Săptămâna trecută Daisy și programul Learn With Music au participat la expoziția Baby Expo, organizată la Sala Polivalentă. Am cântat cu vocea și din diferite instrumente, am dansat și ne-am făcut noi prieteni buni!
Împreună cu noi a venit și o mascotă dințișor de la clinica Miko Dental, care i-a învățat pe cei mici cum să folosească periuța de dinți și cât de importantă este igiena orală.
Mulțumim tuturor pentru participare și vă așteptăm cu drag la clasele Learn With Music!
Sing to your baby. Research shows that babies as young as two months can detect a melody. Moreover, babies can differentiate between a father’s voice and a mother’s. Pitch and rhythm are the two most distinct elements of music. When your child hears different voices singing, she gains practice in actively discriminating between different pitches.
Use your car time. Carry a supply of children’s music in your car and sing along with your children while you drive. As your child gets older introduce other genres like show tunes, jazz, and classical music. Music helps while away the hours on long car trips and soothes impatience when caught in traffic. Children enjoy the togetherness of this activity.
Make music together. Among the Anang, a highly musical tribe in Nigeria, fathers fashion special drums for their toddlers. Pass out some wooden spoons or chopsticks; tap out a beat with your child on some wooden blocks or a countertop. Put some dried beans or rice in a can to make shakers, and move around with your child as she shakes the rhythm to whatever song is playing on the stereo.
See some live music together. Take your child to see live musicians perform. The concert does not have to be fancy or expensive, just one that will shows your child music is an activity that, with practice, can lead to real accomplishment.
The Mozart Effect – Rauscher and colleagues
College students scored higher on tests of spatial-temporal reasoning after listening to Mozart but not after listening to silence or to minimalist music. The effect lasted only ten minutes. Subsequent studies have found this to be a general “arousal” effect. Listening to a book on tape or another composer worked just as well.
A study by the same group of authors in 1997 found that keyboard lessons increased performance on spatial-temporal tasks among 3 to 4 year olds. There are lots of problems with how this study was conducted and most scientists do not consider it valid. Other scientists have not been able to duplicate the findings. There are four major problems: 1) The children in each group were of different ages and had other differences; 2) The tester knew which group the child belonged to which could influence the scoring; 3) The keyboard group and the comparison group had very different amounts of instruction. Time on task (per week) was very different:
Keyboard – 10 minutes keyboard, 5 hours practice, 2 ½ hours singing, Computer – 10 minutes
4) The keyboard lessons were focused on a numbering system where children were taught to play by numbering their fingers and numbering the keyboard.
The most recent study – Schellenberg
In 2004 a study of 6 year old children found that keyboard lessons or voice lessons significantly improved IQ scores compared to students who took drama lessons or no lessons. This was a much better study for several reasons: The students were identical in the 4 groups; the testers didn’t know which group the children were in so scoring was unbiased; the amount of instruction given to each group was identical; they measured full-scale IQ, not just specific sub-tests.
Rauscher FH, Shaw GL, Ky KN. Music and spatial task performance. Nature 1993; 365:611.
Rauscher FH, Shaw GL, Levine LJ, Wright EL, Dennis WR, Newcomb RL. Music training causes long-term enhancement of preschool children’s spatial-temporal reasoning. Neurological Research, 1997; 19:2-8.
Schellenberg EG. Music lessons enhance IQ. Psychological Science 2004;15:511-514.