In this study, they found that 9-month-old babies who had one month of exposure to directed music listening improved not only their auditory processing of music but also their language!

“The primary musical features of infant-directed singing are ideal for emotional coordination and sharing between parent and infant without the risk of over-stimulation.”

What is musical play? Is it bashing on an upturned drum in the playground or banging pots and pans on the kitchen floor? Well, it can be both.

After 12 weeks of 35 minutes of active music learning every day, randomly chosen preschoolers in the experiment group had higher scores on all of these executive function measures.

To get control of our inhibitory control, preschoolers might first need to get a hold of the beat!

Here is a great article to take along to your next staff meeting or use as a discussion point with other teachers in your school, particularly if it is a primary or elementary school.

It may seem strange to think of a childcare centre that does not use music in some way. We know about the many cognitive skills that interaction with music can create for your children, but why do we have music in the first place?

Did you know there are many types of sharing? When you stop and think about it, there are many ways we can share a toy or food, but most of the time, as parents or educators, we would say something like “Let’s just be nice and share.”

Music programs often grapple with a big question: Should we give our students a variety of experiences learning different instruments, or should we get them to focus on learning and eventually mastering just one instrument?

In this study, they found that 10 weeks of rock drum kit improved dexterity, rhythm, timing and the ability to maintain attention for children with autism.

Autism research, as well as ADHD, dyslexia and auditory processing disorder research, are using music processing and music learning as a tool to better understand each condition.

Prof Usha Goswami found that “dyslexia is not caused by children reading words incorrectly, but instead, by their inability to hear the rhythm of words when they are being spoken.”