PROFESSIONAL DEVELOPMENT FOR EARLY CHILDHOOD CENTRES

MUSICAL PLAY PROFESSIONAL DEVELOPMENT AND SUPPORT

Saturday afternoon’s workshop for Music Education Canterbury was a wonderful opportunity to share ideas about using musical play to arouse or calm children, while opening up an imaginative, magical world of possibilities. Celia’s music room at the Christchurch School of Music (CSM) was a beautiful space to work in and we had so much fun exploring the elements of music with pitch games, chime bars and a range of props, including the rainbow ring, scarves, bean bag frogs and bubbles.

We are so excited to be providing professional development workshops and ongoing support for early childhood centres and primary schools. Teachers really enjoy our research based approach and the emphasis we place on reflective practice. Regular reflection enables teachers to notice changes in how children are using the elements of music in their own creative play, both inside and outside in the playground.

MUSICAL PLAY TRAINING PROGRAMME FOR JAMES ST, PRE SCHOOL CHILDREN AND STAFF

We have been enjoying working with teachers and children from James St. Pre School in Redcliffs, Christchurch. They are participating in an eight week programme which includes weekly musical play classes designed to suit the different ages and stages of development of their children from toddlers, middle years and older children about to transition to school.

The aims for this musical play programme are:

  • To enhance children’s natural musicality.
  • To use music for arousing or calming.
  • To develop a sense of music community.
  • To develop musical singing, saying, moving and playing.
  • To promote tuneful singing for children and staff alike using scale songs in relation to counting and body awareness.
  • To promote musical play in all aspects of the curriculum and to help teachers feel confident and competent in singing instructional songs and using music throughout daily routines.
  • To reinforce and follow the children’s own music ideas in their own play, thus building self esteem and communication.
  • To help establish rhythmical play, steady beat, understanding of weight, time, space and energy.
  • To use a range of props in group music sessions such as natural materials,  poi, rakau, parachute, rainbow ring, maracas in ways that help children to listen, wait, take turns, follow sung instructions and enjoy musical play as a group.
  • To include a training PD evening for teachers so that they learn how, why  what music does in relation to children’s emotional, physical, cognitive, social and psychological development.

Reflective practice is a vital part of helping teachers to listen, watch, wait and understand how children naturally include the elements of music in their own play. Such musical play promotes brain growth and development and joyful relationship based  music interactions. Music can then underpin every aspect of the curriculum.

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Testimonials

Throughout my course of study in Play Therapy and Musical Play, I have had some of the most memorable and valuable teaching and learning experiences with the children. I have learnt to facilitate their learning in a way that inspires the children’s inner most confidence and creativity. I am more aware of the children’s emotions and have greater rapport with the children because I have learnt to listen, observe and acknowledge them for who they truly are. Julie and Alex provided an encouraging curriculum that supported my journey in Play Therapy and Musical Play. Our skype meetings made me feel confident, and the professional conversations had were inspiring and motivating. This course is a must do for all professionals who engage in early childhood education!

Megan Manson, Primary School Teacher, Melbourne
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