Capstone CBL Paper

Music In Early Childhood Education
Music in Early Childhood Education

Jaclyn McQuiston
Southern Oregon University
Introduction/Background:
Southern Oregon Head Start is a licensed preschool facility that provides free
early childhood education to children who come from low socioeconomic status
households. Since music is not prominent in Head Start facilities, I decided to lead the
class in a variety of music lessons that cover different content areas. Music is my passion
and I wanted to show these children how fun music can be. Music is important in early
childhood education and can especially benefit children who come from low
socioeconomic status households.
Rationale:
I chose to teach music lessons to the children at Head Start for many reasons. The
first reason is because I am currently taking classes towards earning my Minor in Early
Childhood Development. The classes I have been taking this last year are structured
around children ages birth through five-years-old. I knew that volunteering in a preschool
while taking these classes would help me fully understand early childhood education
because I could see firsthand the different topics and strategies used in Head Start that I
am learning about in my classes. This experience has also made me consider becoming a
preschool teacher in the future, rather than an elementary school teacher.
The second reason I chose to teach music lessons at Head Start was because I
have a very strong passion for music. I have been singing for as long as I can remember,
playing the piano since I was eight-years-old, and playing the guitar since I was fourteenyears-old. I have been in choirs, musicals, and a cappella groups throughout my life, so it
is safe to say I have been surrounded by music. Since it is something I am so passionate
about, I wanted to share it with others. I love to help others see the beauty and benefits of
music. I also knew that I could use my guitar playing to my advantage. As soon as I
picked this as my CBL project, songs, dances, and other ideas were popping up in my
head out of nowhere. I knew this was what I wanted to do.
Lastly, I chose to teach music at Head Start because the children who go there
may not have experienced music like I have in the past. Since they come from low
socioeconomic status households, they might not have had all the opportunities to get into
music like I had when I was a child. The teachers at Head Start also let me know that they
arent very good at teaching music and usually just pop in a CD and let the children sing
and dance to it. My goal was to pique the students interests with music and get them
excited about it. Perhaps the greatest result that could come out of my music lessons was
for a child to discover their own passion for music.
This project was important to the community, and myself, because I wanted to
give these children something they might not have experienced before. These children
might not have the resources to have a piano teacher, guitar teacher, singing teacher, or
choir teacher like I did. It was important to me to show these preschoolers that music can
be fun and can be used in a variety of different ways. I wanted to give them something
they could connect with in a fun, exciting way.
Review of Literature:
1. Music is very important to early childhood education. There are many aspects
to music education: movement, singing, creating rhythm, playing instruments,
listening, and responding to verbal and visual representations of sound. The
position statement of the National Association for Music Education (NAME)
states Successful experiences in music help all children bond emotionally and
intellectually with others through creative expression in song, rhythmic

movement, and listening experiences (NAME, 2016). Preschoolers have a wide
range of needs and come from diverse backgrounds. Music is a way to bring these
children together emotionally, socially, creatively, physically, intellectually, and
culturally. Through the use of different instruments, songs, and movements,
young children are given strong, meaningful learning experiences.
2. Meaningful musical learning experiences can be spread across a wide variety of
curriculum. It is often believed that music and the arts are not as important as
other subjects such as reading, writing, mathematics, science, and social studies.
Howard Gardner, the inventor of the Theory of Multiple Intelligences believed
that, Music intelligence is equal in importance to logical mathematical
intelligence, linguistic intelligence, spatial intelligence, bodily-kinesthetic
intelligence, interpersonal intelligence, and intrapersonal intelligence
(Levinowitz, 1998). A research-based article from General Music Today states
that making music is a basic life skill and everyone deserves the right to know
how to sing in tune and march to a beat (Levinowitz, 1998). The years from birth
through age six are critical for learning how to unscramble the aural images of
music and to develop mental representations for organizing the music of the
culture (Levinowitz, 1998). Young children need music in their education
because it is a necessary aspect of whole-child development.
3. There is a growing awareness that music is underused and underaddressed in
early childhood education (Batey, et. al., 2004, p. 30). Teachers, parents, and
administrators often dont recognize the full value of music education. All over
the United States music programs are being cut due to budget cuts because they
are considered not as important. Music is also thought of as only something for a
small group of talented individuals. This information is extremely disheartening
to hear because I know that music has such a wide variety of benefits for children.
Not only can children benefit socially, emotionally, intellectually, culturally,
physically, and creatively, but music is also a form of play. Play and hands-on
experiences are how preschoolers learn best. Music is another way for these
children to create meaningful learning experiences through play. In a research
study by E. Glenn Schellenberg, it is discovered that when children are exposed to
music it can raise their IQ. Event though the study found only small increases in
IQ, it was still noticeable compared to no changes in IQ when it comes to
nonmusical activities (Schellenberg, 2004, p. 513). Teachers can construct music
lessons around whatever subject they like and children will always benefit.
Description of Process:
a. Goals for Learning:
From this project I wanted to learn how to teach music to preschoolers effectively,
how to incorporate music into a wide variety of curriculum, and how music can
positively affect young children. Looking back on my project I accomplished all
of my learning goals.
b. Process:
The plan from the very beginning of my internship was to be in the classroom two
days a week and teach 20-minute music lessons to the children after free choice
and before outside playtime. I mixed up the type of music lessons by bringing
different things such as my guitar, movement activities, props, and musical

instruments. This worked very well for the children I was working with and I
thought the lessons went extremely well. I was very nervous at first because I
wasnt sure how the children would respond; however, they ended up really
enjoying the lessons. They especially loved when I would bring my guitar in. It
was obvious they had never been played to on a guitar and they were eager to
touch it and play with it. I even had parents coming up to me telling me that their
child wouldnt stop singing the song I taught them that day in class. The teachers
also loved my lessons and supported what I was doing, which was great.
Evaluation of the Process:
In order to make this project happen I had to spend a lot of time getting to know
the students and planning lessons around their interests and developmental levels.
If I could make an improvement for next time I would try and find songs and
dances that the children would suggest to me. I would often forget or not be able
to find the songs they were trying to get me to play. I think if I were to learn their
favorite songs their interest levels would increase and they would have more fun.
I think my lessons benefited the children and their families by giving them a
musical outlet they dont have. They had never experienced someone playing the
guitar for them and were introduced to new songs that I taught. I received positive
feedback from the teachers and the parents, which was extremely rewarding.
Reflections:
From this project I learned that music has such a large impact on young children
and their development. I was able to observe how music can be used in a variety of

subjects and involves songs, dances, instruments, and listening skills. I learned that I am
patient, kind, passionate, and flexible when it comes to teaching music to preschoolers.
From here, I would like to take this experience and use it in my own teaching career. I
feel like I have gotten some great practice and experience with using music in the
classroom. I also want to help educate others on how to incorporate music into not only
early childhood education, but also all education because music benefits everyone.
8
Resources
Batey, J. J., Hartle, L. C., and Kemple, K. M. (2004). Creating Centers for Musical Play
and Exploration. Young Children, July 2004, pages 30-37.
https://www.naeyc.org/files/tyc/file/MusicPlay.pdf
Levinowitz, L. M. (1998). The Importance of Music in Early Childhood. General Music
Today, Fall 1998. https://www.musictogether.com/about/research-anddevelopment/researched-based-program//importance-of-music-in-early-childhood
National Association for Music Education (2016). Early Childhood Education Position
Statement. http://www.nafme.org/about/position-statements/early-childhoodeducation-position-statement/early-childhood-education/
Schellenberg, E. G. (2004). Music Lessons Enhance IQ. Psychological Science, 2004,
pages 511-514.
https://msu.edu/course/psy/401/snapshot.afs/Readings/WK5.PresentB.Schellenber
g%20(2004).pdf

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Music In Early Childhood Education

Music in Early Childhood Education

Music In Early Childhood Education

Music In Early Childhood Education

Music In Early Childhood Education

intellectually with others through creative expression in song, rhythmic

Music In Early Childhood Education

Music In Early Childhood Education

different things such as my guitar, movement activities, props, and musical

Music In Early Childhood Education

Music In Early Childhood Education

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