Supporting Musical Development in the Early Years

by POUND

• ISBN13: 9780335212248
• ISBN10: 0335212247
• Edition: 1st
• Format: Paperback
• Copyright: 2002-11-01
• Publisher: Open University Press

Summary

This important book provides practical guidance for parents, teachers and other early years practitioners who are concerned with young children's musical development. The authors highlight the relationship between music and the development of communication, the expression of emotion and playfulness. They show how these three elements, in conjunction with musical activity and experience, underpin all future learning including the development of language. They go on to explore music as a subject in its own right and its role in supporting other areas of the curriculum.Insights from a wide range of research are presented in a way which makes them accessible to practitioners so that they can be used to inform and develop effective practice. Practitioners and parents are encouraged to have confidence in their own musical ability.The book provides a wide range of practical strategies and activities. It will show that everyone is capable of enjoying making music with young children and contributing to their future musical development.

Author Biography

Linda Pound is Academic Leader for Early Childhood Programmes at the University of North London. She has worked with every age group from 2-62 years of age but her passion is the education of young children. She has been a headteacher, local authority inspector and involved in training of early years practitioners at all levels.

Chris Harrison is Inspector for Music in the London Borough of Greenwich and was formerly Performing Arts Adviser for the London Borough of Lewisham. He has taught in primary and secondary phases and has extensive experience of providing professional development for teachers and early years practitioners. He is also a practising musician.

Table of Contents

Series editors' preface	vii
Acknowledgements	xi
Introduction	1	(2)
Part 1 Musical behaviour	3	(38)
Born musical?	5	(15)
Born gifted?	5	(2)
Born musical?	7	(3)
Music: a fundamental human activity	10	(8)
Conclusion	18	(2)
Musical development	20	(21)
What counts as music?	20	(1)
Factors influencing development	21	(1)
Views of children as learners	21	(1)
What do we know about children's musical development?	22	(14)
Creative development	36	(3)
Gifted and talented	39	(1)
Conclusion	40	(1)
Part 2 Music in education	41	(52)
The music curriculum	43	(25)
Music as a language	44	(1)
Improvisation: the `talk' of music	45	(2)
Aspects of the curriculum	47	(12)
The statutory curriculum	59	(6)
Evaluating approaches to music education	65	(1)
Conclusion	66	(2)
Music as a tool for learning	68	(25)
Cognitive development	69	(1)
Music across the curriculum	69	(2)
Personal, social and emotional development	71	(6)
Communication, language and literacy	77	(2)
Creative development	79	(3)
Mathematical development	82	(4)
Physical development	86	(1)
Knowledge and understanding of the world	87	(4)
Conclusion	91	(2)
Part 3 The role of adults	93	(46)
Creating a musical environment	95	(20)
A language-rich environment	95	(2)
A music-rich environment	97	(2)
Creating a musical atmosphere	99	(4)
An environment to support music learning	103	(11)
The environment and the curriculum	114	(1)
Conclusion	114	(1)
Intervention and support	115	(24)
Developing confidence in ourselves as musicians	115	(2)
Observing children	117	(1)
Identifying musically gifted children	118	(1)
Planning	118	(12)
Integrating the three types of activity	130	(1)
Assessing, recording and evaluating learning	131	(2)
Supportive parents and carers	133	(2)
Inclusion	135	(2)
Conclusion	137	(2)
Conclusion	139	(2)
Resources	141	(4)
References	145	(6)
Index	151