Songs, Communication and Language in the Early Years
Submitted by:
Mabel Encinas
Abstract:
Abstract for ARLE
The importance of listening and verbal communication in the early years has always been stressed in research (e.g.; Sanders & Hawken, 2020; Dockrell, 2023; ). This paper presents an evaluation project developed in partnership with an organisation of the voluntary sector in the UK, Musiko Musika. This organisation has created a music-based approach to support children’s communication and language development in the early years. The programme comprises original songs, musical and linguistic activities (stories, rhymes and role play), digital resources (i.e. an app for parents/carers and an app for practitioners) and modelling sessions of the work with experienced music educators and children. The modelling sessions were either via visits to the setting or via video. Practitioners were invited to run the programme for nine weeks, including three 10-minute whole-class music sessions per week, one 10-minute session per week for the target group; and one 20-minute music family engagement session during the term (children with their parents/carers). Music contributes to speech perception, rhythm perception, auditory working memory and sound pattern learning, which, in turn, support children’s language development (Hallam, 2015).
This research evaluated the impact of the training and support offered to early years practitioners (EYPs) to implement the programme as intended. The intervention programme worked primarily as a universal approach for all children to receive through adult-led sessions. Three times per week for the whole group of children, and once per week for targeted small groups of children who would benefit from additional support. The programme ran in 12 early years nurseries in England. The evaluation aim was to investigate the impact of the training and support offered to practitioners to implement the programme. This research uses a qualitative approach. The data collection methods used were: initial and final surveys, periodic logs sent by the teachers, observations and focus groups. The results identified some of the opportunities and challenges faced by practitioners, their perceptions about their experience of the project, and the creative approaches teachers used to implement the programme using music to create language-rich contexts for the children with whom they work.
Dockrell, J. (2023). Empowering staff to enhance oral language in the early years: Cluster randomised trial. London: UCL, Newcastle University, University of Oxford and Nuffield Foundation. Available at: https://discovery.ucl.ac.uk/id/eprint/10170459/1/Talking%20Time%20Nuffield%20Final%20Report%20May%20%202023%20for%20public%20dissemination%20.pdf
DfE (2023). Statutory Framework for the Early Years Foundation Stage. London: Department for Education. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1170108/EYFS_framework_from_September_2023.pdf
Hallam, S. (2015) The power of music. London: International Music Education Research Centre (iMERC) Press.
Sanders, R., & Hawken, S. (2020). Engaging parents in early blossoming of oral language learning. Practical Literacy: The Early and Primary Years, 25(3), 38-40.