"Diversity in Early Childhood I - DOC"
Unit 5 1 Unit Five-Steps to advance children’s physical and intellectual competence Music and Young Children Part Two - Essentials Textbook, pages 327-331 (Read) Name_____________________________________ Date______________ You can download this module and type directly on it and submit it to me as an attachment. Please write in the time you spend on this module, remember it must total six (6) hours. You can divide your time, if you do not have six (6) hours all at one time to spend on this module, but the module must be completed and submitted no later than Sunday of the week you start, by 11:59 pm. Starting Time_________________ Ending time______________________ Starting Time_________________ Ending time______________________ This module focuses on Music and young children. Beginning on page 327 of the textbook, second column, it states that “talking with children is best when it is spontaneous and a natural part of the day. And so is music” (Essentials, pg. 327). According to the text, what is the best part about music with young children? How often do you sing with infants? Toddlers? Preschoolers? Thinking about the children you care for, list the songs they like singing the most. Why do you think they like these songs? Unit 5 2 Music is important in the lives of children. They sing as they play. They grow silent and intent when they hear unusual sounds. They become quiet and relaxed when they listen to soothing sounds. They move their bodies in concert with the music, they hear. Music is central to the human experience of children. In a music-rich classroom, it permeates the environment. Why is music so meaningful to children? Why is it such an important part of the early childhood curriculum? I will tell you why below, and after each one, give at least one example of how music helps in those areas. ● Music provides emotional release. ● Music encourages cultural sharing. ● Music increases physical knowledge. ● Music heightens listening skills. ● Music aids cognitive development. ● Music experiences foster appreciation. ● Music assists in motor development. ● Music increases self-esteem. Music and the Early Childhood Classroom The music environment unfolds at three levels: 1. The music area of the classroom 2. Group time experiences that incorporate music 3. Throughout the entire classroom, both through spontaneous interjection of music and by planned spin-offs into other areas of the curriculum. Unit 5 3 The music center is an area of the classroom where children can explore sound and create music. Although the area is a permanent part of the classroom, teachers can regularly change the instruments or other materials to reflect long-range goals, the overall classroom curriculum, and input from the children. Music opportunities abound throughout the day, so teachers need not relegate music to just one portion of the classroom schedule. Children sing spontaneously as they play, and they appreciate hearing recorded music as part of their environment. ACTIVITIES: Create your own tune and /or words to respond to events with children: List two new musical experiences for listening and movement that you can introduce to your children—try out different types of music, or, using different versions of old favorites, try out different ways to move. Go on-line or go to the library and view a music video for young children and write a brief summary. Make a musical instrument you can use with young children and include with this module. You can take digital pictures and submit it via email. This can be a musical instrument you have had the children in your group make. Develop a music lesson plan for the age group in which you are being assessed. Preschool candidates need to use the following format on page 4. Infant/Toddler candidates use the following format. Infant/Toddler Activity Plan should have the following elements: Teacher’s Name: Date: Age of the Infants/Toddlers: Domain: Name of Activity: Goal: Objective(s): Materials: Unit 5 4 Procedure: LESSON PLAN Student Teacher_____________________________ Date_______________________ Domain: Subject ( Math, Science, Art etc.) Age/Grade _______________________ Activity: Name of the Activity Standard: Early Learning Content Standard Organizer: Indicator(s): Comes from the Early Learning Content Standard Goal: Long Term Objective(s): Sort Term (The student will be able to….) Content: fact and/or vocabulary Materials: Be Specific Procedures: Be Specific Simplifications: How can you make it simpler for special needs or for a child where the lesson maybe difficult Extension: How can you make this lesson more challenging Unit 5 5 Evaluation: At least three questions you can ask children to test their knowledge and know if the goal, objective, standard and indicators have been met. References: Day-Brunson, C., (2004) Essential: for the Child Development Associates Working with Young Children, 2nd Editions, Washing DC.