Reading, Sensory Integration, and YOUR CHILD

Teaching our Children to Read, Write and Spell
by Susan Johnson, M.D
Proprioceptive System
There is a widely-held belief that if we just start teaching children to write, read, and spell in preschool, they will become better writers, readers, and spellers by the time they reach the first and second grades. This is, however, not true. The truth is that children only should be taught to write, read, and spell when their neurological pathways for writing, reading, and spelling have fully formed. There are many neuropsychologists, developmental specialists, occupational therapists and teachers who are concerned that our current trend in this country of pushing “academics” in preschool and kindergarten will result in even greater increases in the number of children, particularly boys, diagnosed with attentional problems and visual processing types of learning disabilities.
In order for children to be able to sit still, pay attention, and remember abstract shapes, like letters and numbers, they first need to have developed their proprioceptive system......

Dear families, please, please read the whole article! Print it out and pass it on to their teachers if you wonder why you child can't sit still, makes his 3's backwards, has terrible penmanship, has trouble falling a sleep or staying asleep, seems to be so distractible....What I mean is every parent and every teacher should read this! Really, your child is reacting in a normal way but this way continues if certain developmental needs are not adressed! They need and crave more singing and twirling, jumping and pretending. It is the way children are! But we are trying so hard to win the race to make children learn to read earlier that we are actually losing the marathon altogether!

If you as an adult are involved in your child's Kindermusik class and you get the sense that it's aerobics for the adults then something is RIGHT!! If the children in Kindermusik Imagine That! or Young Child 1-4 say "This is kinda like gymnastics" or "Dance class" then something is VERY right. We are developing neurons and integrating the right and left hemispheres that will better prepare children for their academic tasks ahead!

Why Study Music?

I have a son who is in a very "Left Brain" environment! Ben's a sophomore at Michigan Tech studying mechanical engineering. He does keep his right brain involved! He plays his viola with the Keweenaw Symphony.

• A 2000 Georgia Tech study indicates that a student who participates in at least one college elective music course is 4.5 times more likely to stay in college than the general student population.
  – Dr. Denise C. Gardner, Effects of Music Courses on Retention, Georgia Tech, 2000
  
• The part of the brain responsible for planning, foresight, and coordination is substantially larger for instrumental musicians than for the general public.
  – “Music On the Mind,” Newsweek, July 24, 2000
  
• A research team exploring the link between music and intelligence reports that music training - specifically piano instruction - is far superior to computer instruction in dramatically enhancing children’s abstract reasoning skills necessary for learning math and science.
  – Dr. Frances Rauscher and Dr. Gordon Shaw, Neurological Research, University of California at Irvine, February, 1997
  
• Physician and biologist Lewis Thomas studied the undergraduate majors of medial school applicants. He found that sixty- six percent (66%) of music majors who applied to medical school were admitted, the highest percentage of any group. Forty-four percent (44%) of biochemistry majors were admitted.
  – “The Case for Music in the Schools,” Phi Delta Kappan, 1994
  
• College students majoring in music achieve scores higher than students of all other majors on college reading exams.
  – Carl Hartman, “Arts May Improve Students’ Grades,” The Associated Press, October, 1999
  
• Music students demonstrate less test anxiety and performance anxiety than students who do not study music.
  – “College-Age Musicians Emotionally Healthier than Non-Musician Counterparts,” Houston Chronicle, 1998
  
• On the 1999 SAT, music students continued to outperform their non-arts peers, scoring 61 points higher on the verbal portion and 42 points higher on the math portion of the exam.
  – Steven M. Demorest and Steven J. Morrison, “Does Music Make You Smarter?,” Music Educators Journal, September, 2000
  
• Researchers at the University of Muenster in Germany have discovered that music lessons in childhood actually enlarge parts of the brain. An area used to analyze the pitch of a musical note is enlarged 25% in musicians compared to people who have never played an instrument. The earlier the musicians were when they started musical training, the bigger this area of the brain appears to be.
  – Pantev et al., Nature, April 23, 1998
  
• Research shows when a child listens to classical music the right hemisphere of the brain is activated, but when a child studies a musical instrument both left and right hemispheres of the brain “light up.” Significantly, the areas that become activated are the same areas that are involved in analytical and mathematical thinking.
  – Dee Dickinson, “Music and the Mind,” New Horizons for Learning, 1993
  
• The Pittsburgh, Pennsylvania School District analyzed its 1997 dropout rate in terms of students’ musical experience. Students with no ensemble performance experience had a dropout rate of 7.4 percent. Students with one to two years of ensemble experience had a dropout rate of 1 percent, and those with three or more years of performance experience had a dropout rate of 0.0 percent.
  – Eleanor Chute, “Music and Art Lessons Do More Than Complement Three R’s,” Pittsburgh Post-Gazette, April 13, 1998

These quotes I found here at UAH's Music auditions webpage. It's this article: Why Study Music? by Dr. Don Bowyer and the whole page is fun to read.

Language Development in Kindermusik class

How do children grow their vocabulary? When do babies really learn words? When do babies understand words?

If you want a child with a big vocabulary you have to use your words! Talk to your baby morning, noon, and night!

Last week in our Kindermusik Village class we worked with little nursery rhymes: Hey diddle diddle, This little cow eats grass, (and more). The home activity was to play with words, tell stories, recite more rhymes, play with your voice (squeaky or low, fast or slow etc) . What does all this mean to a 5 month old?

Well, they are making brain connections for language from the day they are born. Drawing conclusions on the rhythm and melodies of what is spoken. Patterns of phrases, repeated words, the connections of words to your facial expression and body language. The give and take of conversation. So much going on here.

First time parents may feel awkward having one way conversations about diaper changes, folding laundry and reading the newspaper but that's the key for helping a child figure out this whole language thing! When you take this seriously, they take it as positive reinforcement for being curious and communicative. (What's important to you is definitely important to them.)

In class last week for the Kindermusik Our Time children (18 months to 3 1/2 yo) we introduced "scaffolding" which is a parenting technique for encouraging exploration and also for getting children to do what YOU want them to do. First you observe and affirm what they are already doing (we were working with the rhythm sticks and the musical element of fast and slow), we imitated them (imitation is a sure form of affirmation for children) and describe and label everything, giving informational feedback. Then we suggest a variation to their action...we challenge. The whole activity is dependent on conversation. Talk, talk, talk.....

Click on the picture above to watch a video from How Stuff Works about some of the research they've done on the language-IQ connection. I'm not advocating a word counting assessment software...I'd rather talk to my babies because I love them not because my goal is a certain IQ. But I do want to give my babies what I can to increase their potential...who doesn't want the best for their baby?

So....snow day today (no classes).

Hey, Baby! Talk some, sing some!
Reminds me of a song I haven't sung in ages:

Chatter with the angels, soon in the morning.
Chatter with the angels all day long!
Chatter with the angels, soon in the morning.
Chatter with the angels all day long!
I want to join that band and chatter with the angels all day long.

Have fun,
Yvette

Oh, those blest baby siblings of Kindermusik families!

I've been thinking about the pregnant mommies in my Kindermusik classes! I often will ask the "big" brother or sister if they think their baby can hear the egg shaker or jingle bells. I know they can hear it all and are familiar with the voices of mom (especially) and dad and siblings.

I know, moms, that talking to your unborn baby is really important for language development and emotional well being. And I've heard of people taking classes in music before the baby is born or putting earphones on their belly so the fetus can hear music. Sorry, I thought that was a bit much! Well, maybe not!!! And why am I not really surprised?

In the past, women all over the world have sung lullabies to their babies.
These were very important because as we now know the fetus is having first language lessons in the womb. The inflections of the mother tongue are conveyed not only through speech but most importantly through song. The singing voice has a richer frequency range than speech. In fact, studies in other disciplines such as linguistics and musicology (e.g., David Whitwell, 1993) point out that there was a time when speech was song and therefore singing is the older of the two.

Here's more.

So blest are those families who bring thier first to Kindermusik while expecting #2! That new baby really is getting the royal treatment. AND those songs will be your new baby's favorites! The auditory system of the fetus is fully functioal about twenty weeks after conception. Researcher Alexandra Lamont of Keele University in the UK shows that they are developing memory for those sounds they hear. One year old children recgonized and prefered music they were exposed to in the womb even when they had not heard it during their first year.

That information I found in Daniel Levitin's book: This Is Your Brain On Music. (I am looking forward to hearing him speak at the Kindermusik Conference in October!)

Shin'ichi Suzuki the founder of the Suzuki Method of private lessons for violin, piano etc. knew this first hand from observing the baby who reacted joyfully on hearing the familiar music of the sibling playing on the violin.

So, before birth the babies are working on their brain: language development, memory, pleasure in music, .......

Don't stop there. At Kindermusik of Holland babies under 5 months old will receive 5 classes free (materials not included). Let's keep up the great momentum.

Yvette

Musician uses her ear to translate baby's cries

Yesterday I was telling the parents in my classes about early music education being a strong connection in the processing of language in adults. "Listen" to THIS:

Priscilla Dunstan was recently featured on the Oprah Winfrey show and talked about the language babies use to let you know they're hungry, uncomfortable, have lower gas, need to burp, or simply, are sleepy.You can watch the video here.

The musical connection: (via http://www.dunstanbaby.com/)"Already an exceptional violinist by the age five, [Priscilla] could hear a piece by Mozart once, then play it back in its entirety, note for note. Her father, Director of the Educational Testing Centre at the University of New South Wales, found that his young daughter had an eidetic memory - a rare photographic memory for sound."During her teenage years Priscilla toured throughout Europe and Australia as an accomplished concert violinist. Priscilla then spent more than 10 years exploring the world of opera, where her talent as a mezzo-soprano deepened her understanding of sound produced by the human voice."When Priscilla gave birth to her son Tomas, her instincts as a mother and musician led her to believe that a baby’s cries had to be something more than just random sounds. Noting combinations of sounds in a journal, Priscilla explored various settling techniques and observed Tom’s reactions. Eventually she was able to recognize patterns, and identify how specific cries had a distinct need attached to them."

Once you watch the video you will see that you too can tell the differences easily! Priscilla has taught us to listen on purpose! Don't we do that in every Kindermusik class from newborns to the Young Child classes!?

Thanks Molly McGinn! You are the very spirit of Kindermusik.

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