| Singing to infants and toddlers instead of using a | | | | them instruments and told them to play along |
| tape or CD player | | | | with the cd. Two of the children in the classroom, |
| The truest expression of a people is in its dance | | | | played with the instruments for about 15 seconds |
| and music. Anges de Mile | | | | and then went on to find new toys to play with. |
| The history of a people is found in its songs . | | | | After a few minutes, the rest of the caterpillars |
| ------ George Jellinek | | | | dropped their instruments and began to look for |
| The quote by Anges de Mile is relevant because | | | | new toys to play with. I decided to have the kids |
| of the diversity that teachers encounter in | | | | march around the room in a parade-like fashion |
| classrooms today. Teachers not only expected to | | | | with their instruments to engage their bodies |
| amend their lesson plans to include different | | | | more. I began to march and encourage them to |
| learning styles and (difference in) ethnicity and | | | | follow me and march to the "heartbeat" of the |
| family make up. Music in our opinion is a platform | | | | song. Most of the children looked up and saw the |
| that can be used to bridge the differences and | | | | new activity and joined in. Some of them got up, |
| ensure that children participate in this activity. | | | | began to march, and then began to bounce their |
| Singing songs focuses a child’s attention to | | | | knees and bang their instruments on the shelves. |
| participate in an activity while enhancing their ability | | | | March 23rd, 2009 |
| to sound out words. During our interaction with | | | | For circle time I brought in a yellow umbrella. I told |
| infants and toddlers we observed that some | | | | all of the children that it was raining inside the |
| children imitate the lip movement without a | | | | caterpillar room and in order to stay dry they |
| conscious awareness. We believe this is one | | | | needed to come under the yellow umbrella. I |
| aspect that teachers should be aware of when | | | | opened the umbrella and they looked up at it. I |
| introducing songs. If a teacher chooses to play a | | | | encouraged them to join me under the bright |
| tape or CD over physically singing a song, he or | | | | yellow umbrella and slowly but surely they all |
| she may be sacrificing an opportunity to aid in the | | | | inched closer to "stay dry." Then I said I was |
| child's speech development. Song choice is also a | | | | going to sing a song to bring the sun back out |
| critical component to involve children in the singing | | | | from the rain clouds. I began to sing "You Are My |
| process. The value of choosing appropriate songs | | | | Sunshine" while spinning the umbrella. I then asked |
| is critical because according to England, Angela, | | | | what the song was about and a child answered |
| harsh music weakens brain connection in young | | | | "sun!" I sang the song again and then the kids |
| infants. Duncan, Bruce recommends that it is | | | | watched me sing and spin the umbrella. |
| critical that children develop the capabilities to read | | | | March 30th, 2009 |
| their bodies signal. The benefits of music are | | | | Today for circle I sang a song called "Grizzly |
| several and singing is a tool to ensure that children | | | | Bear." |
| are engaged in the learning process. For children | | | | Here are the lyrics and actions: |
| having difficulty staying focused giving them an | | | | Grizzly Bear oh Grizzly Bear is sleeping in a cave |
| instrument to play along helps calm them and feel | | | | (all the children sleep on the floor) |
| engaged. | | | | Please be very quiet, very, very quiet (close eyes |
| ….Perhaps most exciting was that he was able | | | | or put pointer finger to mouth as if to imply the |
| to relate to those musical emotions to visual | | | | sound "shhhh") |
| images | | | | If you wake him, if you shake him, (start to |
| Twinkle Twinkle Little Stars – teaching children | | | | wake up and sit up) |
| the concepts of up and down and the hand eye | | | | He'll be very mad (ROAR as loud as you can). |
| coordination can be integrated through songs. | | | | The children followed my lead and laid down on |
| Even infants who cannot walk, are able to | | | | the ground. They watched me act it out and |
| respond with their feet or hands when you sing | | | | copied what I did. Then I stopped doing the |
| the song – When your happy and you know | | | | motions and sang the song and most of them |
| it, clap your hands, stamp your feet.. | | | | were able to remember which motions went with |
| Observations of children ages 6 months - 2 years. | | | | which lyrics. Some of the younger ones just |
| March 9th, 2009 | | | | listened and watched the older kids pretend to |
| When I began circle time in the classroom, I | | | | sleep on the ground. |
| started by showing them a drum. I spoke with | | | | Suggestions for teachers based on our |
| them about the drum head and all the different | | | | observations and interactions.: |
| ways to play it. We talked about the designs on | | | | • The children focus for longer periods of |
| the drum and then I gave them each an | | | | time and are more engaged when you are using |
| opportunity to play the drum. One child, would hit | | | | your own voice the teach songs. |
| the drum and look at me and then smile. Then hit | | | | • A cd is played in the background during |
| it again and bounced along with the beat she was | | | | various periods in the day such as snack, inside |
| playing. Another child, who is only about eight | | | | free play, and lunch. It is possible when the cd is |
| months, will sometimes cry in the morning. One | | | | played, the children are not fully focusing on it |
| day I walked in and he was crying. One of the | | | | because they are used to listening to the cd and |
| teachers was holding him and showing him toys | | | | doing other activities simultaneously. |
| and he continued to cry. I put my drum on the | | | | • Singing a song with your own voice can |
| rug and began circle time. When I began to beat | | | | also be beneficial because of the movement of |
| the drum, he stopped crying and he looked | | | | your mouth. Children at this age do a lot of |
| around the room. His eyes eventually found the | | | | observing of your mouth when you speak to |
| drum and he watched it for a few minutes. The | | | | them. |
| teacher brought him over and put his hand on the | | | | • Same idea with body movements |
| drum. I played the drum loudly and softly. He kept | | | | (motor skills) such as marching or dancing; they |
| his hand on the drum and just stared at it while I | | | | observe your body and copy what you do. |
| played. | | | | • You are helping to open their ears and |
| March 16th, 2009 | | | | build a physical relationship to singing; where in the |
| I brought in a cd with a few up-tempo children's | | | | body it comes from and how to do it. |
| songs and played it for circle time. At first I gave | | | | |