It examined the impact on children from birth to five years of taking part in regular, structured, active and creative music-making, led by an expert musician with skills in working with young children.
The report, Turning Their Ears On (Taylor and Clark, 2005), describes outcomes for children's learning in music and communication, language, mathematics, social, emotional, physical and cultural areas. In particular, two-year-olds were able to memorise and learn long sequences of words, phrases and sentences when they were attached to music - long before they can generally master the same skill in speech.
Taylor and Clark concluded that participation in a progressive, expertly delivered music curriculum greatly improves young children's capacity to develop skills and gives them a head start before going on to full-time education.
Music practitioners lead workshop sessions for children, their parents and carers in church halls, children's centres, schools and other venues. In sessions that include group singing, percussion activities, rhythm games and movement, they instill basic musical elements such as rhythm, pitch and voice control. They allow children to create spontaneous music making and explore instruments.
Some music practitioners work on funded projects in schools and nurseries delivering one-off workshops or longer-term projects. Working alongside early years practitioners, they develop a training framework to increase the staff's confidence and skill in delivering a music curriculum.
QUALIFICATIONS AND TRAINING
The Centre for Research in Early Childhood Birmingham and Birmingham City University run a part-time, distance-learning course for independent workshop leaders, early years educators, music therapists, advisors, community musicians and instrumental teachers.
The course, which is in three stages and has a 60-credit value, aims to cover all aspects of music in early childhood and give students an introduction to research into aspects of practice. The first module focuses intensively on early childhood music theory for practice.
A first degree is normally required for entry, but concessions may be made for students who have other relevant graduate equivalent qualifications and/or relevant background experience.
In partnership with the British Kodaly Academy, Roehampton University offers both Level 4 and Level 6 certificates in Early Years Music. The approach is child-centred and developmental and is based on teaching, learning and understanding music through the experience of singing.
Stepping into Music is a training programme accredited by Canterbury Christ Church University and delivered by the Dalcroze Society in partnership with local authorities and arts agencies. The Advanced Certificate in Early Years Music and Movement is awarded to successful trainees at either higher education or further education level, depending on prior qualifications and experience.
The Pre-School Music Association (PRESMA) is a registered charity that promotes music-making and sharing with babies, preschool children and their parents. It provides music practitioners with a support network, information and training events.
CASE STUDY
WENDY PREVEZER 
'I saw a leaflet about preschool music groups and instantly knew it was something I wanted to do. I started the Early Years Music Groups in 1996, in Beeston, Nottingham, by putting on a free taster session. Soon I had enough families to start two groups. I resigned from my part-time speech and language therapy job but kept my part-time music specialist post in a school for children with autism.
'I run five weekly early years music groups for 16 babies and toddlers under three years and their parents. I aim to give the children and their parents an enjoyable time by taking an active part in musical activities. I use the children's love of music and their natural responses to help develop their social and communication skills and to teach some fundamental musical concepts and skills through interactive songs and games.
'My 45-minute sessions have a familiar structure with elements of variety and surprise. I begin with greetings songs and move on to a wholebody action activity, hand and finger rhymes, listening box and instruments to play, moving around, a puppet activity and a short lullaby followed by a goodbye song.
'The autoharp is brilliant to use with groups of young children - easy to play and very portable, with a lovely range of sound and gentle tone. I play the ukulele for the more active parts of my sessions - it's light and easy to play, with a strap so I can let go of it to demonstrate actions and signs. The children love these instruments.
'About five years ago, I wanted to set up an additional group for older pre-school children who have communication difficulties. This is my dream group! I worked with the arts development manager from my local council to get funding, initially from Youth Music and later from Awards for All, and now run the "Speech, Sign and Song Club" weekly.
'I believe in the power of music so strongly that I have overcome both my natural shyness and a degree of vocal tension when I sing for others. I particularly love being with the youngest babies and toddlers and have a real passion for working with the early interaction and communication patterns that develop naturally between babies and their parents.'
FURTHER INFORMATION.
- - Birmingham City University, www.bcu.ac.uk
- - Roehampton University, www.roehampton.ac.uk.
- - Canterbury Christ Church University, www.canterbury.ac.uk
- - www.youthmusic.org.uk
- - The Pre-School Music Association, www.presma.org.uk
