Enhancing Developmental Outcomes Through Music and Movement Activities

This informal CPD article, ‘Enhancing Developmental Outcomes Through Music and Movement Activities’, was provided by Little Cub Nurture Hub who offer Baby Room education and training for practitioners which focus on infancy and are in-line with the Early Year’s Framework.

Introduction

Prime learning is essential for the development of key skills in children, supporting their overall growth and long-term success. This case study article explores how music and movement activities can enhance the prime areas of learning in children beyond the Early Years Foundation Stage (EYFS). These activities, designed to foster children's holistic development, incorporate specialised expertise in the prime areas of learning.

Prime Areas of Learning

The prime areas of learning, as outlined in the EYFS Statutory Framework (1), are critical for children’s development. These areas include:

• Communication and Language: Encouraging self-expression, active listening, and understanding both verbal and non-verbal communication.
• Physical Development: Supporting the development of motor skills, coordination, and physical health needed for everyday activities.
• Personal, Social, and Emotional Development: Promoting emotional self-regulation, self-confidence, and the ability to build and maintain relationships.

What are Music and Movement Activities?

Music and movement activities combine rhythm, music, and physical activity to create an engaging learning environment. These activities are designed to support various developmental milestones, including physical, emotional, and social growth. They provide children with opportunities to explore, interact, and develop creativity while engaging in purposeful movement.

Context

A local educator in Bradford UK recognised the connection between music and movement activities and the principles of the prime areas of learning. Building on this alignment, they adapted lesson plans to create specialised curricula for different age groups, including babies, toddlers, and primary school children.

Working with a Key Stage 1 (KS1) Nurture group at a local primary school, music and movement sessions were introduced to encourage learning and engagement. The curriculum was tailored to meet the specific needs of the children and was adapted to accommodate different learning styles, both for individuals and groups.

Approach

The methodology used in the activities integrates evidence-based strategies aimed at optimising developmental outcomes:

• Music and Movement: Engaging children through rhythm and physical activity to capture their interest and sustain participation.
• Predictable Structure: Incorporating familiar routines, such as opening and closing songs, to provide stability and a sense of security.
• Play-Based Learning: Creating opportunities for critical thinking, creativity, and cooperative interaction through structured play.

Observations

Progress was noted from the second session in several key areas:

• Encouraging Decision-Making: Children were given opportunities to make decisions, promoting independence and accountability, with positive reinforcement for their choices.
• Increased Engagement: Children’s focus and participation improved over time, showing the activities’ ability to maintain their attention.
• Adapting to Structure: The repetition of songs and routines helped children adapt to transitions and feel secure.
• Active Participation: Children showed enthusiasm and curiosity, eagerly engaging with the activities.
• Improved Instruction Following: As the sessions progressed, children responded more effectively to instructions with increased precision and enthusiasm.
• Enhanced Emotional Well-Being: The positive nature of the music and movement activities helped improve emotional well-being by offering a way to express feelings and release energy.
• Collaborative and Independent Learning: Children had the option to engage in group activities or work independently, based on their personal learning preferences and comfort levels.

Impact

Children’s Development:

• Strengthened social skills through cooperative activities
• Boosted physical confidence through movement-based activities.
• Increased emotional resilience and confidence, demonstrated by greater participation and enthusiasm.

  Staff Development:

• Exposure to the activities’ approaches inspired educators to incorporate music and movement into broader teaching strategies.
• The adaptable structure of the sessions provided a model for creating engaging, child-centred learning activities.

Conclusion

This case study highlights how music and movement activities can effectively support the development of prime learning areas beyond the EYFS framework. By adapting the curriculum to meet the developmental needs of KS1 children, measurable progress was made in key areas such as communication, physical development, and emotional well-being. This approach demonstrates the potential of music and movement activities to foster holistic child development in a variety of educational settings beyond EYFS.

We hope this article was helpful. For more information from Little Cub Nurture Hub, please visit their CPD Member Directory page. Alternatively, you can go to the CPD Industry Hubs for more articles, courses and events relevant to your Continuing Professional Development requirements.

REFERENCES

(1)    https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2