Music Therapy in the Early Years
Often times, when I tell people I am a music therapist for children under the age of 3, I get a surprised look and a follow-up question that is something like, “how does that work? They are so little!” And yes, it is true! They are very young, and being able to follow along playing instruments and singing lyrics is quite a ways away. However, there are so many foundational skills they can begin to build with music to enhance motor and language skills.
The Pathway to Speech
If a child is not speaking yet, sometimes the thought is, how can they participate in music? And the answer is, in so many ways! From following directions in songs to work on understanding language, to imitating sounds, or to just singing the verbal approximations to a melody. When we think of language and motor skills, often we think of the end product, but there is so much before that. Before a child learns to speak, they start pointing to what they want and saying “eh!” or imitating sounds they hear. You might turn around one day and say, “did they just say what I think they said?” The answer is probably yes! They were able to repeat a word or phrase using verbal approximations spontaneously. Of course, when you try to get them to repeat it they might lack the skill to be able to recreate it on command. But the more opportunities they get to practice, the closer they will get to being able to master it. Before a child learns to walk, they crawl, and before they crawl, they need to get up on all fours and start rocking back and forth. Music is a wonderful way to work on those foundational skills across all areas of development that help set that child up for success.
Musical Milestones
The elements of music are perceived at as early as 28 weeks gestational age, so they are born already having a sense of what music is! Pretty cool, right? Just like there are milestones for all areas of development, there is a progression of musical milestones as well. At 0-9 months it is the “Reflexive Stage,” where they react to changes in musical elements, use vocalizations to play with sounds, and move their body to music. Then comes “Intention” at 9-18 months, where they start to localize sound sources, recognize familiar songs, and move individual body parts to music. Then comes “Control” at 18-36 months, which demonstrates more accurate pitch perception, beginning to sing recognizable pitch contours, remembering lyrics, and exhibiting a large increase in rhythmic and motor control.
Building Strength with Rhythm
Our bodies naturally line up with rhythm. Anyone walking along the street who then suddenly realizes they are walking to the bass of a car’s subwoofers driving by knows what I mean! Children are the same way. My favorite example is the classic baby bounce. They hear music and start bending at the knees and bouncing to the beat. It is not only adorable as anything, but it is also helping them work those thigh muscles they need for walking and jumping.
I often sing songs with the child in my lap or in front of the caregiver while the child is bounced on their legs. These are called lap songs! All that bouncing and swaying is a great way for little ones to work on those trunk muscles (the abdominal muscles that help them steady themselves as they take those first steps). “Row Your Boat” and “Little Red Wagon” are two great songs for this. Since the caregiver is singing the songs and they are both rocking in time together, it connects them through the music and deepens that bond. Developing a secure attachment before the age of three is so important to helping them learn and grow, and playing music or experiencing music together is a great way to do that!
Mirror Neurons
Children have what are called “mirror neurons,” and they fire both when they do an action and when they observe someone else doing it. That is why children learn so well by watching someone else do it first. They also learn best from receiving the information in multiple ways. For example, they will be able to process language better if there is movement or some sort of visual along with it. In music and movement, this naturally occurs. That is why music therapists often put actions to songs. That way, the child can first imitate the actions and then start picking up some of the words.
I often use words that reflect what I am doing and what the child is imitating. For example, with Laurie Berkner’s song “We Are the Dinosaurs,” I will be marching around with my guitar singing “marching, marching” and then I’ll stop, putting my palms together and sliding them onto the side of my cheek to say “we stop and take a rest.” I also sing a song where I sing, “shake your shakers up high” and then proceed to demonstrate it, so those little mirror neurons are at work while they hear the words I am singing.
Repetition is Good, Repetition is Good
I also often use the same songs over and over. To an adult it may seem overkill. They may think, “this song again, when we take out the shakers? Really?” But for the kiddos, they are excited because they are able to predict what comes next! This repetition and predictability makes it easier for them to participate. A common misconception is that if a child hears a new song and doesn’t engage right away, it means they don’t like it. It might be that they just haven’t heard it enough times. When they have, they are more likely to participate. They might even need to use their whole body to take in the new song. This might look like walking around the room, exploring, or even playing while they listen. Often parents will tell me that even though they didn’t appear to be attending in music group, they started singing the songs on the car ride home or in their crib that night.
Implementing Music at Home
One way parents and/or caregivers can work on these skills at home is by using the same song for one particular thing. For example, singing the “Clean up” song every time you clean up your kiddo’s toys. If they are putting their little foot down and refusing to clean up, you can clean while singing and then have them put the last toy away. That way, the song is cueing a specific task. It can then be carried over when they are having a hard time transitioning from one thing to the next, maybe throwing toys or themselves on the floor. Try not to react to the behavior, and just start singing the “Clean Up” song. It will already be a song that you have worked on with them, and it will redirect them to the transition and help them be able to play with something else, leave the playground, pick up the toy they threw, or whatever you need it for in the moment!
A Takeaway
Music is not only fun and intrinsically rewarding, but it also can work on all areas of development in early childhood. It is a challenging yet wonderful age, where they are learning so much about the world around them!
Author: Jenni Chute, MA, MT-BC
Editor: Sonya Imperio, MT-BC
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