Music Pedagogy in Early Childhood
The Basics of Music
Music is a universal and fundamental component of human existence, intimately intertwined with the evolutionary narrative of humankind. The bone flute, dating back 50,000 to 60,000 years, provides the oldest documented evidence of music. However, the level of musical sophistication it reflects indicates that music was likely a part of human culture for many preceding centuries (Dinham & Chalk, 2018).
Dinham and Chalk (2018) suggest that the elements of music, as outlined in the Australian Curriculum, are beat, rhythm, tempo, pitch, dynamics, and tone colour. These elements serve as the building blocks for producing the core features of music, encompassing melodies, harmonies and complex musical patterns and textures, before being organised into distinct structures to compose complete musical works. Research finds that young individuals, including those at the age of five, are “hard wired” to perceive core musical elements, such as beat and pitch, and to instinctively coordinate their movements with musical rhythm and in synchrony with others (Niland, 2015).
Niland (2015) additionally mentions that the auditory environment and the varied musical encounters can play a crucial role in achieving the learning and development outcomes of young children. Generations of children have been calmed by the soothing sounds of lullabies and tranquil instrumental music, whilst the familiar patterns of beloved songs and instrumental compositions have provided a sense of reassurance (EYLF Outcome One). In the social structure of children, music occupies a significant position, with group-based singing and musical play serving as vital mechanisms for learning and building social bonds within cultural groups (EYLF Outcomes Four and Five). Engaging in these communal practices has the added benefit of elevating young children’s spirit while simultaneously contributing to a deep sense of emotional well-being (EYLF Outcome Three). The passing down of songs and melodies through generations creates a bond between children and their familial histories, which links them to a shared cultural narrative (EYLF Outcome Two). Not only does music connect young individuals to their cultural origins, but it also acts as a living expression of their evolving identity and sense of belonging (EYLF Outcome One) as they engage with the songs and sounds in their surroundings (Dinham & Chalk, 2018).
Pedagogy
Pedagogy refers to the art and science of teaching, including the principles and methods used to support children’s well-being, learning and development. As emphasised by the EYLF (AGDE, 2022), play is the most inherent and powerful way for a child to engage in learning. By tapping into children’s innate curiosity and exploratory nature, play-based learning enhances cognitive abilities and nurtures enduring learning attributes such as creativity, persistence and inquisitiveness. In addition, it empowers children to relate past experiences to new knowledge, while facilitating the formation of relationships, friendships and a growing sense of individual identity.
Using music actively involves a child in a playful and enjoyable process while contributing to their developmental milestones and learning outcomes (Acker & Nyland, 2022). Through music, children are introduced to a rich, multidimensional universe where language and communication, movement and coordination, emotions, memories, imagery, aesthetics, and the conceptualisation of patterns, harmonies, and sequences come together to form a cohesive and expressive experience. That is, the rhythmic structures and the interactive nature of music creates an enriching and stimulating environment conducive to both learning and developmental growth (Dinham & Chalk, 2018). This positions music as a natural fit within early childhood education contexts. To obtain further insights into the role of music in supporting children’s language and literacy development, please click on the link below.
Acknowledgement
We respectfully acknowledge the Wurundjeri People of the Kulin Nation as the traditional custodians of the land on which we learn and work. We honour their enduring spiritual, cultural and custodial connection to the land, water and community. Our deepest respect is given to the Elders, both past and present, and extends to all First Nations peoples and communities around the world.
