Through song children are developing; sentence structure, rhyme, repeated words and phrases and they are recognising and reproducing words.

Group music classes improve self-esteem, reduces behavioural problems, enhances peer relationships and working cooperatively, cooperation, teamwork, communication and resilience.

By practicing coordinated movement to music, kids develop parts of the brain that will help them to speak, read, write and play instruments.

Movement to music promotes; coordination, fine and gross motor skills, balance and finger play that will benefit children as they learn instruments in the future.

Music education encourages active involvement as creators and performers of, and listeners to, music from a diverse range of styles, traditions and cultures. The environment encourages children to; improvise, create and move imaginatively to music.

Regular music lessons develop aspirations, motivations, emotional regulation skills, inhibition and working memory. Self-regulation is a key indicator of school readiness and a strong predictor of academic performance.

The voice is the most accessible of all instruments and this makes it most suitable for musical instruction and can lead to a highly developed musical ear. Children are also practising articulation, resonance and singing posture.

With body percussion and musical instruments we are learning rhythm and recognising the difference between rythym and beat. Exploring beat and rhythm introduces the young child to mathematical concepts in a simple form. Research has found three- and four-year-old children who could keep a steady musical beat were more reading-ready at the age of five, than those who couldn’t keep a beat.

Harmony activates the left side of the brain more than the right in the inferior temporal cortex. Melody activates both sides of the brain.

Children should be taught to read musical notation and symbols when learning music. This reinforces the symbol to sound connection which is also crucial in reading words. Learning to read rhythm symbols is a valuable pre-reading skill. 

Proficient manipulation of small objects is an important skill for little musicians. Finger play activities are designed to stimulate fingers, thumbs, wrists and
arms used to play instruments in the future.

Through song children are developing; sentence structure, rhyme, repeated words and phrases and they are recognising and reproducing words.

Group music classes improve self-esteem, reduces behavioural problems, enhances peer relationships and working cooperatively, cooperation, teamwork, communication and resilience.

By practicing coordinated movement to music, kids develop parts of the brain that will help them to speak, read, write and play instruments.

Movement to music promotes; coordination, fine and gross motor skills, balance and finger play that will benefit children as they learn instruments in the future.

Music education encourages active involvement as creators and performers of, and listeners to, music from a diverse range of styles, traditions and cultures. The environment encourages children to; improvise, create and move imaginatively to music.

Regular music lessons develop aspirations, motivations, emotional regulation skills, inhibition and working memory. Self-regulation is a key indicator of school readiness and a strong predictor of academic performance.

The voice is the most accessible of all instruments and this makes it most suitable for musical instruction and can lead to a highly developed musical ear. Children are also practising articulation, resonance and singing posture.

With body percussion and musical instruments we are learning rhythm and recognising the difference between rythym and beat. Exploring beat and rhythm introduces the young child to mathematical concepts in a simple form. Research has found three- and four-year-old children who could keep a steady musical beat were more reading-ready at the age of five, than those who couldn’t keep a beat.

Harmony activates the left side of the brain more than the right in the inferior temporal cortex. Melody activates both sides of the brain.

Children should be taught to read musical notation and symbols when learning music. This reinforces the symbol to sound connection which is also crucial in reading words. Learning to read rhythm symbols is a valuable pre-reading skill. 

Proficient manipulation of small objects is an important skill for little musicians. Finger play activities are designed to stimulate fingers, thumbs, wrists and
arms used to play instruments in the future.