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In recent decades, extensive research has been carried out into musical development suggesting not only that humans are born with strong music potential but also that, from early childhood onwards, they display remarkable musical abilities and competences that are similar to those adults (Trehub, 2006). Children's musical development occurs throught acculturation, or, regular exposure to the music of their culture, but also involves training (Sloboda, 1985). Music educators and researchers alike have emphasized the importance of offering children the best possible music education their early years. Children's learning potential proves very high (Gordon, 2000) and their musical development may be accelerated by practice. Singing mursery rhymes, songs with actions, moving, and playing musical games develop language, motor co-ordination, and communication skills. Numerous studies show the benefits of musical learning for children's cognitive, linguistic, logical and spatial abilities (Rauscher, 2009; Schellenberg, 2003). Other studies emphatize its impact on the development of concentration, creativity, emotional sensitivity, self-discipline, self-confidence, and sociability. In sum, musical learning contributes to chidren's intellectual, personal and social development as well as to their physical development, health and well-being (Hallam, 2010).There are many different pedagogies and teaching strategies in music education. This paper presents the Wuytack music pedagogy, its pedagogical principles, methodologies, and teaching strategies for a music education based on activity, creativity and community. The examples suggested are designed for children about 4 to 8 years-old but may easily be adapted to younger children.
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Boal-Palheiros, G. (2015). "Making music with joy! Active listening, singing, playing and dancing with children". Journal of the Early Childhood Music & Movement Association, 10(2), pp. 10-17.