Should Music Help One Year Old Children Transition Better?

trouble with emotion recognition and the fact that the music helps them feel the emotion is extremely beneficial. An activity would be for the music therapist to play a happy song and show pictures of faces or their own face of emotions such as happy or excited, and have the child do the same. The child can then feel the emotion of the music, see what a happy face looks like, and then also do the happy face on their own. This can be done for sad, or scary of any type of emotion one can get with music. One last type of activity would be to help with language development. Music is a very good way to express language and emotions. So one activity would be for the music therapist to have a song and have instructions to go with the song such as:

The experiences of a child or young person when dealing with transitions will affect, positively or negatively, his development, and can have an important role in learning the skills to cope with other

Today’s classrooms are becoming more and more diverse with students that have disabilities and those that come from different cultures. It is important for educators to ensure that their teaching strategies are appropriate for all of the children in their classroom. When it comes to the classroom there can be many cultural challenges that educators will have to address to ensure that all students are growing and developing appropriately. Educators need to make sure that they are capable of addressing each of their

Intellectual transitions include changes such as starting primary school, moving classes, key stages or up to secondary school. Also leaving school and moving on to further education or employment. These can all be very stressful changes for some pupils, others however, may be more than ready for the next big step in their educational lives. Obviously, these transitions are all planned, and known about in advance so parents and teachers are able to discuss any issue, and provide support to nervous children. Our primary school has policies and procedures to make each stage less nerve - wracking for children. In our last half term of the school year each child will be told which class room they are going to be in, with

There are several types of transition children and young people face, including, emotional, physical, physiological, and intellectual that if not correctly handled can have a negative impact on development.

Transitions are commonly described as different phases of concentrated learning and enhanced development in a social context. (Dunlop et al, 2007). There are three types of transitions, each have a different meaning. Vertical transitions describe a major change in a child’s life, for example, moving from pre-school, to the reception class in a school. Internal transitions occur when a child moves to a different room in a setting, for example, from a toddler room to a pre-school room, or reception to year 1. Horizontal transitions is a much broader term, they occur on a day-to-day basis, for example from their house to nursery, having multiple carers in one day, encountering unfamiliar people and many more. (O’Connor, 2013). “Development is all about transitions: conception to birth, birth to toddlerhood, to pre-schooler, school-age child, to adolescent, adolescent to adult, adult to the final

Autism Spectrum Disorder (ASD) is a group of conditions of the brain development. (Vries, 2015). The main characteristic of individuals with Autism Spectrum Disorder (ASD), is that they have difficulties to adapt and interact with other people. Also, individuals with Autism have problems with their development of verbal and nonverbal communication. They show a repetitive behavior that is usually recognized during the first three years of life. Approximately one of sixty eight children are affected with Autism Spectrum Disorder (ASD) in the United States. (Vries, 2015).

Some parents or practitioner may think of this as a negative thing, some people may believe that if their child is getting effected by their transition they would want them to come out of the setting. For example if a baby was starting a nursery and was very upset by it, some parents may think its better to take the child out of the setting. On the other hand some parents may keep their child in

The article entitled “Smooth Transitions: Helping Students With Autism Spectrum Disorder Navigate the School Day” written by Kara Hume, Melissa Sreckovic, Kate Snyder, and Christina R. Carnahan discusses an intervention plan for a fifth grader named Sara, who has autism spectrum disorder, in a general education classroom. In this classroom, there are two teachers that use the co-teaching model in order to reach the needs of the students with and without disabilities. Sara, who is on grade level academically, was showing several behavioral issues. She was not actively involving herself in the lessons, or talking to other students in the classroom. It was also noted that she would end up crying very frequently at different times throughout the day. Other behaviors included putting her head down on her desk and not responding what being asked a question or addressed in general. They observed the times of day that she displayed these behaviors and noticed that it was during the times of the day when transitions occurred. Her behaviors began to disrupt her learning due to time that it took to redirect her and get her back on task.

I have learned that the same transitions can be hard for some children to tackle while other children might not be affected too much by the transition. By undertaking research on this theme I was able to identify that some children may need an individual transition plan to follow when going through transitions while other children will follow the general plan. By knowing this in the future I will be aware that some children may need an individual transition plan and I will be able to accommodate a plan for the children who needs one. This will have an impact on the children I will be working with because I will be able to accommodate for their needs and identify children who may be more in need than others.

Although the impact of music on the developing brain isn't fully understood, according to de l'Etoile: "We know from previous research that infants have the innate ability to process music in a subtle manner."

Transitions and routines help a child with their cognitive skills by providing consistency and opportunities for active learning, the overal daily routine plays an important role in how children express their emotions; pay attention; and solve cp\omplex problems, both of these having a social basis and those involving materials. (The role iof preschool experience in children's development.2007.Montie & Schweinhart.High Scope Press). There are many ways thta you can make transitoning easier by making it fun, staying in the areas woth the children, and to give children adequate time to prepare for transitions. Rather than assuming that all children will pick up on center routines and schedules, child care providers should teach them each activity

These are some of the reason that compelled me to choose this topic and focus on music as therapy for children with ADHD. Medical Aspect of Music as Therapy for ADHD Music has been seen to help many children with learning disabilities as it activates the brain so extensively helping the kid to focus. Music therapy has been found to help the victims of brain trauma and children with ADHD. For the children with ADHD, music is seen to bolster their attention and focus as well as reducing hyperactivity and more importantly strengthening their social skills. Normally, in children who have ADHD, dopamine is in low supply. Music is one of the social aspects that can help a

Some would argue that humans are intrinsically wired to produce music. As an infant, the sounds children make while learning language mimic the tonal shape of language. Parents also tend to use exaggerated highs and lows in their voices much like a simple melody to prepare and help develop the infant’s capacity to learn language. It has also been found that the neural networks used in language acquisition are very similar to those used in music acquisition (Mithen 2006). Language acquisition and development is imperative for an individual to survive, and if training the brain with music can strengthen those networks, this is a subject of great importance. Since the 1940s doctors have recognized the impacts of music on the behavior of patients with mental disabilities, and from this discovery, the effects of music on a regular developing brain became a subject of great interest. Researchers recognized that there was potentially an opportunity to increase brain development in children resulting in discernable enhancements of skills into adulthood (Reschke-Hernandez, 2011). It is now known that childhood music education improves skills required for playing music, namely motor functioning, auditory discrimination, and long and short term recall. These skills, learned through music instruction, transfer to non-musical skills such as verbal

Susan Hallam is a professor of education and music psychology at the Institute of Education of the University of London. Hallam assessed many studies of the influence of music on children and young adults in the process of writing her journal article. She organizes her paper into three main categories: the intellectual, social and personal development of children and young people. Within the paper, she explains how numerous studies have found positive correlations between continued musical training and development in many subjects that are seemingly unrelated to music. However, these conclusions are not proven and must be taken in consideration that music education for the improvement of other skills is not guaranteed for every person. Nevertheless, many of the cases that Hallam reviewed have promising results which are inspiring for music educators, school administrators and parents alike. Hallam’s argument is that many scientific studies can point to many outside benefits of dedicated engagement in music training throughout one’s life.