Parent Involvement in Music and Movement

There are different ways to involve parents in nurturing their children’s musical development.

1. Share

Parents and teachers can swap notes, photographs, videos and recordings of the child’s interests, achievements and development in music and movement.

2. Invite

Teachers can invite parents during music and movement class to be able to observe and to motivate their children.

3. Lend

Teachers and parents can build a joint lending library of recordings, instruments, movement props and songbooks found in the music centre.

4. Listen

They can conduct outdoor activities with the children such as taking “listening” walks to concentrate their attention on natural sounds like birds, crackling leaves and twigs, wind, water and small animals or even human sounds like traffic, building construction and restaurant kitchen.

5. Visit

They can visit different places to listen to specific sounds such as in pet shops, the zoo, music shops and train stations.

6. Record

The parents can help the teacher to record different environmental sounds for use in their children’s music centre in school.

7. Expose

The parents can also take their children in their community’s music events like street performances, children’s choir rehearsals, parades, folk festivals and celebrations.

8. Create

Teachers can arrange workshops for parents to share songs, to exhibit ways to create and play instruments and even to dance creatively and rhythmically. Parents, family members and community members can volunteer to sing, play an instrument or dance to share their culture (Wright, 2003).

Music and movement activities help strengthen the children’s body and mind. It allows the body to be an instrument of learning.

Socialization plays an important role in Music and Movement activities because these activities require sensitivity and awareness. It lets the children move with care and responsiveness to others.

Music and movement activities develop the children’s creativity and self-confidence. It develops positive self-image, self-expression and socio-emotional growth.

A well-designed music centre allows socio-dramatic play because children can control, compare, contrast and play musical instruments independently.

Music and movement activities enhance children’s listening and musical abilities because it requires them to listen and participate actively.

The parents, family members and community members of the children can be involved by volunteering their talents in singing, dancing or playing musical instruments in class.

Reference:

Wright, S. (2003). The arts, young children and learning. MA: Pearson Education, Inc.

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