Music in Early Education and Care Settings for Communication and Language Support

Abstract

Abstract Music groups for caregivers and young children are frequently included within programs of activities for families in early education and care settings. Additionally, such settings may have specific targets and outcomes that seek to improve the life chances of young children in disadvantaged circumstances; one key target may be the development of young children’s communication skills. This chapter overviews the evidence that appropriate musical activities are beneficial to learning and language development, challenging a view that words are the best starting point for communication. It seeks to offer a model of an effective music pedagogical approach, developed through action research with an interdisciplinary team of early childhood music-arts practitioners and speech and language therapists for caregivers and young children. Finally, the main findings from two projects are presented as practical implications, seeking to contribute new knowledge about working with children and their caregivers through musical play and interaction.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 15 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.