Gold Childcare.co.uk members will be able to watch it at any time here on the webinar player:
I have written this blog to provide updated information about a new guidance document called ‘Musical Development Matters’ which was published recently.
**It is on the Early Education website – free:
**It is guidance – not statutory – you might find it useful to read through but there is no requirement to read it or use it in practice
**It contains lots of ideas for using music in early years settings – to promote musicality and enjoy music confidently with the little ones.
Experts note that lack of training, confidence and experience may lead to practitioners limiting musical experiences for children – and experts tell us that children’s musical development needs to be nurtured. One of the aims of the new guidance document is to raise the profile of music in the early years.
The aspects in the guidance cover –
- Hearing and listening
- Vocalising and singing
- Moving and dancing
- Exploring and playing
There are 3 columns which echo the columns in the original Development Matters guidance –
- Unique child – tips for observations
- Positive relationships – what the adult can do
- Enabling environments – what the adult can provide
Planning for progress
We need to think about what children know and can do when they first start in our care (starting points), what we want to teach them next (next steps - intent) and how we are going to implement this teaching (implementation). We can then observe progress (impact) which will allow us to show Ofsted during inspection that we have complied with the requirements in the new Early Years Inspection handbook linked to the Quality of Education judgement.
It is also important to share information with parents about the value of music and movement in the home environment. For example, you could share song words you are learning in the setting or links to YouTube presentations of children’s favourite songs and dances.
The Musical Development Matters guidance covers the age ranges in Development Matters as well, with a reminder that children develop at different rates and it is not a tick or check list.
The principles of the guidance are the same as the EYFS, for example inclusion – we are reminded to use songs and rhymes from all cultures and to listen to / sing songs children hear at home. Similarly, the characteristics of effective learning (COEL) are also included.
A free resource about COEL in music is signposted from Youth Music:
There are holistic links across all 7 areas of the curriculum, for example –
- Children talk when they sing (Communication and Language)
- Music can be used to help make relationships with young children (Personal, social and Emotional Development), for example songs from children’s home and family lives
- Dancing and playing instruments promote gross and fine motor skills (Physical Development)
- Song prompt cards can be used to support early reading (Literacy), for example –
- Animals - ‘Old MacDonald’
- Sheep - ‘Baa, baa black sheep’
- Teapot – ‘I’m a little teapot’
- Spider – ‘Incy Wincy’
- Iced bun – ‘3 buns in a baker’s shop’
- Songs might contain numbers and counting (Mathematics), for example –
- 10 fat sausages
- 10 in a bed
- 1, 2 buckle my shoe
- 1, 2, 3, 4, 5 once I caught a fish alive
- The animals went in 2 by 2
- Children create sound effects to accompany their play as they learn about the world around them (Understanding the World)
- During role play, children often use music and songs (Expressive Art and Design).
Chat soon, Sarah
PS. My e-book 7 ‘Music and Movement’ is available on my Knutsford Childminding website for £3.99