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Family Engagement Assignment: Concept Paper
Music is traditionally discussed as an important component of the education-oriented to the complex development of young children. Researchers state that there are many experiments that support the relationship between music and persons’ cognitive and emotional development (Schellenberg, 2011, p. 284). Although today researchers can only guess about the causes of such relationships, it is impossible to reject the observable effects of music on young children’s development. The use of music in daily activities helps create a positive environment in classes and families, and this fact is associated with the idea of family engagement (Pasiali, 2012, p. 304). It is important to state that listening to music is the activity that makes parents and young children interact because parents draw the children’s attention to sounds, rhythm, and words. In addition, music is important to stimulate the children’s physical movement, motor skills, perception of rhythm, melodies, and tones.
Relation of Music to Family Engagement
When families are engaged in the education process, the results of their children related to academic successes and personal interaction increase, this factor is essential while discussing family engagement in relation to young children. One of the key problems associated with the lack of family engagement in the children’s learning process is the stress and emotional discomfort observed in children (Stalinski & Schellenberg, 2012, p. 486). In classes typical for early childhood education, musical activities play a key role, and the use of music can become an important factor to stimulate family engagement. While repeating the musical exercises learned during class time at home, it is possible to make connections between parents and children stronger and to create a positive experience for children observing similarities in their school and family life.
Music Influence on Young Children’s Development and Learning
Researchers state that music directly affects young children’s cognitive, emotional, and social development and learning (Schellenberg, 2011; Stalinski & Schellenberg, 2012). According to Besson, Chobert, and Marie, music is important for children in order to help them learn the speech aspects and sounds in a pleasant and simple manner (Besson, Chobert, & Marie, 2011, p. 2). In addition to developing linguistic intelligence, young children receive the opportunity to learn the details of interpersonal relations and cultures (Trainor, Marie, Gerry, Whiskin, & Unrau, 2012, p. 130).
Thus, music heard at home and in the class stimulates the children’s understanding of their cultures. Music can also encourage persons and make their mood positive (Gerry, Unrau, & Trainor, 2012, p. 399). This feature can be used to create a positive learning environment at home and at school. The other important aspect is the role of music for children’s emotional development. Music evokes certain types of emotions and influences the quality of interactions. First experiences in making music are also important to help children find ways for their expression (Schellenberg, 2011, p. 285). Finally, music is used to develop young children’s spatial and kinesthetic intelligence as well as motor skills through moving, dancing, jumping, and clapping.
Importance of Discussing the Role of Music in Class Settings
It is important for educators to focus on the advantages of using music while working with young children because of music stimulates involvement, activeness, and commitment. Instructors can use music as background or as the key to class activities when children learn rhythm, sounds, and melodies (Gerry et al., 2012, p. 399). Such activities are important to stimulate the children’s brain development and positive perception of tasks. As a result, instructors are able to increase group cohesion and cooperation as well as influence children’s social behaviors (Stalinski & Schellenberg, 2012, p. 486). The outcomes of using music and musical instruments for children in the class are the comprehensive learning experience and increased levels of interest for children.
How Family Engagement Supports Early Child Development
Family engagement in different forms is important to support the development of young children because they need parental support in order to feel comfortable while interacting with teachers and classmates. If parents actively participate in their children’s school life, young students prefer to behave more actively during lessons. When parents participate in the life of their young children through musical activities, the level of children’s satisfaction can grow (Pasiali, 2012, p. 305). Family engagement is important when young children face such problems as the necessity to interact with many persons in the class and to develop new skills while being in new environments. Furthermore, parents need to be engaged in the teaching-learning process when young children reject participating in daily activities or demonstrate high levels of stress and anxiety. In this case, musical activities can be discussed as a solution to the problem.
Family engagement is an important factor in supporting a child at different stages of development and learning in class settings. Much attention should be paid to techniques and strategies used by educators in order to involve parents in the work and interaction with their children in order to avoid many developments and learning barriers. The use of music in the class and at home can be discussed as one of the approaches to attract parents and guarantee family engagement.
Besson, M., Chobert, J., & Marie, C. (2011). Transfer of training between music and speech: Common processing, attention, and memory. Front Psychology, 2(94), 1–12. Web.
Gerry, D., Unrau, A., & Trainor, L. (2012). Active music classes in infancy enhance musical, communicative and social development. Developmental Science, 15(3), 398–407. Web.
Pasiali, V. (2012). Supporting parent-child interactions: Music therapy as an intervention for promoting mutually responsive orientation. Journal of Music Therapy, 49(3), 303-334. Web.
Schellenberg, G. (2011). Examining the association between music lessons and intelligence. British Journal of Psychology, 102(2), 283–302. Web.
Stalinski, S., & Schellenberg, G. (2012). Music cognition: A developmental perspective. Topics in Cognitive Science, 4(1), 485-497. Web.
Trainor, L., Marie, C., Gerry, D., Whiskin, E., & Unrau, A. (2012). Becoming musically enculturated: Effects of music classes for infants on brain and behavior. Annals of the New York Academy of Sciences, 1252(1), 129-138. Web.