If you’ve ever come to a Kindermusik class, you’ll notice that we will have a steady beat activity every week, in every age group. It might involve shakers, streamers, or drums. Or singing, chanting or lap bouncing. Or maybe moving our bodies or dancing. Or even stomping, gliding or tiptoeing.

A baby hears a constant steady beat (mom’s heartbeat!) by 22 weeks after conception. And every infant is born with the ability to keep a steady beat – his own internal beat.  Sometimes in a Village class, a piece of music will match a baby’s own beat, and you’ll see him or her banging away in perfect rhythm!

Steady beat for babies:
Exposure to steady beat (hearing it, feeling it, “seeing it”, being moved to it) is important for a baby’s developing sense of steady beat. An internalized awareness of beat will help him to coordinate his movements.

A baby who is beginning to internalize a steady beat will show it through rocking, nodding, patting and kicking. Later she’ll be able to demonstrate steady beat through clapping and playing a drum to a steady beat.  Steady beat will be a key factor in his learning to walk.

Steady beat for toddlers:
Children 18 months through 3 years old are learning to control and coordinate their body’s movements. The ability to keep a steady beat helps in walking with a smooth gait, leading to running and jumping with confidence.

It is at this age that feeling and moving to a steady beat develops the ability to organize and coordinate movements with proper timing – like bouncing a ball and catching it.

Steady beat for preschoolers:
Steady beat competency is central to the development of movement organization, such a marching in time, dribbling and shooting a basketball, using scissors and writing smoothly. Being able to move their entire body to a steady beat leads to the ability to speak and read with a smooth cadence, thereby enhancing communication abilities.

Interesting steady beat facts:
A sample study was done of first and second string NFL players.  100% of the first string players could maintain a steady beat without any external stimulus for 45 seconds.  Only 50% of the second string players could accomplish the same.

Tests show that children with steady beat internalization are better readers and more successful in math. Children with better abilities in steady beat are reported to be better behaved in class and have less aggressive physical contact with other students.

It is well-known that a stutter does not stutter when singing or using a steady beat while speaking. A stuttering student figured out her own solution: when she wanted to answer a question, she tapped a steady beat on her leg before speaking. This allowed her to answer without stuttering.

As the result of a study done in 2002 by University College in London, scientists believe that a poor sense of rhythm could be the cause of dyslexia. “Researchers concluded that an awareness of beats can influence the way young children assimilate speech patterns, which may in turn affect their reading and writing abilities.”

Steady beat helps children to understand and organize their world. So if you are going to run with scissors, make sure you’ve got a good sense of steady beat. You’ll run more coordinated and smoothly, and thereby be a little bit safer.

-posted by Miss Analiisa, whose mother reported that at 2 weeks old, Analiisa consistently rocked in time to a piece of classical music that had been often played while she was in utero. But sadly, she was a horrible basketball player.

I don’t know why kids love to go fast.  I just know they do.  To get there, they have to crawl, pull up and then cruise. Then they toddle and waddle and walk, but I am convinced that walking is not the final goal. The end product is running. 

By the time they are 2 or 3 all they do is run.  And they are fast.  I watched the sidewalk begin to melt under the sneakers of a little guy who was running away from his mom today.  Let’s face it – they are quicker than we are, and the very act of running brings them joy.

However, running leads to accidents – heads bonked on counters and corners and knees crashed into furniture and the occasional head over heels tumble.  And let’s not underestimate the emergency room potential of two children crashing into each other while on a hypersonic mission to wear holes in the carpet. 

They have to run to be happy, but running is not safe. How do we adults (who keep these precious little people safe and happy) reconcile this dichotomy?

I gave up preventing running a long time ago in the Imagine That classroom.  Running (and going fast in general) is just too important to the children. And from a musical perspective, fast is just as valid a tempo setting as slow.  But I do have to have a way to make the running activities in class safe and integrated into the curriculum.

So yes, we run – quite a bit.  But we ALL run together and we have to ALL go the same direction around the circle.  If you are a watcher during running time you have to sit out of the running circle, so that you don’t get mowed down.  I work running into the plot by using it as a means of transportation. 

We are always going somewhere in Imagine That, and if we are going to walk, we may as well run.  And sometimes there are scary or yucky things to run away from (A dinosaur store sent us scurrying today, and an underwear store sent everyone dashing across the room last week.) 

There are other ways to go fast.  We go fast with Hot Wheel cars,  and play fast with our instruments, and we do finger plays at the speed of light. We can row a boat so fast you can barely see the oars (Well, it’s hard to see an invisible, imaginary oar anyway- but our arms are going so fast you can barely see them!)  

When we play a steady beat I make a point to emphasize both the regular beat and the double beat, so that we can go fast.  Sometimes a song allows us to even access the triple beat, and that is really, really fast. It is such joy to shake a tambourine at a breakneck pace. 

The only thing better than going fast is the ability to control that speed - to stop your flying feet on a dime and to freeze your tambourine like solid ice in an arctic blizzard.  To stop as fast and as hard as the running that necessitated the stop in the first place.  So we work on running and stopping, on driving our cars presto down the Imagine That highway and stopping them cold when the light turns red. 

Early Childhood Experts call this inhibitory control.  I call it pre-school personal power.  When the child can stop an action once it has begun (in other words, come to a squealing halt before they set the floor on fire with their speedy feet), they are showing that they have learned inhibitory control.  Next comes impulse control, which is the ability to prevent a thought form becoming an action.  Oh, yes, it’s years and years away, but it is coming…..

-posted by Miss Allison, who has worn out a large number of shoes running with her preschoolers over the years…

We all know that opposites attract!

Did you know that children learn concepts best in opposites? It’s why in your Kindermusik class, you’ll learn fast/slow, smooth/bumpy, high/low, among many other pairs. It’s why in school, addition and subtraction are taught back to back. It’s why when you begin to drive, your teacher makes sure you know where both the brake and the gas pedals are!

Learning opposites enhances vocabulary and word association, encourages sensory and motor development, develops discrimination and classification skills, and provides plenty of opportunity for fun games. The farther apart the opposite (black and white, hard and soft), the easier it is for children to master the concept. When you add an interactive approach, this learning becomes highly enjoyable.

Here’s a few “opposite” activities:

When doing these, be sure to label the opposite words. (It’s pretty easy to forget to do that, as we adults already know the vocabulary!)

• Try tasting some opposite things like sweet sugar and sour lemon.
• Sort round cans and square boxes when putting away the groceries.
• Music is full of opposites. Put on your favorite piece of Kindermusik (or music with pitch or tempo variation), and move high and low, or fast and slow.
• Sing a song silly! (High and then low, or fast and then slow.)
• Move. Go and stop. Take big steps, and little steps. Go under, go over.
• Open and shut the doors. Or cupboards. Cause seriously, if they don’t learn both opening and shutting in a pair now, your fridge is going to constantly be left open when they are a bit older!
• Identify back or front. Left or right. Short and tall. Boy or girl. Young or old. Dirty or clean. Empty or full.
• Feel the objects around you. Hard or soft? Rough or smooth? Hot or cold?
• Read some opposite books, and talk about what you see. Here’s some favorites: Dinosaur Roar, by Paul and Henrietta Stickland. Big Dog, Little Dog, by P.D. Eastman. The Foot Book, by Dr. Seuss.

Even babies learn opposites. Talk to your baby as you go throughout the day, and emphasize the opposite words with your vocal inflection. “I’m going to pick you up.” “We are going down the stairs.”

Really, the possibilities are endless. Just have fun with it!

-posted by Miss Analiisa, whose two oldest children are oil and water.

In my last blog, “I Like Me! – part 1,” I discussed how important healthy self-esteem is to a child’s development.  Good self-esteem is an essential component of their future success and satisfaction in life.  As parents, we can intentionally contribute to the positive development of their self-esteem.

Laura Beck, author of Development through the Lifespan, suggests five ways to foster healthy self-esteem in children: 

1. Build a positive relationship–Put aside your agenda at times to give 100% of your attention to your child. Listen.  Share some of your thoughts and feelings. When an adult listens to a child, (s)he feels valued.

2.  Nurture success—Try to have appropriate expectations for your child’s performance and assist them when a task is beyond their capability.  Praise the child for specific accomplishments and display their artwork and other projects, pointing out increasing skill.

3. Foster freedom to choose—Kids love to have a say. Give them appropriate opportunities to make decisions, but be careful.  Too many choices easily overwhelm a young child.  Our current parenting culture actually errs more on the side of giving children too many choices.  Strive for balance here.

4. Acknowledge the child’s emotions—Boy, did I blow this one last week when my son was mad that his team lost in basketball. Instead of affirming his good effort and giving him sympathy and comfort, allowing him to feel the disappointment, I essentially scolded him for expressing his negative feeling. If I could do it over, I would “teach” on handling negative emotions after allowing him to experience my acceptance.

5.  Use a rational approach to discipline–Yelling or unpredictable outbursts in response to problematic behavior in our children is a problematic behavior in itself.  Unpleasant emotional behavior in the parent causes the child to experience fear or anger instead of being able to deal with the situation.  Reasonable discipline keeps the focus on the behavior and promotes self-control and self-confidence in the child.  This happens when the parent uses self-control and self-confidence in the dealing with the problem.  This is easier said than done when our emotions get involved.  I’m always seeking to improve in this area.

Children with good self-esteem are on the road to a productive, satisfying life.  Self-esteem provides them with a valuable resource to handle inevitable difficulties that come along.  They believe they can handle the challenges that life brings. They don’t turn in on themselves in insecurity and self-condemnation, but depend on themselves and others in a healthy way as they function in a fulfilling social context.

-posted by Donna Detweiler who is grateful for parents who modeled a healthy self-esteem.  As the saying goes, “more is caught than taught!”

Of all the traits we long to see in our children, such as athleticism, poise or smarts, good self-esteem would likely fall near or at the top of our lists. Why?  Because we all recognize that good self-esteem goes a long way, even making up for lacks in other areas. 

In addition, positive self-esteem paves the way for other characteristics to develop, while low self-esteem can act like a road block. Who among us hasn’t known some incredibly gifted person who never achieved his or her potential because while everyone else believed in them, they didn’t believe in themselves?

In my last blog, I talked about how a preschooler’s self-concept begins to develop. Self-esteem is a special aspect of self-concept that begins or shows up in early childhood. Not surprisingly, young children’s self-esteem develops over time. Early on, children have uncalled for confidence. They tend to believe they can do just about anything they try—and do it well.

This trait is important as they must learn so many new skills at this stage of life. It’s not uncommon to hear a preschooler boasting, “I’m a good climber. Watch me.” or, “I can make the tallest tower.” Children tend to “believe in their own capacity,” which is a God-given nudge toward success.

Researchers note that some children are “non-persisters.” They give up when faced with difficult tasks such as cutting out a picture or working on a hard puzzle. Two studies done by Cain & Dweck and Smiley & Dweck showed that these children “conclude they can’t do the task and are discouraged after failure.”  No doubt some children and adults are more prone to harsh self-evaluation and discouragement. 

However, another study by Burhan & Dweck concluded that “non-persisting” children more often expressed fear of a parent’s punishment or negative reaction, such as “Daddy’s gonna be mad.” 

While the sensitive parent might conclude they are to blame for their child’s fearful or quitting behavior, this would be an overgeneralization because of the complexity of personality development. 

What we can learn from the above research is the certainty that parents can contribute positively to the development of a child’s self-esteem and that it is worth being intentional about doing. Through their verbal messages and response to failure, parents can give their children a boost toward good self-esteem.

In my next blog, I will give you five practical ways to foster healthy self-esteem in your children.  As you practice affirming your child’s self-esteem, you will be putting in a solid foundation for their future development. 

-posted by Donna Detweiler, who would describe herself as a “sensitive parent,” which is why she is cautioning you to take a balanced approach to this topic!

Babies and toddlers enjoy blowing. As they practice blowing, they strengthen mouth muscles and develop awareness of their breathing, which will help their language development.

With preschoolers and early elementary, blowing develops their diaphragms and builds muscle control necessary for singing and wind instrument playing.

Blowing also helps children become aware of the fact that they can use breath to make a variety of sounds, move things, blow out candles, or create a cooling breeze.

Blowing for all ages
Blow kisses – even babies can do this!
Blow through a straw into your milk, juice or water.
Blow bubbles
Play a slide whistle or a harmonica (like the one in this semester’s Our Time)
Put a dab of watercolor or thinned tempura paint on a piece of paper. Blow on it with a straw and make beautiful designs.

For older children
Put a fluffy craft feather partially into the end of a drinking straw. Blow on the other end and see how far you can make the feather fly!
Place a ping pong ball on the table. With players on each side of the table, try to blow it off your opponent’s side with a drinking straw.
Whistle
Play a duck call or kazoo

-posted by Miss Analiisa, who wants you to breathe in through your nose, and blow out through your mouth three times right now. Don’t you feel calmer?