The importance of music to young children’s learning, development and well-being has long been recognised, from the pioneering first Froebelian kindergartens with their Mother Songs to the contemporary research of Professor Colwyn Trevarthen, who argues that ‘we are certainly born musical’. Yet many early years practitioners lack confidence in supporting more structured music sessions with young children and, more significantly, often fail to recognise and respond to children’s spontaneous – self-initiated – music-making.
Mary Fawcett, formerly the director of early childhood studies at the University of Bristol, has suggested that music lags behind other early years creative expression. She argues, ‘Many children miss out on creative musical opportunities that have potential for their development and well-being when adults are unaware of children’s spontaneous songs, rhythmic expressions and sound investigations.’
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