This month we are developing our series on using singing to support development for specific age groups. This article introduces suitable songs for babies 6-12 months, based on generalised developmental skills and behaviour. We also provide ideas on how to extend these songs for children as they get older. In addition to general development, these suggestions help to develop children’s musical understanding, as well as their physical application and expression of musical concepts through movement and dance.
In their early years, children develop so quickly. Creating opportunities for new experiences has been shown to be a marked factor in building resilience, and in children thriving. Adding the impact of creative experience – not just repeating but literally creating something new – gives children the opportunity to develop their personal skills, develop their interests, and to go beyond thriving into flourishing.
It is at this age that children become more aware of their environment, the people around them, and how they affect things around them. They develop the strength and skill to sit independently, move around through “bum shuffles” or belly crawling, and as they develop even more control, they can choose to release objects, enjoying placing them in containers.
6–12-month babies are often fascinated by mirrors and reflections, begin to communicate through pointing, and become aware of unpleasant situations, with the ability to show fear.
Little ones 6-12 months:
- Start crawling
- Explore toys
- Cruising on furniture and then standing
- Use things intentionally
- Enjoy hiding games like peek-a-boo or peep-bo
- Are fascinated by their own hands and feet
- Become attached to familiar toys and people
- Demonstrate their likes and dislikes
- Imitate speech, often beginning with “da da da”
- Imitate simple rhymes
- Start babbling
Using these skills as starting points helps us to proactively support children towards empowering them.
Rain Rain
Rain, rain, go away,
Come again another day
Rain, rain, go away
All the children want to play
This well-known song can be used as a gentle introduction to waterplay, creating a positive experience of water with little ones. Spring/summer-born infants will be 6–12-month-old babies in the winter, developmentally ready for a whole lot of new experiences.
During the winter, a water play table, or a large dish or bowl of warm water can be used – in the summer, these could be used outside, along with a shallow paddling pool. Little ones can explore water through touch and taste by creating opportunities for them to pour, fill and even gently splash, being aware that it can be overwhelming to be surprised.
Musically, the “nee-naw” tune is a common playground sound that is also popular in folk music. Music education theorists have suggested that this is because of the specific distance between the notes (2 tones) is close enough that the undeveloped vocal folds of young children are able to successfully sing them accurately, yet far apart enough to be clearly heard as opposites, high and low. This makes them easy to recognise and remember, and is the reason that many children’s songs, and children’s music teachers use this tune.
Round and Round
Round and round the wheel goes round
As it goes the corn is ground
Musically this song uses a third note, consciously introducing children to a higher note than the initial nee-naw tone. The way it alternates between middle-high and middle-low creates a circular feeling to the melody, reinforced by the lyrics, “round and round”, and further reinforced by references to wheels.
This song can also be used in educating children about food production, the origins and uses of corn, and how it was managed by farmers in the past, and even now in some non-industrialised cultures.
As children grow older, beginning to walk, it can even be used as a circle dance. This can be introduced with children initially following a tape line or circular markings on the floor to begin to keep a clear central space, then holding hands and to keep a clear space. Finally this can even evolve to walking in concentric circles in opposite directions, making for a very effective visual display.
Teddy Bear
Teddy bear, teddy bear, turn around
Teddy bear, teddy bear, touch the ground
Teddy bear, teddy bear, tie your shoe
Teddy bear, teddy bear, I love you
Teddy bear, teddy bear, climb the stairs
Teddy bear, teddy bear, say your prayers
Teddy bear, teddy bear, turn off the light
Teddy bear, teddy bear, kiss goodnight
This song has a few different variations, with different lyrics and even different rules! Most of them follow similar rules to “Simon Says”, where children literally follow the actions of the teddy bear. (Other variations involve all the children taking turns at making up new instructions with increasingly complex actions. Some are even played in swimming pools, with the actions being completed holding your breath under water!)
This variation is closer to Simon Says, with children independently acting out actions of turning around, touching the ground, tying imaginary shoes and hugging themselves for “I love you”.
Musically, this song gradually introduces more notes to the children’s awareness and ability, using only a few notes that go slightly higher or slightly lower. By using this approach, this gradual progression gives children a strong musical base, giving them not only the confidence but the ability to recognise the familiar sounds or motifs, and more importantly, to sing them accurately and successfully.
Taking a gradual approach to education is not a new concept, and yet in music it still seems fairly new. The idea that children could or should be able to sing like adults has long been encouraged by the mainstream. Children who sing in tune are often labelled as “naturally gifted” or explained as having a “genetic predisposition” despite clearly having early positive experiences, usually through family. However, when nurseries introduce music education gradually, combined with a love for music, the sky is the limit!
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