Last month we introduced sessions for toddlers 18 months to 3 years, and this month, we’re looking at setting up best practice music-learning environments for these inquisitive little people!
Our mission with this age is to create opportunities for little one to discover the world and all the different ways that they can do that. This is an age where they are discovering their own strengths and abilities, so we can work with that to create opportunities to develop their independence while recognising where they may still be dependent.
This is also the perfect age for them to explore their emotions, whether through stories, dramatic games or acting. All of these experiences give little ones the opportunity to get to know themselves better, how they feel, how people react, and how to recognise emotions in others.
With little ones being a little older, a little more confident and independent, singing sessions can combine a number of components. Depending on the time available, they can be delivered one after the other, or split up throughout the day. A suggested format could involve a different songs for each skill:
- Singing and chanting: simple poems and rhymes are great for keeping a beat
- Vocal play: onomatopoeias are great for vocal play, from animal noises to “cartoon” words like swoosh, bang, boom!
- Scaffolding: this involves create opportunities to build on skills, like hopping before skipping, dropping the ball before bouncing
- Explorative time: this includes using objects in unconventional ways, like finding different ways to play instruments (e.g. drums to tap, scratch, rub etc.)
- Instrument play along: all choosing instruments to play for the whole song, or swapping at a given point
- Pretend play: acting as the song character, e.g. BE the grand old Duke of York!
- Music/movement story time: read a story and act it out, e.g. Hungry Caterpillar, Bear Walk
- Movement activities: games and songs with movement words or instructions
- Listening: introduce new genres like classical and world music for listening
Children this age love the time that their parents give them, so encouraging parental interaction is a fantastic way to embed learning. This could involve notes back to parents about particular songs or games that children enjoyed, particularly ones in which they were successful and joyful! Exploration in and with games, emotions, instruments and toys should be encouraged (safely!), giving children space to express themselves.
With the children’s lack of patience, great enthusiasm and unending curiosity, educators and adults should be as prepared as possible, so that we can be confident in delivering activities. This confidence and preparation gives us space to improvise when we need to, using our training and experience in child development as a foundation to developing activities that are meaningful to the group.
Allowing children to develop their own independence gives adults the opportunity to step back and observe, allowing children to work things out for themselves (safely!). Children love to repeat activities, learning the intricacies of how and why things work the way they do. Giving them the space to develop this on their own is not only empowering, but it can also give the adults a break from constant involvement.
These songs and games are examples of activities that support the developing skills of toddlers:
Circle Right
Circle right, duo-duo
Circle right, duo-duo
Circle right, duo-duo
Shake them ‘simmons down
This song can be used as a circle dance, with children holding hands and walking in a circle – creating the opportunity to learn to manage a circular space between everyone. This is a great way to introduce and develop the concepts of left and right: while this song focuses on the right, another similar song, Old Brass Wagon, focuses on moving to the left (using the words “circle the to the left, old brass wagon”). On the last line of Circle Right, children stop and shake their hands towards the ground. (“Simmons” is short for persimmons, a fruit grown in East Asia. The persimmon tree is shaken to get them down!)
Hey Jim-a-long
Hey Jim-a-long
Jim-a-long Josie
Hey Jim-a-long
Jim-a-long Joe
Hey walk-a-long
Walk-a-long Josie
Hey walk-a-long
Walk-a-long Joe
Hey hop-a-long
Hop-a-long Josie
Hey hop-a-long
Hop-a-long Joe
This is a lovely game that gives children opportunities to suggest movements! The first verse can have the group walking to the beat. The second verse, hey walk along, can slow the song right down; the next verses can develop children’s hopping, skipping, jogging, jumping, wiggling, twisting, crawling, in fact, any physical gross motor movement – in a fun, safe, and non-threatening environment.
Johnny Works With One Hammer
Johnny works with one hammer
One hammer, one hammer
Johnny works with one hammer
Now he works with two
Johnny works with two hammers
Two hammers, two hammers
Johnny works with two hammers
Now he works with three
Johnny works with three hammers
Three hammers, three hammers
Johnny works with three hammers
Now he works with four
Johnny works with four hammers
Four hammers, four hammers
Johnny works with four hammers
Now he works with five
Johnny works with five hammers
Five hammers, five hammers
Johnny works with five hammers
Now his work is done
This great counting song is fantastic for developing rhythm, using numbers, and using body parts. The first verse uses one fist as “one hammer” and bangs the floor to the beat; the second uses both fists as “two hammers”; the third verse uses both fists AND a foot; the fourth verses uses BOTH fists and BOTH feet; the final verse uses BOTH fists, BOTH feet, and includes NODDING your head!
It’s great for developing the concept of pulse (on-going beat, like the heartbeat), focus and concentration, number sequencing, embodiment/experience of numbers increasing, and automating repetitive action while singing new verses.
Toddlers do not have to be tricky, and they can be fun. They have so much enthusiasm and excitement for all the new experiences that you can provide, especially music!