Music Enhancing Young Childrens Physical Development Education Essay

It is interesting to see the ways children react to the audio of music. From newborns to adulthood, we start to see the results that music can have on us. Pica (2000) observed that there are numerous studies done to look for the way music changes our feelings and even boosts our health. How does music have an impact on us? Is physical development an essential part of young children's expansion? Are children's moods afflicted when they hear music? Will their physical functions be challenged when they react to the many types of music? You will find similar and various views on the implementation of physical and music education. The many views to these questions will be explored and reviewed in this posting.

Wiles and Bondi (2007) acquired put across that health insurance and physical education are strongly related. Generally, whenever a person regularly leads an active lifestyle, it will be noted that the health of that person will be better as compared to the less effective. Thus, many universities will apply physical education within their curriculum. Along with physical education, some schools, especially preschool centres, physical activity sessions are combined with music.

What is the very first thing that involves our minds whenever we notice about physical development? Pica (1999) said that one will most likely link physical development with children and movements. He went on to convey that the simplest way for children to learn and sustain information will be through practical experiences. As young children are naturally inquisitive, it's quite common to see that in many early childhood settings, the modern method used to ensure more effective learning will be through doing, more than just listening. Taras, as cited in Pica (1999) put into this by expressing that activities, when included in children's daily lives can help them understand things easier.

As Hannaford, cited in Pica (1999:1) had input it, "movement triggers the neural wiring throughout your body, making the complete body the instrument of learning. " Bearing this at heart, activities should be prompted in young children's lives.

Waller (2009) implied that there is a link between physical and health insurance and a child who is less active in the early years is not so apt to be involved in sporting activities when at an older age. Physically active young children have a tendency to be healthier in physical form and mentally. According to the UK guidelines, it is strongly recommended that children have at least one hour of activities per day in order to accomplish good health and The Country wide Health University Standard (NHSS) advocates having two hours of exercise per student, per week. Pryke, as cited in Waller (2009) pointed out that these exercises should be produced enjoyable. Physical activities that require music and activities that are suited to the children's years will participate children meaningfully and allow them to expand in their self esteem in a great way.

Waters and Begley, as cited in Waller (2009) learned that children who are well informed and also have good development of physical skills are more popular among their peers. Dombro, Colker and Dodge (1998) added that better children have more energy to discover and find out about things that surround them. Therefore, the value of expanding children's physical capabilities should not be belittled.

Besides self-assurance, other areas of development are also advanced along with good physical skills. A Roman poet, by the name of Juvenal observed folks around him and came to the realization that those who had been toned were more intelligent (Harvey, 1994).

Jim Lavin, as cited in Cooper, Hilary, Sixsmith, Chris (2003) mentioned that physical development is approximately body coordination and control of the activities, as referred to in the Curriculum Advice for the building blocks Level (DFEE/QCA 2000). He agreed with the theory that the ability to get better at good coordination and control will foster children's self-esteem. Therefore, it is good to have more opportunities provided for children to work through different moves.

Children in the two to three years of age, though physically unpredictable, are already moving about eagerly and can not stop to explore various activities repeatedly in an attempt to have significantly more practice (Charlesworth, 2000). It had been also implied that children of the same years don't have identical skills. According to Charlesworth, big blocks, climbing constructions, managing equipment and ramps can be used for physical play. While children try their skills on the various equipments, music can be utilized in the background to enforce actions.

Lewis and Catherwood (1996) acquired put over the idea that it is necessary for the basics of gross engine skills to be performed in order to proceed to the next level. That is to say that gross engine development is intensifying and for that reason, they argued that children who are given the correct support in learning will progress faster, this impacting on not only the physical aspect but also on other areas growth.

Zelazo, as cited in Lewis and Catherwood (1996) stated a good example that if support is given to a baby who's wanting to walk, it will result in the infant becoming more stimulated to do so separately when given the opportunity to try. Similarly, children learn faster in the alternative activities that want physical skills. For young children who are already walking on their own, providing music as a way to obtain support can be beneficial. With action sounds, children are led in a relaxed atmosphere to work out the muscles in the different elements of their body.

As physical activity is essential for children's gross motor unit development, Worthham (1994) advised that a combination of both formal and informal learning, in and out of the classrooms will give children the chance to try new skills and further develop their features. The environment is a factor to developing good motor skills. The school room environment should allow children to feel safe towards learning (Rubin and Merrion, 1995).

In a longitudinal analysis done on four children, it was detected that physical environment and real human environment affect children's development, including the physical aspect (Burton L. White Jean Carew W, 1973). When there is bound space, children might be constraint to smaller activities and thus, not be able to move about as readily as they wish to. Thus, learning will be jeopardized.

Young children are generally inquisitive beings. Worthham (1994) pointed out that children of very young age move around a lot and they are developing their fine and gross motor unit skills. Relating to her, both to three year-olds are constantly checking out new challenges to attain new skills. Worthham has emphasized the necessity for adults to match the children's development to the training opportunities that are provided for these young preschoolers to allow them to gain good self-assurance and become ready learners who strive to excel. This frame of mind will follow them through to their old age, enabling these to respond favorably when they are confronted with challenges and are expected to accomplish certain results.

How do early on childhood experts and parents at home engage children to develop good physical skills in a great and interactive manner?

Besides speaking about the benefits of small children having good physical development, this little bit of literature review also places out to explore how music can aid them in producing for the reason that area. Pica (1999) advised that music and motion are interrelated which whenever children receive the opportunity to move to the audio of music, such encounters can help them to remember and learn better.

There will vary styles of applying lessons. Smidt (1998) pointed out that children learn about things around them through interacting and experiencing. Katz and David Elkind, as cited in Smidt (1998) do not trust complete formal learning at an extremely young age as it stifles children's ingenuity, causing these to be over reliant on individuals instead of being self-employed learners. It had been emphasized that though learning targets can be achieved within a short time, the children's long-term learning should also be looked at.

In what of John Dewey, as cited in Wiles, Bondi (2007:183),

"The aim of education is to develop the power of do it yourself control in each student. The primary source of control does not have a home in the teachers, but with the learner.

Developing encounters for students, and activities that will guide them, is the duty accessible. "

In order to motivate young children to move literally in a slow paced life, there's a need for music to be created. Using music, children can be still left on their own for short periods of time to explore with different movements independently. Some set up lessons may also be conducted as a guide to children's physical development.

It will be interesting to discover the ways that people figure out how to enjoy music. Green, as cited in Lines (2009) up to date of a job which was centered on music, conducted in secondary colleges in UK, the students learn well through casual adjustments and achieved the aims of home learning through intrinsic desire. Lines (2009) however warned that we should not eliminate the fact that young people can learn through formal adjustments as well. It will be interesting to discover how children of very early age respond by natural means to music before and even after they have been through some led lessons. Very often, young children are exposed to action songs. It's important to notice that besides action songs, music can also inspire young children to go along in an expressive manner.

Though casual learning can be beneficial to the learners, Harvey (1994) on the other hand explored the benefits children can are based on schooling at a very early age. He interviewed the parents and discovered that children at the young age, who have been subjected to learning which is intentionally organized by their parents, sustained learning throughout the later years. Results exhibited that the parents were more engaged too.

Lloyd (1990) backed the thought of organised learning by proclaiming that only sophisticated planning by the professor can lead to creative movement activities.

However, there's a contrasting view that music and activity can be learnt and enjoyed in an informal way too. In the survey which was conducted on young Singaporeans' choices on the list of activities which they will indulge in during their free time, it's been noted by Chew up, Jiun and Tan (1998) any particular one of the most notable choices is satisfaction of music. Oddly enough, it was mirrored that a raised percentage of young people who needed part in this review chose hearing music total the other remaining activities listed, such as shopping, watching programs on television, etc.

It has been assessed that some music has been recognized to impact people in a negative way, whether consciously or otherwise. Tricia (1994) explores the likelihood of rap music influencing visitors to turn violent. Just as, she observed that there have been some critics who viewed hiphop music as influencing conversation and singing. Therefore, it is very important to be selective in the music that people expose small children to. Goldmied and Jackson (1994) warned about careful collection of music and reiterated that tapes with bad quality and inappropriate tones should be averted. They did not fail to explain that very young children love music, nor tire of hearing the same piece of music many times, even moving their systems to the music that they listen to.

A wide selection of music can result in more in-depth exploration in the physical aspect. Children can learn to be more receptive and subsequently, more expressive using their body activities.

For some, particular types of music can be distressing. However, on the whole, if the kind of music is cautiously preferred, it soothes the ears and can even urge us to go our bodies matching to its rhythm. In that, our physical capability is challenged.

Pica (1999) asserted that in music, tempo can be utilized as a way to encourage different pace of movement. For instance, the principles of the music terms- 'accelerando' and 'ritardando' can be taught to children. The above music terms make reference to moving from slow to fast and from fast to slow respectively. This will likely enable small children to work through their muscles in a intensifying manner and also allows cooling down at the end of each program whenever necessary.

Pica (1999) experienced also discovered that small children may easily understand the mood of each melody and be infected by it. He went on further to state that children are more hypersensitive than parents in this aspect and also more ready to express their feelings utilizing their body movements.

It has been pointed out by Goldschmied and Jackson (1994) that very young children, even unborn infants can respond to music and had reported that it was found out with a researcher- Moog (1997) that children before the get older of two prefer instrumental music the most. It is only after the years of two that children get started to like action music. Regardless of the age group, both types of music can be created to the children simultaneously.

Edelstein, Choksy, Lehman, Sigurdsson, Woods (1980) also suggested in another of their strategies in instructing music, to allow free or organised movements in line with the beat of varied tempo. The tempo can be created using musical instruments or be observed within an instrumental piece of music. For instance, marching to the combat of the drum or swaying to the rhythm of a bit of sluggish music can allow children to work through their activities. Children will gain assurance in a non-threatening atmosphere when they are provided the opportunities to exercise their body like this.

As physical development can be favorably encouraged when accompanied by music, it will be beneficial for music to be introduced at the young age. Along the way, formal and casual learning must take place at exactly the same time so that children are led through lessons to unleash their potential and not be produced of the opportunities to explore physical activities as well concerning enjoy carefully preferred music at their own tempo.

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