Bringing music into everyday early learning practice

What springs to mind when you hear the words ‘music lesson’?

Do you recall tedious piano scales or a squeaking recorder?

Or perhaps a feeling of trepidation at the thought of leading a music class yourself?

Forget those formal, sometimes daunting, experiences. In early childhood education and care (ECEC), music is less about structured lessons and more about unlocking a world of rhythm, pattern, connection, and even scientific and mathematical exploration. It's a journey of discovery limited only by our imaginations.

Music in ECEC is not confined to specific instruments or rigid structures. It's about recognising the music that already exists around us and within us.

It might be the echo of a kookaburra, the rhythmic beat of hands clapping, the clatter of kitchen utensils transforming into a symphony, or the splash of a puddle.

It's about fostering a sense of wonder and connection with other children, adults, and with Country.

The Early Years Learning Framework (EYLF V2) emphasises the importance of music, dance, and drama as tools for self-expression, connection, and extended learning (Outcome 5, p. 57). It encourages educators to recognise that children “use language and representations from play, music and art to share and project meaning” (p. 58), providing a strong foundation for integrating music into everyday early learning practice.

Creating a musical landscape

Music can be as simple as celebrating the sounds of nature. Birdsong, the rustling of leaves or the gentle patter of rain are integral parts of a child's soundscape. Or it might be using body percussion or everyday objects as instruments, such as kitchen utensils, pots and pans, or metal bin lids.

As CELA Early Education Specialist Jannelle Gallagher says, the key is integrating music into everyday practice, rather than isolating it as a separate activity.

“It’s about noticing the music around us, charting those sounds and talking about it - is that a loud sound, a soft sound, is it fast or slow?

“You might be outside and hear a bird call. It might be really high, or it might be three or four notes and the children might sing those notes and the bird calls back. You end up with a beautiful to-ing and fro-ing. You could do the same with crickets or frogs.

“You’re introducing concepts of music, such as tempo and rhythm, but it’s not so much a music lesson as creating a musical landscape of where your service exists.”

Jannelle says music fosters a deeper understanding of our environment and a connection to Country. By investigating the sounds around us, such as a black cockatoo or magpies, children begin to tune in to their local environment. When they also learn the Aboriginal names for these animals, with permission from the local Aboriginal language group, Elders and or Community, they develop a deeper appreciation for their environment and its interconnectedness.

The absence of certain sounds can also tell a story, indicating potential environmental issues like fires or a decline in animal populations, highlighting the link between music, science, and environmental awareness.

Music as expression and connection

Music is a powerful form of expression, allowing children to communicate emotions and ideas in unique ways. Activities such as exploring vibrations with a tuning fork can introduce children to the physical nature of sound, demonstrating that those with diverse abilities can experience and engage with music.

Jannelle tells the story of a deaf child who could feel the vibrations of a didgeridoo through the floor. This story was shared with Jannelle by Amanda, an educator on the land of the Ngunnawal people.

She also recalls the importance of a particular song to an autistic child who experienced anxiety when separating from his mother. When he arrived in the morning, the educators and the child would sing his favourite song ‘Sunshine’, and this helped to put him at ease and create a sense of belonging.

This example shows how acknowledging a child’s ‘funds of knowledge’, or what they bring from home and life experience, allows educators to connect with children on a personal level.

Asking children about their favourite songs can help educators open a dialogue and can lead to meaningful learning experiences. Recognising the music children already engage with, be it from pop culture or family tradition, is crucial for building relationships.

Embracing music literacy

Children are naturally musical beings. Some children may need gentle encouragement to participate, especially if they have been discouraged from singing or making noise in the past. But many children sing as they play, they make sounds, and they explore the world through auditory experiences.

It is important to nurture this innate musicality and encourage children to explore and experiment with sound.

Educators, meanwhile, may feel self-conscious about singing or making music. Jannelle says there are many ways to embrace the joy of musical exploration in a way that suits the individual.

“Start with what you know, a song from your childhood, a simple rhythm, or even just clapping your hands. There are no wrong notes in playful musical exploration,” she says.

Remember that children are non-judgemental and it doesn’t matter if you sing in tune or clap in time. Music in early childhood education is a journey of exploration, connection, and joy. It's about embracing the music within ourselves and the world around us, creating a symphony of learning and discovery. So let the music play.

Activities to get started

These activities from CELA Early Education Specialist Jannelle Gallagher could be a good way to get the musical ball rolling:

‘How does a caterpillar go?’
The children could look in the garden for a caterpillar as you all sing the song. Then you could ask: ‘How does a caterpillar move?’ and everyone could start moving like a caterpillar or flying like a butterfly while singing ‘How does a butterfly fly?’.

Musical artworks
Music can be extended to artworks, creating works to a particular soundtrack while perhaps asking: “What does bumpy music look like? Or smooth and gentle?” Suggest children choose their own colours to suit the music’s ambience, be it dramatic or vibrant.

Parachute game
Throw balls onto a big parachute while you play the musical piece ‘Popcorn’ on a music player or digital device. As the music gets faster, you could lift the parachute higher and higher. You could also sing the song ‘Five little monkeys jumping on the bed’, throwing five soft toys on the parachute and seeing how long it takes for them to fall off.

Interested in learning more?

Check out CELA's live webinar: Music, who can live without it?

With a focus on fun, the session aims to build confidence and empower educators to embrace music as a joyful and meaningful tool for learning and connection. It is facilitated by Early Education Specialist, Jannelle Gallagher.

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