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Q1.
How did Kindermusik start?
The Kindermusik scientific method was originally developed
in West Germany in the 1960s and was later taken to the USA,
where Kindermusik International was born.
For the past 30 years, 'Kindermusik International'
has developed the modern Kindermusik method, with classroom
curricula and award winning books, CDs, games, special age-specific
musical instruments, and creative activities, all based on the
latest proven research.
Kindermusik is taught now in over 60 countries, and Kindermusik
International is the world's leading publisher of music
and movement curricula for parents and their children, for ages
newborn to 7 years.
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Q2.
Why is music good for my child's overall development?
The core belief of the Kindermusik approach is that musical
learning is not just for music. Exposure to music is a strong
catalyst to help develop not only your child's musical abilities,
but many other areas of early learning as well during the critical
early years.
The proven Kindermusik metholdology is built upon the educational
philosophies of Orff, Kodaly, Dalcroze & Laban, and the
work of early childhood experts such as Piaget, Vygotsky, Montessori
& Brazelton.
In fact, the latest research has shown that music is a powerful
stimulant for a child's total development. A body of recent
scientific research has shown that music can actually stimulate
the growth of the brain in such non-musical areas as language
skill, mathematics, cognitive skills, social and emotional interactions,
and physical coordination.
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Q3:
What do you do in a Kindermusik class?
Each Kindermusik class includes several important components.
At all times, the developmental stage of each individual child
is respected and encouraged within the wider scope of the activity.
Singing and rhymes are used to develop language skills, encourage
expressive vocal use, nurture the development of pitch, and
increase awareness of the sounds and rhythms in speech. Pattern
recognition in speech is a key element of good musicianship
later on.
Instrumental play: nurtures awareness of sound quality or timbre,
allows individual exploration of ways sound is produced and
how that sound can be modified; develops steady beat, and is
the beginning of ensemble play (how people make music together).
Children are primarily kinaesthetic learners, which means that
they learn best and more quickly through movement-related activities.
Movement, including free dance, patterned movement, and musical
movement-stories, provides the physical experience which children
need to explore and understand abstract concepts, allows expression
of emotion in self and in the music, builds coordination and
assists in growing social skills.
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Q4:
How strictly do you adhere to given age ranges for classes?
The developmental stage of your child is more important to
me than their age.
While it is essential that a child be at least the minimum
age to enrol in any given class, there are also three critical
"transitional stages" (1 1/2, 3, and 4 1/2) at which
parents have a choice about which class would be most appropriate
and most beneficial for their child.
I always encourage parents to have a dialogue with their Kindermusik
Educator about their child's readiness to go up to the next
programme.
We have a list of physical, verbal, intellectual and social
characteristics that help us determine when a child is ready
to move forward. You may see these guidelines and go over them
with the teacher - They are here on the website - Frequently
asked questions.
It is important to remember that our primary goal is to foster
musical confidence and joy in each child. Expecting too much
too soon from a child is a sure way to destroy a child's natural,
innate love ove music.
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Q5.
Do I need the 'At Home' materials?
Yes, the 'At Home' materials are an important element of the Kindermusik
experience. These materials become part of your child's life and
the children learn the songs we sing and dance to in class, enjoy
reading their story books and doing the activities in their activity
book as well as playing with their percussion instrument!
Frequent reinforcement at home throughout the week makes all the
difference in a child's comfort and participation in the classroom.
The materials have a value that exceeds the duration of time spent
in class. They are high quality and exemplify only the best in
art, music, creativity and developmentally appropriate instruments
and activities.
'At Home' materials can only be purchased through the Kindermusik
educator and are non-refundable.
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Q6.
Do parents have to participate?
We both believe and affirm that a parent is the child's best
teacher and so parental participation in class and at home is
vital. In situations where a parent is unable to bring their
child to class, a carer (a grandparent, other relative, a nanny,
or a trusted friend) is most welcome.
For 'Village' classes, the parent/carer is constantly considering
"what is the best way to help my child participate in this
activity? - and what is my child needing most right now?"
For 'Our Time' classes (toddlers), the most important thing
you can do for your child is to be an active and patient role
model.
For 'Imagine That!' classes (pre-school), parents often join
us for the 'Hello' song, and return for 'Sharing Time', the
last 15 minutes of class.
For 'Young Child' classes (pre-instrument), all parents join
us for 'Parent Time', the last 15 minutes of class.
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Q7.
What should I bring to class?
In order not to distract other children in the class, please
keep toys, drink cups and snacks out of sight in the classroom.
Please switch your mobile phone to 'silent'.
Parents participating in the 'Village class are asked to bring
a blanket for their lap babies.
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Q8.
What should we wear to Kindermusik?
Children and adults should come comfortably dressed and be ready
to go barefoot or with socks only. Remember, this is a music and
movement class, so be ready to bend, stretch, twirl & roll
(amongst other movements)!
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Q9.
When should I arrive?
Please arrive about 5-10 minutes early in order to get full
value from the class. You will find that you and your child
will settle much better if you have time to relax before the
commencement of the class.
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Q10. Can I join a class mid-term?
Yes you can, subject to space being available in a class. Fees
are calculated on a pro-rata basis in addition to the 'At Home'
materials.
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Q11.
What happens if I miss a class?
Tritones has a flexible catch-up (or make-up) policy - missed
classes, where appropriate notice has been given, can be done
on another day in an age-appropriate class at any of our locations.
(Prospect, Blackwood or Aberfoyle Park).
Simply give us a call or email in advance to schedule make-ups.
Refunds are not given for missed classes, and catch-ups (or make-ups)
do not transfer into the next semester.
If something is preventing you coming to class for a large portion
of the term or semester, let us know, and in some circumstances
a credit may be arranged for the folllowing term.
If a class is cancelled due to teacher illness or other emergency,
it is rescheduled for another time.
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Q12.
My child and I have a lot of fun in Kindermusik class, but sometimes
I wonder...is she really learning anything about music?
To the casual observer, it might indeed look like we are just
playing and having fun. While the approach is necessarily playful,
every aspect of the Kindermusik curriculum is built upon a solid
musical and developmental foundation.
While playing and singing, children are improving their rhythmic
competency, developing a sense of steady beat, achieving the
ability to match pitches, becoming acquainted with timbre, learning
a repertoire of songs, experiencing many different instruments,
increasing their ability to listen and, of course, gaining a
love of music that will last throughout their lives.
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Q13. Do babies really benefit from their own music class?
Your teacher will regularly share Foundations of Learning
statements (FOLs) and help you to see what benefits
your children are deriving from the activities. He/She will
also offer suggestions for how to participate in activites with
children at different stages.
Having children at different developmental stages in the same
class is wonderful. Parents with infants enjoy seeing the activities
of the older ones, and the older children learn to interact
with others.
One of the goals in the 'Village' class is to develop
a supportive community of parents who encourage both the children
and each other. It is important that young children are comfortable
with the teacher, the parents, and the other children so that
they feel secure enough to try out their growing independence
and new skills in a safe, supportive environment.
One thing that really solidifies many parents' belief in the
'Village' program is observing the impact of the Kindermusik
songs & activities on their children at home: what a lasting
impact the classes and actifities have made. Parents often find
their young children either lying on the floor when listening
to a 'Quiet Time' song on the home CD, or acting out an activity
that was done in class. Music becomes a large part of these
families' lives, even if it wasn't before.
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Q14.
My child loves Kindermusik class, sings all of the songs and
does all of the activities at home, but when we are in class,
he just sits there. What's with that?
Not to worry! Although this is sometimes frustrating to parents
because of our performance-oriented society, developmentally,
requiring children to perform has no place in an early childhood
program.
Kindermusik is about process, not performance. Children are
encouraged to participate in their own way. Children are all
different little beings and our classes cater for differing
energy levels, moods and personalities. Some children prefer
to sit back and observe, and that's how they learn. Others step
right in and want to experience everything!
Children who are quiet in social settings often find Kindermusik
class is a great environment to build their social skills by
doing circle dances, interacting with other children during
instrument exploration time and on the flipside, a very busy
child can benefit from rocking time, learning to listen, relax
and just 'be'.
Kindermusik teachers are always thrilled to hear how much children
enjoy their Kindermusik experiences at home, regardless of how
children participate in class.
We believe the parent is the child's most important teacher,
and the home is the most important place for that learning to
be practised and grow.
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Q15.
My toddler is very active and doesn't always seem to be listening
to the activity. He prefers to move around the class. What
should I do?
Children are primarily kinaesthetic learners and learn best
through movement. A toddler loves to exercise his new-found
freedom in self-propelled movement, and we encourage this.
These classes are not about just sitting and listening. Children
learn peripherally, meaning that they are absorbing information
like sponges through all 5 senses, even if it appears to us
that they are not actively engaged.
Parents often tell us that their child repeated a song or activity
at home, although they appeared distracted during class. They
are learning in their own way and we respect each child's needs
and differences.
By using the At-Home materials, you can be sure that your child
is learning at the pace that is right for him/her. We expose
the children to activities and songs with suggested learning
objectives, and they take it from there, often surpassing our
expectations!
In class, please also feel free to re-direct your child, particularly
toward listening time, or story-time. We believe that you are
your child's best teacher, so as a patient and attentive role-model,
your child will be learning from you.
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Q16:
Are parents involved in 'Imagine That!' class?
'Imagine That!' is what we call an "independent child
class". Whilst we are like to be very flexible about parents
in class, the aim is to help the children develop their confidence
apart from parents.
We always encourage one of the parents to sit in quietly for
the class, and assist if a child is needing to go out to Mum
or Dad for toileting, etc.
All parents are invited to join us for the last 15 minutes (Sharing
Time).
Parents are also encouraged to ask their children (perhaps on
the way home) what they did during class, which we believe paves
the way for this type of open communication once the children
are going to school.
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-Q17:
When is my child ready to move up from 'Village' to 'Our Time'?
A child who may be ready for Our Time is beginning to exhibit
many of the following characteristics:
Physical
- Improved walking skills, feet are together, knees flexible
(vs. the "just walker" who has a wide-based, legs-apart
gait with locked knees.)
- Beginning to imitate/explore a variety of travelling movements;
run, jump, leap
- Can walk up stairs holding onto the rail or hand
Cognitive
- Reliably points to correctly identified body parts
- Can follow a 2-step direction. "Come and get a scarf,
and take it back to Mummy."
- Understands what "one" means (vs. a handful)
- Learning to use toys and objects in symbolic ways (moving
beyond just enjoyment of sensory properties)
- Moving beyond play schemes of mouthing, throwing and dumping;
actions becoming purposeful and integrated
- Can interact in a directed activity
- Able to shift attention with transition
- Connects to an activity; initiates a play sequence with
caregiver
- Reliably responds to own name (refers to self by name in
secure environments)
Emotional
- Uses gestures and language to deal with frustration (as
opposed to just crying or whining)
- Sustains interest and attention in activity for several
minutes (Note: not wanting to give something up can be a sign
of maturation)
Language
- Can express wants and needs symbolically (gestures, words)
- Has vocabulary of around 20 words; receptive language is
still stronger than expressive
- Reading with caregiver becomes cooperative; child will select
book, sit, turn pages, relate to the story and interact
Social
- Interested in what other children are doing
- Capable of distal communication (ie. following verbal instructions
from further away)
Musical
- Moves to music, perhaps to a steady beat
- Responds to rhymes and songs, recognizes familiar ones
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-Q18.
When is my child ready to move up from 'Our Time' to 'Imagine
That!'?
A child who may be ready for Imagine That is beginning to
exhibit many of the following characteristics:
Physical
- Has a taller, thinner, adult-like appearance
- Balances on one foot, jumps in place without falling
- Holds crayons in a pincer grasp rather than fist
Cognitive
- Knows whether they are a boy or a girl
- Can do matching games
- Can name many animals
- Knows a triangle, circle, square; red, yellow, blue
- Is developing divergent thinking skills ("What animals
do you like?")
- Is beginning transition from concrete to abstract thinking
(humour aids this process)
- Sits and listens to stories for up to 10 minutes
Emotional
- Recognises needs of another person, can be empathetic
- Separates from parent without crying (usually)
- Shows development of humour
- Language
- Is beginning to master rules of language: speaks in full
sentences (4-5 words), asks questions
- Vocabulary growing from 300-1000 words
- Can relate a series of activities, tells stories. ("We
went to the shop, then to Grandma's and played with the kittens.")
Social
- Recognizes the needs of another person
- Turn taking becomes more difficult than before, but is beginning
to understand reasons
- Learning about patience
Musical
- Recites rhymes
- Sings simple, whole songs
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-Q19.
When is my child ready to move up from 'Imagine That!' to 'Young
Child'?
A child who may be ready for 'Young Child' is beginning to
exhibit many of the following characteristics:
Physical
- Can jump forward many times in a row, hops, gallops, is
learning to skip
- Demonstrates control of pencil or marker
- Can reproduce many shapes and letters
- Hand dominance is evident
Cognitive
- Eager to learn
- Has developed classification skills (ie. can sort things
that have a single common feature) and can sort by size, colour
and form
- Counts to 20, recognizes numerals 1-10
- Engages in dramatic play that is close to reality
- Beginning to relate time to events (can wait for, and anticipate
events)
- Responds to simple 3-step directions
Language
- Speech is nearly 100% intelligible (exceptions may include
children with hearing and language delays)
- Uses grammar correctly (ie. past and future tense)
- Produces fairly elaborate sentence structures (approximately
5-7 words in length)
- Identifies at least four colours
- Can tell a familiar story
Social
- Enjoys friendships and group activities
- Shares, takes turns, plays cooperatively
- Is affectionate and caring
- Follows directions
- Has a sense of humour
- Better self-control, fewer dramatic swings of emotion
Musical
- Sings a whole song
- Beginning to match pitches consistently
- Developing ability to match to group steady beat
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-Q20.
When is my child ready for private instrument instruction?
As a general rule, children are not ready for the disciplined
training of formal musical instruction until at least the age
of 6 or 7. Although aptitude varies among individuals, all children
have the ability to achieve musically and will be greatly influenced
by the timing and quality of their early experiences.
"Kindermusik offers the broad foundation that must be the
strongest part of the child's musical development and learning,"
says Dr. Elaine Harriss, Director of Educational Standards and
Professional Development for Kindermusik International.
"This foundation - developing a solid sense of rhythm and
pitch, nurturing the young singing voice, moving the whole body
to music and enjoying music with a group - is essential for musical
growth throughout the rest of the child's life." Dr. Harriss,
also a piano teacher, recommends that young children have Kindermusik
classes first before more formal musical instruction.
Early musical experiences such as those Kindermusik classes provide
will benefit the young child both now and in the future. Many
experts agree "preschool music enrichment classes, which
lay a foundation for musicianship through rhythmic activities,
singing, movement, and music notation skills, often accelerate
later progress on an instrument."
Kindermusik graduates have grown up with music around them, learning
in a group through exploration and movement. They have always
had Mum or Dad there to reassure them. The children have been
able to develop their muscles and enhance their coordination by
using instruments that were just their size. They have learned
pitches, melodies, rhythms, and songs by listening to others and
absorbing the rich musical environment around them. Kindermusik
classes have offered them everything they need to appreciate and
succeed in music.
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