Importance of Singing in Child Development

Child’s Name: .......................... Date: .................................... Observer: ...............................
Focus A Learning Story
Taking an interest
Finding an interest here – a topic, an activity a role.
Recognising the familiar, enjoying the unfamiliar, coping with
change
Video 2:Toddlers singing
In this video, the teacher is seen helping a
group of students to gather around, others in a
line and eventually starts to sing (Perfetti, Britt
& Georgi, 2012). The toddlers are independent
and constantly talk to each other in a quite
interactive and engaging manner.
A child is also seen wearing something funny
on the head and moving closer to a camera.
The classroom setting is also convenient with
various pictures, paintings and books. The
toddlers are gathered and sitting on the floor.
Music is very essential to children cognitive
development. While the children are singing
they are able to acquire coordination skills.
Even if some of them don’t understand the
deep lyrics of the song, they are seen to
definitely move with the rhythm of the entire
song (Shamir & Eilam-Shamir, 2018). Some
other children are seen walking and moving
around the classroom and around the cycle
close to the teacher. This is evident that
singing enables children to quite develop an
inclination to move. They are also able to grow
fine motor skills and also gross motor skills.
The singing serves various benefits to children
pedagogical knoldge.it is an important activity
since it is part of the social inclusion strategy
for children and part of the curriculum
development.
Children are able to grow their optimal
sensory development. This particular
advantageous effect is maximised when the
children actively engage in distinct activities
like dancing to the music.
Singing also enables children to develop
literacy and numeracy skills enhancing their
Being involved
Paying attention for a sustained period, feeling safe, trusting
others. Being playful with others and / or materials
Persisting with difficulty
Setting and choosing difficult tasks. Using a range of strategies
to solve problems when ‘stuck’
Expressing an idea or a feeling
In a range of ways e.g. Oral language, gesture, music, art,
writing etc.
Taking responsibility
Responding to others, to stories, and imagined events, ensuring
that things are fair, self-evaluating, helping others, contributing
to program

capability to decode key sounds and words.
It is also an important aspect of children
developing their vocabulary and learn new
tunes at a particular playgroup especially in
this video where they are in the company of
other children (Squire, 2011). Playgroups form
a critical environment where the children are
able to socialise with others and enjoy the
leisure time created for music. This improves
their emotional development such as joy.
When the children are together they are able
to build string relationships with each other
and avoid conflicts.
Short term Review
What learning do I think went on here? (Main learning in story)
The video depicted child development
strategies. Children learn how to
coordinate and socialise with other groups
of children and enhance their emotional
cognitive development
What next?
How might we encourage this learning (interest / ability/ strategy
/ disposition) to be:
*more complex
Through encouraging children to try
various activities without support. This
way they will be able to develop problem
solving skills.
*appear in different ways
Carrying other different routines and
activities that make toddlers compete in a
play or game and rewarding the winners.
This will help grow their learning ability
in various distinct
Learning story

Time to sing!
Every child was highly excited about our singing group class. They talked together reminding
each other of the previous musical lyrics learned from the previous class. They sat calmly and
chatted happily on the classroom floor. What song will they be singing today, when will it
begin, will there be dancing were some of the key topics of discussion among the students.
Brady literally kept the camera in place while constantly checking if it's recording correctly.
Once the singing started the children rose up and sang the choruses together
(Cherkowski,2012). They separated into two groups in a way that some sung standing in a
line while others watched and heard their singing. They then joined them together in the
singing. Can we do limbo? Asked Brady...what's limbo" what's limbo? "Enquired Lea."It's
literally a game to singing or music" However, the children kept enjoying the singing as if
they were in a competition. This promoted a new way of enjoyment as they moved their
bodies to the singing. They kept their tones and rhythm in check remembering all the lyrics.
The children are applauding, tapping, and walking along as Rhyming and singing empower
kids to hear a consistent beat. The teacher guides help and sing along them hence
participating actively with them.
As the children dances and clap to the singing. They are highly exploring various aspects of
their body's capability to sing and their tone and rhythm in distinct ways. This makes them be
fully aware of the relationship between the rhythms created in sounds, singing vocals and
body movement. They become highly creative and very expressive through dance as they are
constantly responding to the existing musical and rhythmical patterns (Farhadi et al,2010).
Short term review
Together the children are actively interacting and being inquisitive with each other. For
instance, Lea and Brady are seen talking interacting with each other through question and