1.According to the author, what are the possible cognitive benefits of music in early childhood education (p. 19)?
Helping children acquire vocabulary, symbolic understanding, a sense of sequence, memory, and auditory training. Research also indicates that music training enhances preschoolers’ spatial temporal reasoning.
2.What are some important activities classroom teachers should be aware of in order to enhance young children’s self-esteem (p. 19)?
A well-defined music program integrated into the early childhood curriculum can enhance language development, knowledge of musical concepts (rhythm, steady beat, melody, and dynamics), creative expression, and a sense of collaboration.
Another enhancement is the children’s self esteem, an underlying theme of developmentally appropriate practice.
3.How so (according to the author) development of gross-motor skills and find-motor skills in musical activities can help enhance children’s self-esteem (p. 19)?
Development of gross motor-skills (through such movements as swaying, marching, jumping, hopping, skating, or tapping one’s foot) and fine-motor skills (through finger or hand movements accompanying singing or listening to music) provides an additional dimension to musical expression.
4.What are the guidelines for early childhood educators to implement music program in their classroom (p. 20-23)?
The guidelines are:
· Select music for Preschoolers: That will help them feel successful
· Include movement activities in the music program
· Use children’s name whenever possible
· Use musical terms to enhance concept development
· Incorporate a variety of music into the classroom
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