Tag Archives: music and movement

How Early Childhood Music Lessons Help Children’s Emotional Development

Early Childhood Music, music and movement, Musikgarten Teachers, Science of Music, , ,

Early childhood is a critical time for emotional development, as children learn to recognize, express, and regulate their emotions. Music education plays a significant role in supporting this development, offering children a unique way to express themselves, build resilience, and connect with others. Early childhood music classes positively impact emotional development and well-being.

  • Emotional Expression Through Music

One of the most powerful ways music aids emotional development is by providing children with a non-verbal outlet to express their emotions. For young children, articulating feelings can be difficult, but through music, they can express joy, sadness, excitement, or frustration. This form of expression helps children become more in tune with their feelings and encourages emotional self-awareness, which is a cornerstone of emotional intelligence.

  • Building Emotional Regulation Skills

Emotional regulation is the ability to control and manage one’s emotional responses, especially in challenging situations. Music lessons help children develop this skill through activities that require patience, focus, and practice. Studies show that children who engage in music education demonstrate better emotional regulation. The structure of music lessons provides children with opportunities to learn how to deal with challenges in a healthy and constructive way, enhancing their ability to manage emotions in other aspects of life.

  • Empathy and Social Connection

Music is inherently social, and many early childhood music lessons take place in group settings, such as music classes. These environments foster empathy by requiring children to work together, listen to each other, and communicate non-verbally through music. Learning to play in sync with others builds cooperation, understanding, and respect for one another’s feelings.

When children are taught to recognize and respond to the emotions of their peers, they develop greater empathy and stronger interpersonal connections, which are crucial for emotional development.

  • Boosting Self-Esteem and Confidence

Mastering an instrument or completing a music piece provides children with a sense of achievement and boosts their confidence. These accomplishments contribute to a positive self-image, which is essential for healthy emotional development. Children who feel proud of their musical abilities are more likely to take on challenges and approach new situations with a positive mindset. Performing music in front of an audience, whether in a recital or casual setting, also builds confidence. These experiences help children overcome performance anxiety and embrace opportunities for self-expression.

  • Music and Emotional Resilience

For children experiencing stress or emotional challenges, music offers a comforting and therapeutic outlet. Research suggests that music can help children process trauma and manage emotions like anxiety or sadness. Music’s calming effects can reduce stress and foster emotional resilience, allowing children to cope with difficult situations more effectively. Listening to or creating music can provide a sense of emotional stability and comfort, especially during times of uncertainty or change. For example, music therapy has been used to support children dealing with trauma, helping them express feelings that might be too difficult to put into words.

Early childhood music lessons are more than just a creative activity—they are an essential tool for emotional development. Music helps children express their feelings, regulate their emotions, develop empathy, and build self-confidence. Through group lessons and individual practice, music provides children with the skills they need to navigate their emotions and relationships effectively. With its proven benefits, music education can play a vital role in shaping a child’s emotional intelligence, giving them the tools they need to succeed in life.

For more information about the Science of Music, check out these blog posts:

The Science of Music: How Music Teaches Children to Relax and Be Calm

The Science of Music: How Children Learn Patience Through Music

Are you interested in becoming a Musikgarten teacher and bringing these life changing skills to children in your community? Click here for more information.

If you are a parent interested in classes for your child, please click here.

Strategies for Growing and Managing Early Childhood Music Studios

Early Childhood Marketing, , ,

Recently Ellen Johansen, a long-time studio owner in East Hampton, NY, implemented a two-month drop-in promotional strategy aimed at attracting new families to her programs. The initiative quickly paid off, with increased inquiries and a high volume of phone calls. The feedback received from parents—particularly mothers—revealed that flexibility was a key factor in their decision-making. Many working parents expressed a preference for less rigid commitments, often due to irregular work hours.

Despite these preferences, early childhood music educator understands the importance of introducing new families into structured, long-term programs, especially for early childhood development. To balance the need for flexibility and their business’s sustainability, the instructor created a system where families could drop in without committing immediately to a full program, with the added benefit of offering a major discount for those who choose to join the full program after attending several drop-in classes. In an ever-changing business climate, it’s important for music studio owners to be creative in ways of reaching new potential customers. Wanting to share her success with her Musikgarten family, Ellen posted the strategy in the Musikgarten Teachers Facebook Group to help her colleagues and ask for other fresh marketing ideas.

Marketing Growth and Management Strategies from Fellow Music Educators

Responses from other educators shed light on how various approaches to pricing and flexibility have worked for them:

  1. Melissa Ayotte, located in Novato, CA, shared her experiences with discounted trial classes, expressing regret over offering them because they attracted the wrong type of clients. She has since reverted to offering a single trial class at the regular price. After the class, she presents the program’s materials to potential clients, showing them what they would receive if they enrolled. She also prorates for mid-session enrollments, which provides flexibility while maintaining a consistent income stream. Ayotte’s approach aligns with findings in early childhood education marketing strategies that emphasize the importance of clearly communicating the value of materials and commitment in programs.
  1. Kelli Cummins-Branson, located in Winter Park, FL, emphasizes a pay-per-class option, requiring families to purchase materials as a condition for enrollment. This ensures that clients are invested in the program from the start. While she acknowledges that social media can be time-consuming, she recognizes it as an essential tool for attracting new clients, though she believes word-of-mouth remains the most effective form of promotion. Her approach underscores the growing trend of using social media for program marketing, even in time-constrained communities.
  1. Colleen Gallagher Roess, located in Minneapolis, MN, mentioned a successful strategy implemented by her teaching location—a banner placed in a high-traffic area a couple of weeks before the start of each session. This has proven effective in reaching local families, especially in a busy community. This approach highlights the enduring value of local, physical advertising in tight-knit neighborhoods where face-to-face communication still plays a key role.
  1. Helen Haynes, located in Jefferson City, MO, shared a different approach by charging monthly and allowing families to join or leave the program with a two-week notice. She requires families to purchase materials at the start of each semester and has found that most families remain enrolled for the full term or year. This model speaks to the importance of offering flexibility, which can be especially valuable in communities with diverse family structures and needs.

Insights and Conclusion

What these strategies suggest is that flexibility and clear communication with parents about the value of the early childhood music program and its materials are essential for attracting the right clients. Many parents prefer smaller, more manageable time commitments, which can be addressed through mini-sessions or shorter terms. However, providing quality materials that are integral to the program ensures that the educational value is not diluted. Additionally, promoting through word of mouth and physical advertising like banners also remains effective, especially in tight-knit communities.

For educators aiming to grow their early childhood programs, understanding and adapting to the needs of their specific community, while maintaining a balance between flexibility and program integrity, is key.

10 Ways to Get Children Interested in Piano Lessons

Group Piano, Musikgarten Teachers, Piano Teachers, , , ,

Introducing children to music is a rewarding experience, and children’s piano lessons can lay a strong foundation for their musical journey. Here are effective strategies to spark interest and keep kids engaged in their piano learning.

1. Start with the Right Mindset

Approach children’s piano lessons with enthusiasm. Share stories about the joys of playing or listening to music and how it positively impacts life. Your excitement can significantly influence your child’s attitude toward learning.

2. Create a Musical Environment

Transform your home into a musical space. Play various genres—classical, jazz, or pop—so your child can explore different styles. Early exposure to music enhances a child’s musical aptitude, as noted by the National Association for Music Education (NAfME).

3. Choose the Right Instrument

Ensure the piano or keyboard is accessible and inviting. Click here for tips on selecting the right keyboard for your child or children’s music classroom. If space or budget is an issue, a quality keyboard can still be effective. A comfortable instrument will encourage practice and make children’s piano lessons more enjoyable.

4. Find the Right Teacher

A skilled teacher can make a significant difference in children’s piano lessons. Look for instructors who specialize in teaching kids and have a reputation for making learning fun. Programs that begin at infancy with an emphasis on music and movement help to set the groundwork for an interest and aptitude for piano. 

5. Incorporate Fun and Games

Make learning fun by incorporating games. Games such as “find the black keys,” “name that rhythm or rest,” and name that familiar children’s tune can make learning fun. Engaging in music through play can help maintain their interest in children’s piano lessons. Group Piano lessons are a wonderful choice to make piano lessons fun because they incorporate notation games, repertoire pieces, sight-reading pieces, and opportunities for composing all in the joy of community.

6. Set Realistic Goals

Set achievable goals to help your child experience success. Starting with simple pieces and gradually increasing difficulty keeps motivation high. Celebrating small milestones is crucial for maintaining enthusiasm in children’s piano lessons.

7. Encourage Exploration

Allow your child to explore various musical styles. If they enjoy pop music, help them find arrangements of their favorite songs. This relevance makes learning feel more exciting and engaging, while also introducing them to other musical genres and cultures.

8. Be Involved

Show interest in your child’s learning by attending lessons and practicing together. Your involvement demonstrates the value of their education and can motivate them to put in more effort during children’s piano lessons.

9. Provide Opportunities for Performance

Look for early childhood music programs that include opportunities for your child to perform, whether in recitals or in class. If they are excited about their progress, ask if they would like to play at casual family gatherings. Performance can build confidence and make practice feel more rewarding.

10. Be Patient and Supportive

Learning an instrument takes time, so be patient. Encourage regular practice but also acknowledge frustrations. Remind your child that persistence is part of the journey, especially during children’s piano lessons.

Getting children interested in piano lessons involves encouragement, engagement, and a positive environment. By implementing these strategies, you can help your child develop a lifelong love for music through children’s piano lessons, enriching their lives in countless ways.

Leveraging Back to School for Your Children’s Music Studio

Musikgarten Teachers, Uncategorised, , ,

As the back-to-school season approaches, children’s music studio owners can harness this time to reinvigorate their early childhood music programs and inspire students. This period offers a unique opportunity to leverage the excitement and anticipation surrounding a new school year. There are several ways in which music teachers can optimize this transition period.

1. Embrace the Excitement while Showcasing the Benefits of Music Education

The start of a new school year is a time filled with enthusiasm and potential. Music teachers should tap into this energy by emphasizing how their programs can complement and enhance children’s academic and social experiences.  Arts education fosters creativity and critical thinking, which are essential skills for academic success

Providing clear, accessible information about these benefits in newsletters, social media posts, and during school orientations are ways to reach out to parents during this often-hectic time. Highlighting testimonials from former students or success stories can also effectively communicate the value of children’s music programs. By highlighting these benefits, teachers can attract parents eager for their children to explore new opportunities and develop skills beyond the classroom.

2. Provide Caregivers Options with Music Programs

Parents might be particularly receptive to the benefits of music education during the back-to-school season. This may be especially true if older siblings will be in school or when pre-school hours do not occupy a full school day. New options for caregivers to spend quality time with their younger children while older siblings are away at school helps to fill the day while preparing them for traditional school. After school music programs can also help to fill in the gaps for working parents of older school-aged children.

3. Engage with the School Community

Building strong relationships within the school community can enhance the visibility and appeal of supplemental music classes. Working through organizations such as the PTA, music teachers should collaborate with academic classroom teachers to integrate music into broader school activities. For example, organizing a joint event where students perform at a school assembly or participate in a collaborative project can showcase the music program’s value and foster a sense of community.

4. Offer Introductory Workshops and Open Houses

The beginning of the school year is an excellent time to host introductory workshops or open houses. These events allow prospective students and parents to experience the music program firsthand. Such events can increase student enrollment and engagement by providing a direct, interactive experience . Music studio owners can offer mini-lessons, demonstrations, and hands-on activities to make these events engaging and informative.

5. Leverage Digital Tools and Social Media

In the digital age, utilizing social media and online platforms can greatly enhance outreach efforts. Music teachers should maintain active, engaging social media profiles to share updates, success stories, and upcoming events. Platforms like Instagram, Facebook, and TikTok can be used to showcase student performances, behind-the-scenes glimpses of rehearsals, and testimonials. Social media can effectively reach and engage parents, making it a valuable tool for promoting extracurricular activities.

6. Provide Opportunities for Student Leadership

Empowering returning students to take on leadership roles within the music program can foster a sense of ownership and responsibility. Encourage older or more experienced students to mentor newcomers, help assist with classes, or with organizing events. Student leadership can enhance personal growth and improve program outcomes. This approach not only builds a supportive community but also helps in developing important life skills.

7. Align with Other Organizations and Clubs

Finally, children’s music studio owners should explore partnerships with other organizations to support their programs. In addition to school related organizations such as the PTA or booster clubs, many parochial schools with after-school programs may be interested in partnering for a music activity. Children’s museums may be open to partnering on a topic themed music event or class. Engaging with these organizations can provide additional resources and bolster program sustainability.

By leveraging the back-to-school momentum and implementing these strategies, early childhood music studio owners can maximize their impact, attract new students, and enhance the overall success of their extra-curricular music programs.

A Remembrance – Audrey Sillick – 1921-2014

Musikgarten Teachers, ,

Audrey Sillick was born in 1921, and was 92 years of age upon her death.  She had been ill for some time, but was able to live in her apartment in Toronto throughout the last years.  Friends accompanied and assisted her in the last days.

Audrey was born in England, and spent her childhood and youth in England, India and Switzerland.  Audrey’s years in India influenced her life greatly – learning to play by herself, outside in the wonderful world of nature; studying at a fine teacher’s college and meeting Maria Montessori during her time in India; spending countless hours observing, especially of the world of animals and children.

Audrey Sillick

After moving to Canada and spending years in the United States, Audrey joined the Montessori movement, becoming founder and director of the Toronto Montessori Teacher Training Institute in 1971.  Her particular areas of expertise concerned the role of movement in learning, the process of language acquisition and the understanding of the child in nature.  Audrey influenced innumerable Montessorians through the Institute, but also through speaking and teaching engagements throughout the Montessori Community. This included Renilda Montessori, granddaughter of Maria, who taught with Audrey and Lorna at the TMI.

Audrey’s teachings are central to Musikgarten, indeed her work has influenced countless early childhood music teachers and Montessori teachers. I met Audrey in the early 1980s. Having moved to Toronto after my recent marriage, I soon was asked to teach at the Toronto Montessori School and was sent to hear Audrey’s lectures at the Teacher Training Institute there, to become better acquainted with my new environment.

What a life-changing event that turned out to be!  Audrey’s lectures were fascinating, although at first, the approach was such a new world for me, I could hardly take notes fast enough!  From the beginning of our acquaintance Audrey’s message became a stronger and stronger component of my work in early childhood music.

For the authors, teacher trainers, and teachers in the Musikgarten community, our work is unthinkable without her.  She was the central influence that has made Musikgarten such a balanced curriculum.  Through Audrey we learned about the child, we learned about nature, we learned to observe, to include movement in all of our teaching … we learned to tell stories, to reintroduce poetry to young children …. We learned! 

Audrey believed in what she called ‘subversive’ education.  With that she meant was that you have the greatest influence, when you observe where your learner stands, and offer an environment of small steps to help the learner move forward.  I often tell the story of this ‘subversive’ effect on me.  In the 1980s I knew that what I learned from her was important –so I wrote it down and included the ‘Audrey speech’ in all of my workshops.  After a few years, while teaching in Panang in Malaysia, my husband was in the room for one of my speeches.  Afterwards he said to me, you are no longer talking about what Audrey says, it has so influenced you, the knowledge has become yours to also impart.  Audrey’s influence was slow and sure!

What are my favorite memories of Audrey?

  • That very first speech I invited her to give for the very first international meeting of early childhood music teachers which I held in 1984 in Toronto – the forerunner of the ECMMA! 
  • Working on our first publication in the late 1980s.  As Audrey always told the story, I stopped by her house one afternoon shortly after she had retired, and asked her to guide me ’a little’  That positive answer turned into a working gig = shared authorship –  which we enjoyed for over 20 years!  For the first publication we worked on a very early, very cranky computer!  But had much more fun training the blue jays to come to our window to get their supply of peanuts!
  • Celebrating Audrey’s 80th birthday together with the Musikgarten Teacher Trainers in Sedona, Arizona! 
  • Audrey’s young-child-in-a-snow-suit story, through which she had us laughing and crying at the New Jersey Convention in 1988.
  • Sitting on our deck in Greensboro, deciding what kind of sandwich we would each take along on our pretend picnic? And this was going to be in our new Musikgarten curriculum?

Audrey treasured the natural world and went to great lengths to help preserve it.  Audrey’s legacy is contained in the many teachers she trained, mentored, and through the Musikgarten curriculum.

Lorna Heyge, Musikgarten

Learning to Love Music as a Family – A Parent’s Guide

Early Childhood Music, Musikgarten Teachers, , ,

Music has the remarkable ability to enrich our lives, touch our emotions, and provide a source of joy and inspiration. But, how do you learn to love music as a family. For parents, introducing their children to the world of music at an early age can be a rewarding and fulfilling experience. Not only does it foster cognitive growth and other developmental benefits, it also instills a lifelong appreciation for the arts. Here are just a few practical ways parents can actively participate in nurturing a love for music in their children, creating a foundation for a lifetime of musical enjoyment.

How Parents Can Encourage the Love of Music in their Kids

  1. Start Early with Musical Exposure – Begin by exposing your child to a variety of musical genres from a young age. Play different styles of music in the house, whether it’s classical, jazz, folk, gospel, or pop. This exposure helps children develop a broad musical palette and openness to diverse sounds.
  • Enroll in Music Classes – Many communities offer music classes for young children. These classes should incorporate singing, movement, drumming and the opportunity to play simple, age appropriate instruments. Parent participation in these classes is important for modeling and reinforcing the love of music.
Musikgarten Class - Children Taking Turns
Musikgarten Toddler Class
  • Provide Access to Instruments – Offer your child the opportunity to explore different musical instruments. Consider starting with simple, child-friendly instruments like maracas, sticks, or bells. Encourage creativity through musical play with your child, let them experiment with creating their own rhythms and melodies. This not only boosts creativity but also helps in developing a sense of musical expression.
  • Attend Live Performances – Take your child to live music performances, whether it’s a local school concert, a community band, or age-appropriate shows. Experiencing music in a live setting can be magical and captivating, sparking a deeper interest in the art form.
  • Become a Musical Advocate – Support music in your local school(s) and music organizations in your area, and have your child participate in volunteer events. Help music teachers with volunteer support and donations to help cover items not included in school budgets.

Nurturing a love for music in your child is a gift that lasts a lifetime. By incorporating music into their daily lives, providing hands-on experiences with instruments, and exposing them to a diverse range of musical styles, parents can cultivate a deep appreciation for the art form. Remember, the key is to participate to make the journey enjoyable and encourage your child to explore the vast and beautiful world of music.

Playing Music in the Dark – How Blind Musicians Learn and Thrive

music and movement, Uncategorised, , ,

When asked to name one famous visually impaired person, many of us will recall a musician. A lot of that is because musicians are in the public eye more than others, but it also points to the great success that many blind musicians have enjoyed. Visually impaired musicians such as Ray Charles, Stevie Wonder, Ronnie Milsap, and Doc Watson have had success across a variety of musical genres. Neuroscientists have long studied that which initially seems like a challenge to the visually impaired tends to grant an advantage in music. One determining factor is how their brains develop through the connection of music and movement.

 Brain Development in the Visually Impaired

Scientists have long known that hearing and touch are enhanced in the blind. The space in the brain dedicated to vision is made available to those senses, enhancing the capacity to hear music and touch instruments. Blind children pay much more attention to everyday sounds compared to those with full sight. One study that considered many different sources found that children who were blind at birth or an early age are 4,000 times more likely to have perfect pitch than their sighted peers.

But some kinesiologists have looked at how being blind may actually impair one’s ability to feel the beat due to lack of visual-spatial feedback. The visually impaired often move their heads or body in a different way than the rest of us in order to better access their surroundings. This movement is also a method used to trigger echolocation, just as they often use a stick to tap and listen for the sound bouncing off the ground or other objects. For blind musicians, this movement is then connected to the rhythm of the music to help them keep beat and time. Studies have also shown that individuals who were blind at birth or an early age develop greater vibrotactile abilities and have shown a higher ability to detect beat asynchrony than those with sight.

Teaching Music to Blind Children

There are still a lot of stereotypes about visually impaired children being harder for music teachers to teach. These tends to stem from the traditional method of teaching children through sheet music. But with a propensity for better pitch and beat detection, visually impaired children are likely to learn music at a greater rate with the right approach. Children’s music programs that emphasize music and movement at the earliest stages are better geared to teach blind children. The aural approach enables them to establish a foundation for playing by ear. Once that foundation is established, sheet music in braille is available for blind children and teachers.

Many visually impaired individuals have excelled in music and gone on to achieve some of the industry’s highest accolades. The part of the brain not dedicated to sight provides greater function to the other senses. Hearing and touch in blind individuals are enhanced to provide a better detection of both pitch and beat. Those abilities combine with movement to help the visually impaired better navigate the world and learn music.

Instilling a Sense of Giving in Children

Early Childhood Music, ,

Charitable giving plummeted 10.5% since 2021. While this decline was across the board with corporations and foundations, giving by individuals fell by an even steeper amount of 13.4%, adjusting for inflation. It’s important to note that Americans gave generously during the pandemic, with record-setting giving between 2019 and 2020, so non-profits and charitable organizations can only hope this recent decline is temporary. After all, Americans have a great history of charitable donations, and one which has been passed down from generation to generation. In this season of giving, it’s important to model and teach children about the importance of giving back to others.

Tips for Raising Generous Children

From early childhood children tend to be self-involved, making sure that their immediate needs are met by the caregivers surrounding them. But as they grow older, its important that those caregivers play an important role in helping kids develop generosity by encouragement and example. Here are some guiding principles in helping children develop a lifetime of charitable giving:

  • Encourage empathy – Helping children to imaging how others feel is the starting point of generosity. Parents should seek out opportunities to encourage empathy, from everyday situations such as a sibling squabble, or in more structured giving such as participating in a food or clothing drive.
  • Set an example – Kids look to parents and other caregivers for clues on how to behave. While encouragement is extremely important, modeling generous behavior such as visiting sick relatives, volunteering at a charitable organization, or even pitching in with household chores, shows children first-hand that you really mean what you say.
  • Select a Charity – Let your children experience first-hand what it feels like to give time to a cause. Encourage them help to select a charity that the entire family can participate in, ideally one benefitting children of their own ages. When kids give to those they closely relate with, their empathy grows even stronger.

Teaching Children Generosity in the Music Classroom

Children’s music programs offer a unique opportunity for kids to learn about giving and generosity. With encouragement and guidance from the early childhood music teacher, they can learn the gift of giving in the following ways:

Musikgarten Class - Children Taking Turns
Children taking turns in a Musikgarten class.

Teaching generosity to children is a gift that they will practice their entire lives, and which others will surely benefit. Through explaining empathy, modeling by example, and providing children opportunities to give to others, caregivers can ensure that their child will be a more thoughtful and generous member of society.

What Makes a Good Early Childhood Music Program?

Early Childhood Music, music and movement, Musikgarten Teachers, , ,

The very title of this topic may seem provocative, as many childhood music educators and researchers have varying opinions on what makes a truly great children’s music instruction. There are various established and differing music teaching methods such as The Suzuki Method and The Orff Approach, or The Kodaly and Dalcroze methods. While some of these methods are more focused on the learning of an instrument, they all tend to share a core set of teaching principles. This is not a competitive comparison of any program versus another, but an analysis of the shared beliefs upon which most all music teachers and educators agree.

Core Principles of Children’s Music Education

Here are several basic, yet important tenants to teaching early childhood music education that can be found in nearly all successful children’s music programs:

Focus on the Child – This may seem blatantly obvious, but it is important to emphasize for all childhood educators not to lose the “forest from the trees,” by making the teaching method the center of attention instead of the child themselves. Focusing on the child requires a respect of each student and their individual learning journey. This important approach also touches on “Follow the Child,” one of the central principles of the celebrated Montessori teaching method. 

Music and Movement – Research suggests that encouraging movement at an early age helps to improve all kinds of cognitive as well as physical development. The area of the brain associated with motor control, the cerebellum, is also largely responsible for our learning process. The connection of both music and movement release endorphins in the brain, which helps to maintain interest and energy in a subject. Finally, movement helps children with beat perception and the development of rhythm, timing, and the motor control that will assist in music comprehension and learning an instrument.

Parental/Caregiver Involvement in Children’s Music Education – One principle shared by nearly all successful early childhood music programs is the importance of parental participation. This is often graphically represented as a triangular relationship between child, teacher, and parent. As one would suspect, the importance of parental involvement is not only beneficial to music learning, but all kinds of learning and early childhood development. Research has shown that, just as with traditional academics, parental involvement is particularly beneficial in early children’s music programs through observation and mimicry, helping to develop a better understanding of cultural ties to music, musical concepts, group social interaction, and motor skills development through the use of musical instruments.

Musikgarten Class
Parents during a Musikgarten class.

The most successful children’s music programs share several core principles that can be applied to nearly all early childhood learning. A Focus on the Child ensures that the approach respects the individuality and pace of learning that each child possesses. Music Combined with Movement helps with not only the mechanics of rhythm and timing of music, but also with cognitive aspects that encourage learning. Finally, Parental/Caregiver Involvement creates a triangular bond between teacher, child and parent which reinforces mimicry and a lifetime love of learning. All of these core principles combined with a carefully designed curriculum and supporting materials, are key to success for early childhood learning programs.

The Science of Gratitude

Early Childhood Music, music and movement, , ,

Last Thanksgiving season, we considered different ways that teachers and children’s music studio owners can teach thankfulness in the classroom. Since then, more and more scientific studies have been conducted to explore exactly how gratitude works with the chemistry of mind and body. While harder to measure, the practice of gratitude and its spiritual benefits have been taught by major religions across the globe. The benefits of gratitude are numerous and affect emotional and social well-being, personality, career, and health.

Just a Few of the Many Benefits of Gratitude

Scientific studies have shown us that realizing, practicing, and demonstrating gratitude…

  • Makes us happier – Noticing what we already have makes us feel positive about our lives.
  • Increases our psychological well-being and self-esteem – It enhances our positive emotions and discourages suicidal tendencies in depressed and stressed individuals.
  • Makes us more likable and expands social connections – Gratitude improves our romantic relationships, improves our friendships, and increases our social support network.
  • Increases optimism and spiritualism – It makes us more giving, reduces our materialism, and enhances our optimism.
  • Enhances our careers and reduces work related stress – Gratitude makes us better managers by increasing patience and improving decision making while helping us to find meaning in our work, contributing to reduced turnover.
  • Improves our overall physical health – It reduces our blood pressure, improves our sleep habits, reduces depressive symptoms, and encourages exercise.

Scientific Evidence on the Benefits of Gratitude

So how do we know about these apparent positive benefits of practicing gratitude? More and more scientifically based studies are being conducted year after year, with encouraging findings. It is important to note because many of these studies are behavioral, they cannot absolutely prove cause and effect. However, most support a strong association between gratitude and an individual’s well-being. For example, a 2018 study on individuals seeking mental health guidance showed that those participants who wrote letters of gratitude reported feeling better and recovered sooner than those who did not. Hypothalamic regulation, which is triggered by gratitude and simple acts of kindness, has been shown to help with deeper and healthier sleep. Another study conducted by psychologists specializing on research into gratitude asked participants to write about events that affected them, positive or negative. The study found that those who wrote more often about gratitude were more optimistic and felt better about their lives. Finally, a 2019 study in the Journal of Happiness Studies found that there is a link between gratitude and happiness in children by the age of 5, while another found the same results in children ages 11 to 13.

The evidence for the positive benefits of practicing and demonstrating gratitude point to greater mental, physical, and spiritual well-being in both children and adults. In this season of giving thanks, showing children how to practice gratitude can help them become healthier and happier throughout their lives. Whether at the family dinner table, in social circles, or even the children’s music classroom, coaching gratitude is beneficial to both learner and teacher alike.