Musical play and play through music in early childhood

2017 ◽  
pp. 395-406
Author(s):  
Adam Ockelford ◽  
Angela Voyajolu
Keyword(s):  
Early Childhood ◽  
Musical Play

The Significance of Musical Play in Early Childhood

1990 ◽  
Vol 3 (2) ◽  
pp. 19-20 ◽  
Author(s):  
Patricia Shehan Campbell ◽  
Barbara J. Alvarez
Keyword(s):  
Early Childhood ◽  
Musical Play

The “Serious Business” of Musical Play in the New Zealand Early Childhood Curriculum

2018 ◽  
Vol 104 (4) ◽  
pp. 20-24
Author(s):  
Robyn Trinick ◽  
Lesley Pohio
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Music Education ◽  
Effective Teacher ◽  
Early Childhood Curriculum ◽  
Music Learning ◽  
Teacher Guidance ◽  
Musical Play ◽  
And Performance ◽  
Te Whāriki

Children have a natural curiosity about sound. This is particularly evident in the context of musical play. The potential of play for music learning may be overshadowed by a teacher-led and performance-focused approach to music education rather than an organic, self-initiated approach. By bringing together the child’s natural curiosity about sound, a rich music environment, and effective teacher guidance, the stage is set for building a strong foundation of musical understandings during a child’s first five years, a critical period of the child’s musical development. This article draws attention to and provides examples of ways that musical play can be fostered and enacted in the New Zealand early childhood context. The unique, holistic nature of the New Zealand early childhood curriculum, Te Whāriki, does not address music explicitly. Rather, aspects of music pedagogies are embedded throughout the document, within a complex weaving together of principles, strands, and goals.

The Octopus Project—‘I was Making Bing and Bong’: Children's Conceptions of their Own Musical Improvisations

1998 ◽  
Vol 23 (2) ◽  
pp. 13-18 ◽  
Author(s):  
Helen Dilkes
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Research Process ◽  
Early Childhood Setting ◽  
Musical Play ◽  
Natural Context ◽  
Musical Knowledge ◽  
Phenomenographic Study ◽  
Shed Light ◽  
Children’S Conceptions

This article describes a phenomenographic study of children's experience of music in the natural context of an early childhood centre. Within a large collaborative research venture, The Octopus Project, children were observed improvising on musical instruments. They were interviewed later about their spontaneous musical play, and transcripts of the interviews were central in the analysis. The research process, which includes the use of video, is discussed in this article. The preliminary findings presented shed light on the wealth of informal musical knowledge children bring to the early childhood setting.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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