I can't play any instruments (unless the recorder counts?). I certainly can't sing. But my daughter really enjoys music, and there are a whole host of studies showing how playing music benefits children's brain development. So what's a non-music playing, non-singing parent to do?
Dr. Wendell Hanna's new book, the Children's Music Studio: A Reggio-Inspired Approach
(Affiliate link), give us SO MANY ways to interact with music with our children. I tried one of her 'provocations' with my daughter's daycare class and I was blown away. Give this episode a listen, and be inspired.
Other episodes referenced in this episode
027: Is a Reggio Emilia-inspired preschool right for my child?
To hear my interview with math tutor Wes Carroll, go to www.yourhomeschoolingmojo.com
, click any of the “sign up” buttons on that page, scroll down to see the curriculum of the course, and look for the interview with Wes which is available as a free preview.
Allsup, R.E., & Benedict, C. (2008). The problems of band: An inquiry into the future of instrumental music education. Philosophy of Music Education Review 16(2), 156-173.
Anvari, S.H., Trainor, L.J., Woodside, J., & Levy, B.A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology 83, 111-130.
Bilhartz, T.D., Bruhn, R.A., & Olson, J.E. (2000). The effect of early music training on child cognitive development. Journal of Applied Developmental Psychology 20(4), 616-636.
Catterall, J.S., & Rauscher, F.H. (2008). Unpacking the impact of music on intelligence. In W. Gruhn & F. Rauscher, Neurosciences in Music Pedagogy (pp.171-201). Happague, NY: Nova Science Publishers.
Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education 28(3), 269-289.
Hanna, W. (2016). The children’s music studio: A Reggio-inspired approach.
New York, NY: Oxford. (Affiliate link)
Heuser, F. (2011). Ensemble-based instrumental music instruction: Dead-end tradition or opportunity for socially enlightened teaching. Music Education Research 12(3), 293-305.
Kirschner, S., & Tomasello, M. (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior 31, 354-364.
Morehouse, P.G. (2013). Toddlers through grade 2: The importance of music making in child development. YC Young Children 68(4), 82-89.
Rauscher, F.H. (1993). Music and spatial task performance. Nature 365(6447), 611.
Rauscher, F.H., Shaw, G.L., & Ky, K.N. (1995). Listening to Mozart enhances spatial-temporal reasoning: towards a neuropsychological basis. Neuroscience Letters 185, 44-47.
Rauscher, F.H., & Zupan, M.A. (2000). Classroom keyboard instruction improves kindergarten childrne’s spatial-temporal performance: A field experiement. Early Childhood Research Quarterly 15(2), 215-228.
Rauscher, F.H. (2003). Can music instruction affect children’s cognitive development? ERIC Digest EDO-PS-03-12.
Rauscher, F.H., & Hinton, S.C. (2006). The Mozart effect: Music listening is not music instruction. Educational Psychologist 41(4) 233-238.
Schlaug, G., Norton, A., Overy, K., & Winner, E. (2005). Effects of music training on the child’s brain and cognitive development. Annals of the New York Academy of Sciences 1060, 219-230.