Behaviour and music

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Behaviour

Music affects moods. It can make us feel happy, sad, angry, scared etc, and therefore can be used to help children manage their behaviour. For example, music can be used to energise children and prepare them for action.  One neuroscientist noted that “when children read words the language centres of the brain light up…but when they read music the entire brain lights up like a Christmas tree.” (Wilson cited in Beatty 2006). Research has shown that children learn best when music is at 60 beats per minute because it changes a child’s brain wave patterns to an optimal state for learning (Egle 2005).  Because music stimulates emotions, it also helps to synchronise the two hemispheres of the brain, which motivates children to explore and experiment.

Of course music can also be used to reduce stress and create a peaceful, calm environment. This type of music is often used to soothe babies, induce sleep and rest, and accompany restful or meditative activities like yoga.  A slow, repetitive musical beat can help to regulate our heart and breathing rates, while humming generates soothing vibrations similar to those the body produces naturally.

Tips

  • create ‘progressive relaxation’ activities by telling a story using sounds and asking children to imagine the story
  • sing simple, short songs to infants in a high, soft voice. Try making up one or two lines about bathing, dressing, or eating to sing to them while you do these activities.

 

Learning Outcomes include 3.1 Children develop a strong sense of well being, 4.1 Children develop learning dispositions and 4.2 Children develop a range of skills

Slowing children down with music and movement

Physical activity

Today Miss Eliza & Miss Rachel planned for & participated in energetic physical activity with the children (L.O 3.2) The children asked to dance this morning so during free play they danced, then we all sat down once everyone had finished morning tea. The children then got to use their physical skills to engage in musical statues (L.O 3.2).

The children had a great time doing this.

At our group time before lunch the children again used their physical skills for some stretching. Miss Rachel asked what type of music would be best for stretching?”

Chloe said “slow,” Jackson said “music with just sounds, no singing.”

During this activity, the children demonstrated their spatial awareness as they moved through the environment safely (L.O 3.2) in time with the music. Miss Rachele discussed how stretching before using our muscles for different things helps us not hurt our muscles.

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