This session focuses on the power of music in Early Years development, presented by Tasha Breton from Boogie Mites. Tasha discusses the neuro-scientific evidence supporting active music making as a tool for brain development, language acquisition, self-regulation, and community cohesion, structured around the ABCD music methodology.
Download Tasha's slides here
Key takeaways
- Implement daily music sessions using the ABCD methodology:
Introduce active music making every day, covering active attention, brain boost, community cohesion, and daily dose principles. Evidence shows that "in order to maximise the impact of the music, it has to be undertaken every day."
- Use junk percussion and recycled materials as instruments:
Encourage practitioners and families to source accessible, low-cost instruments from everyday items such as cardboard boxes, wooden spoons, and cling film tubes. This ensures inclusivity and removes financial barriers to participation.
- Build practitioner confidence through peer practice and on-site training:
Pair colleagues to practise songs together during lunchtimes or dedicated sessions, and consider booking a Boogie Mites half-day or full-day on-site training. Tasha noted that "children don't genuinely... care what we sound like. What they care and what they remember is that we gave them that experience."
- Incorporate rhythmic and melodic activities to support language and literacy:
Use songs with strong, steady beats and rhythmic word patterns to develop phonological awareness, particularly for children at risk of dyslexia, as "early years educators can take simple steps to benefit language skills and minimize the impact of dyslexia."
- Explore intergenerational and EAL community music opportunities:
Link with local care homes for intergenerational music sessions and use music's universal nature to engage EAL families, as "music is so universal... it doesn't matter what language we speak, what our cultural background is."
