Influence of music on the pre-schooler
In a discussion of the educarer’s guidance, the choice of music to be used is of particular importance. Tere should be understanding of the fact that not all people are equally attracted to the same kind of music.
Many people are capable of relating to several styles and this could be the final goal: to permit each individual to choose among musical types or styles as the occasion demands, or as he wishes.
Te young child’s taste in music is varied and changeable. Te educarer therefore has to provide a variety of music. In general the young child prefers loud, fast music with a strong rhythm to soſter music. Te educarer must, however, teach the young child to listen by focusing his attention on particular sections of the music by asking questions about how the music sounds. In this way the young child is led to an awareness that music provides enjoyment and a feeling of satisfaction or contentment.
3.4 The contribution of music to social being
3.4.1 Group participation In the consideration of the young child-in-totality, social development cannot be separated from cognitive and physical development, as one aspect continually influences the others. Te social development of the young child is regarded as one of the most important aims of pre-primary education.
Music activities contribute to this goal since participation in music normally takes place as a group activity. By participation in a group the young child is led from egocentric thinking and behaviour, to more social acceptable behaviour and the gradual acquisition of social skills. As the aim of socialisation is not related to the structural content of music, it should be regarded as an additional bonus and not as the primary aim of the musical experience. Te goals of music should never be so stressed that the natural joy and content of music are forgotten.
In order to view in perspective this additional bonus that music provides, a number of social aspects important in the presentation of music will be described briefly.
How will group participation in music help develop a sociable child? Group participation involves socially acceptable behaviour. When a young child is part of a group he is expected to control his own interests to the demands of the group.
Instruments have to be shared and each child has to wait for a turn.
Te ideas of other children are considered in collective decision making. Te group is, for example, asked to choose the most appropriate percussion instrument for accompanying music for “walking”. Te young child thus observes that different persons hold different views and that all cannot be satisfied at the same time. If soſt music is interpreted by the group as indicative that all should move about soſtly on their toes, the one child who tries to spoil the effect by stamping loudly with his feet will quickly be controlled by the rest of the group. In order to be accepted by the group – an important aspect for the formation of a positive self-imaged – the young child submits to the discipline of the group.
By means of group participation, feelings of oneness and unity are increased. Shared success, shared responsibility, collective planning and problem solving in musical activities all contribute to growth in interpersonal relations.
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