can be a calmer parent.

Don't reinforce tantrums. Don't let your child use a tantrum as a means to an end. If he knows that as soon as he gets within grabbing distance of the candy at the check-out counter in the supermarket all he has to do is pitch a fit and you'll give in to quiet him down, then he's already conditioned to begin his act as soon as you approach the counter. Next time explain before you enter that high-risk area: "We are not buying any candy, so it won't do you any good to fuss. You can help mommy put the groceries on the counter. Remember, we're buying frozen yogurt to have at home." A friend tells us she handles private and public out-of-control tantrums differently. In private, she becomes so bored by the tantrum that it soon stops. In public, she says sternly to the child, "You may not embarrass me," -- and the child believes her.

Just Say No! One day I was with our then five-year-old, Lauren, at the supermarket check-out counter. (I reason that if the store is silly enough to risk putting candy in front of children, the management deserves the behavior they have caused.) Lauren threw a tantrum in protest. I kept saying "no" to the candy request. Finally, she got the message that "no" means "no", finally! The clerk later whispered to me "I wish more parents would say "no" to their children."

Ignore it? Whether or not you ignore a tantrum should depend on what you think the cause is. If you judge that the child is pitching a fit to gain your attention, ignore it. By you not reinforcing tantrums, your child will get the message that this behavior is not acceptable: "It gets me nowhere, I might as well be a nice person" (Then be sure to reinforce the nice person.) If you're going to ignore the tantrum and walk away, leave your child with the message that you are available: "Eric, you must really be angry. When you calm down, I will try to help." Then you walk away, though not far, and allow the child to regain his composure. Shouting "shut up" and storming off closes the door to communication and escalates a tantrum.

Instead of walking away from the tantrum, you could try the homebase approach. Stay nearby the scene and keep busy: read a book. Don't get drawn into the tantrum or start arguing. If the tantruming upsets your harmony or the child wants to get physical, you need to walk away. A phrase we use is: "That's disturbing my peace." Remember, a tantrum will go on as long as it can hold an audience. Big audience reactions will be rewarded with an encore. Sometimes, announcing "I'll be here when you're ready to calm down and talk" is enough to motivate the child into changing characters.

He is now big enough to hurt you
When a two-year-old goes out of control, you can usually physically take charge. This is not so with the four-year-old or older. He is now big enough to hurt you. You may feel like locking him in his room, but a safer option would be for you to lock yourself in your room until he is able to calm down. If you feel angry enough to hit your child immediately separate yourself from your child. Some mothers have put a child in a room and have found that the child destroys property. If he destroys toys, remember they are his toys, and you will not replace them. If he destroys parts of the room (breaks a window, dents walls, and so on), he will be shocked at his own angry power the first time it happens. It will most likely not be repeated because it is so scary. The older child can be required to work off what it costs you for repairs. If this destructive behavior does happen again, you will need professional help to sort it all out. There is just too much anger there. A sudden onset of tantrums is a clue to put on your detective hat. There is likely to be a problem going on in your child that needs solving.

One mother we talked with, who is also a psychologist, acknowledged her large part in escalating tantrums. She would keep talking, and engaging the child in battle. What she learned was she should have stopped talking and just done something to bring the tantrum to a close.

HANDLING TANTRUMS IN PUBLIC
Just like at home, kids throw tantrums in public when they don't get their way. Let's say you take your child to the supermarket and he feels he absolutely must have a candy bar. When you say "no", there is a clash of wills that can result in a tantrum. Many public places, such as stores and amusement parks, are overwhelming for children because there are so many things they want but can't have. At home, you can walk away and say, "I'll come back and play with you when you give me your nice voice. If you want to scream, you can go outside." But in public, if your child's volcano erupts, you can't just ignore it because his behavior is disturbing other people.

In a soft voice say, "I know you're upset, but it's time to calm down". Stay in control because if she picks up that her tantrum is getting to you, and it probably is because you're concerned about what other people are thinking, she'll scream even more. Your anxiety reinforces hers. If she doesn't calm down, take her to the car. If she won't walk, carry her. Once there, hold her, look her in the eyes and say, "I know you are out of control. I am in control and am here to help you. I understand you are really upset because you want that candy bar (or whatever else prompted the tantrum), but here are the reasons why you can't have it. We can talk about it more once you calm down. But until you do, we are going to sit here." Eventually, he will get bored sitting there and quiet down.

Even though it seems easier to just give the kid the candy bar and get out of the store, everyone's looking at you, and you're wondering, "What did I do wrong? Mine is the only child out of control." However, your child has to learn that tantrums are not a means to an end, otherwise, he'll pitch a fit the next time you're in a similar situation.

Don't think other people are judging you. Nowadays, with lots of parents on the go with their kids, people are more accepting of public tantrums because they've been there, and if you can remain firm and calm in the face of a tantrum, I think people appreciate it. Yes, a few people may stare, but usually no one will say anything. Just focus on your child, and tune out everyone else. In fact, other shoppers appreciate parents taking a firm stand with their children. One time after saying "no" to our five-year-old, Lauren who wanted a candy bar at the checkout counter, the clerk said to me: "I wish more parents would say "no" to their children."

Plan ahead
"When we're finished shopping, we'll get an ice cream cone. Help mommy finish shopping." Let your child help you pick out canned goods, etc. When little hands are busy, little minds get less upset. Hunger and fatigue can trigger tantrums, so make sure your child is fed and rested before you go out. Boredom can also drive a tantrum. If you're shopping or running an errand, keep her mind and body busy so she won't have time to be bored: "I need you to help mommy pick out a dress."


KINDERMUSIK SIGN AND SING CLASS
Another way to deal with and prevent toddler temper tantrums is to learn to communicate with your baby before he or she becomes a toddler.

Benefits for Your Child and You
  • Communicate with your child even before she can form the words.
  • Ease a child's frustration by helping her communicate what she needs, speed language development, and enhance long-term learning abilities.
  • Reduces temper tantrums since small children can communicate thier wishes and needs
  • Know when your child is most ready to interact and learn.
  • Learn sign language teaching methods, such as making the sign on a child's body, on the floor, or hand over hand.
Through songs, toys, and loving playtime between you and your child, Kindermusik Sign & Sing shows you more than 50 signs your child can use to communicate with you. Using research-proven methods shown to speed language development in hearing children, you'll see how sign language can ease frustration and enhance long-term learning abilities for your child.


Songs and fingerplays. Already accustomed to fingerplays and rhyme-songs—such as "This Little Piggy"—you'll easily substitute American Sign Language (ASL) signs in familiar songs, improving your child's language skills, fine motor skills, and strengthen fingers for zipping zippers and using scissors.

Learn when you play. You'll never have to memorize a list of signs. This curriculum gives you the ASL signs that are most useful to you, and most interesting to your child. So playtime and everyday items around the house—ball, bubbles, mom and dad—become theobjects of learning in the classroom, and sign language becomes a natural, happy part of your child's day.

Hearing children who know signs, learn language almost twice as fast. As early as 11-14 months old, hearing children exposed to sign language put little sentences together faster than non-signing children, who do not begin to combine words into short sentences.

Do you have a Toddler who is in the Middle of the Tantrum Years?  Share your best tantrum story!

Sunday, May 16, 2010

How Toddler's Social Skills are Affected by the Arts: Part 4 of a 4 Part Series


Social Skills are Not Natural Skills; They are Learned:

By watching others, testing, and interacting with others, children learn what behaviours get which results; how to manipulate their world; what roles are and how they adapt; what the limits are etc.   They are learning about dealing with frustration, patience, delayed gratification, self-esteem, confidence, and the ability to take risks. 


What they are learning now is the basis of how they will interact with others when they are at age16--they are learning about becoming self-disciplined.  Providing opportunities that are challenging and stimulating but not beyond their ability helps them to build self-esteem. How situations are handled can build empathy for others.  They need freedom of choice matched with dependable boundaries.  Finally, a loving environment increases thier ability to learn!
  • Talk to toddlers about everything you are doing and thinking (helps them with problem solving skills as well as social skills and self-praise)
  • Role-model the skills you want them to copy
  • When appropriate, don't solve issues for them--help them find solutions to try
  • Don't judge, demoralize, punish---when they act inappropriately it is because they haven't learned the appropriate way yet
  • Acknowledge interactions with others, attempts at tasks, accomplishments, risk-taking
  • Create story books together (they can draw the pictures), discussing an issue they are having (ex. separation anxiety during child care: include pictures of parents at car and at their work; start the sentences with "I like it when.." and "It makes me sad because..." and end off the story with the information about when the parents will return: time, during what activity etc)
  • Give lots of hugs, snuggles, smiles, reassurance, love!
Suggested Activities: for Toddlers to Become Social Beings:
 
  • Sing, dance and play music related to children’s cultures.
  • Have food tasting or prepare a treat related to children’s cultures.
  • Invite family members to share family traditions.
  • Invite children to bring in photos or keepsakes of familytraditions.
  • Visit a museum or library and borrow artifacts, books, music and art related to a variety of ethnicities.
  • Make an effort to expose children to cultures other than their own.
  • Play games related to multicultural traditions.
  • Always provide pictures, puzzles and books which include children and adults of various ethnic backgrounds.
  • Provide dolls of various races and clothing from differentcultures in the dramatic play area.
Here is a link to a Great article "Children as Social Beings," about how children become social beings
http://collab4kids.homestead.com/socialbeings.pdf

Prosocial Behavior
(notes from "Kindermusik and Social/Emotional Development" see link below)

What is it?

Prosocial behavior goes beyond simply “being social” and instead describes acts that specifically show recognition of and empathy for the feelings of others. It involves ethics, sharing, cooperation, caring gestures,
and compromises for cooperation and group harmony.  In studies, prosocial behavior seems linked, not surprisingly, to both listening skills and expression skills, as both are necessary to making connections with others. Children who demonstrate prosocial behaviors are more likely to play well with others, express recognition of the feelings of others, and even engage in conflict-resolution behaviors.

Repeatedly and undeniably, the demonstration of good prosocial behaviors has been statistically associated with teachers’ assessments of children’s school-readiness, with the development of positive friendships and relationships in school, and even with greater literacy skills, as demonstrated in testing. 

Children who can communicate their needs, recognize emotions, and produce appropriate solutions to interpersonal conflicts have an easier time forming positive relationships and benefit more from the learning environment of school. Social development and academic development are inextricably connected.

How it works in a Kindermusik class

Simple observation makes it clear that music activities like those in Kindermusik provide a wonderful opportunity for social interaction and positive connections.  Group activities foster opportunities for cooperation, conversation, coordinated movement, hand-holding, and the abandonment of inhibitions. As a whole, groups who have engaged in musical activities are more confident and better adjusted than groups who engage only in traditional, non-group, non-musical activities.

In addition, research suggests that music activities enable children to better decode the musical aspects (such as rhythm, stress, and intonation) of speech, and even to better identify emotions and tones in spoken language. 

All of these skills—listening, decoding speech, connecting with others, adjusting to a group—are essential to the development of what one study defines as “social competence”, or the capacity for children to engage successfully with other children, to set and meet social goals, to develop friendships, and to gain entry into the peer groups they choose.

“The preschool period is a particularly important time for the development of social skills,” the researchers state. “It is at this time when children begin to expand their social interactions beyond their parents and take on the developmental task of building relationships and acceptance with their peers.”

Excellent article: Kindermusik Music & Social-Emotional Development
Please leave a comment or send me a tweet: @Angelmusik

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