Music and Movement in Early Childhood

This assignment delves into the crucial role of music and movement in early childhood education. It analyzes research on the benefits of these activities for children's development, explores best practices for incorporating them into the curriculum, and discusses how educators can create engaging and enriching learning experiences through music and movement.

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EARLY CHILDHOOD EDUCATION AND CARE
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Introduction.
The aim of this particular paper is to address various issues regarding the early childhood
education and the underlying concept in music, movement and drama as part of developing skills
in art performance and theatre performance. It is important to note that most talents in the in the
field of theater art performance starts at early age of a talented individual. In the current public
settings, parents and teachers have realized how productive theater art performance can change
the world. A lot of many talented theater art performers are currently making a lot of money thus
supporting the entire world economy. This paper therefore aim at critically analyzing all those
aspects in the performance of theater art performance and specifically and younger age that is
dealt with in early childhood education. This paper can help parents and teachers to benefit their
children to engage significantly and constructively in all the aspects of theater art performance
through drama, music and movements (Roy, Baker & Hamilton, 2015). This will create a joyful
environment among children, parents and teachers. Still it will make early childhood education
relevant thus promoting talents of young ones (Niland, 2015). Finally, it is also healthy to engage
these children in drama, music and movement to reduce risks of childhood obesity and other
general body complications.
Criticism on music, movement and drama theory.
Music, drama theory and movement are the basic steps in the development of young children that
has been enhanced in the curriculum of early childhood education. There are many talented
teachers who work for the development of young education in early children education. These
teachers work with these young minds and their main purpose is to provide relevant education to
the children. This education include movement of the children not just the mere duty of enacting
the feelings and thinking aspects of a particular child. There teachers are very important as far as
early childhood education is concerned. Movement and music are very important and crucial
fundamentals to a life of any child. These aspects make the children more active. All children
activities in a school setup can be determined on how well they move and sing. These activities
are attained through music because children have the capabilities of listening as they sing and
definitely that aspect triggers emotional reactions and hence motivating movement.

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However. There exist a group of people who may view music, movement and drama theory as
irrelevant in the early childhood education. It is important to assert that many government and
organizations supervising development of education curriculum have directed certified
curriculum guidelines that empower music, movement and drama education as early childhood
education. It asserts that children need to be given a golden chance so as to have a touch in music
by singing, movement, listening as well as playing musical instrument. These children again will
develop theater art skills and performance that are well expressed through moving, touching,
patting, rocking, imitation sounds as well as chanting (Mayesky, 2015). Teachers have suggested
music and movement aspects of early childhood education as important early childhood
components. Now is the time for the entire community to embrace drama theory because facts
have indicated not once but times without numbers the economics and financial empowerment
part of it. We should stop viewing theater art, music, movements and drama theory as source of
entertainment but should also appreciate them as sources of income to our people. This can only
be spotted during early childhood education.
Value of music, movement and drama theory in theater art performance.
Theater art is a very significant and rich field in promotion of talents among young people and
other talented individuals. Music and movement are very important and have been applied in
teaching theater art science (Pica, 2009). In early childhood education, it is important to note that
children take a lot of pleasure when involving in physical activities. This enhances healthy body
development, brain growth and social empowerment. In return, skills are developed in art
performance, theater art and the entire drama field. This movement has an advantage in
promoting and retaining healthy bodies. It also helps in reducing obesity in young children
(Lumeng, 2009). Music, movement and drama theory have a perfect positive correlation between
art performance and theater performance. For instance, the traditional theater performance
incorporated various aspects that include recitation, narration, dancing, music, singing, dialogue,
and acting. This also involves pantomime and puppetry in developing unique aspects in theater
art performances. This has a great impact on society and cultural development. Traditionally,
music and movement were used to motivate people when conducting agricultural practices and
during rituals. Again, parents and teachers used lullabies to sooth children to sleep. All these
aspects relate to art and theater performances (Goopy, 2013). Finally, in live theater, music,

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movement and drama theory have been used in theater art performances to enlighten, empower,
and educate children and other audiences. Therefore the value of music movement and drama
theory cannot be fully described due to numerous application in art and theater performances.
Criticism on current perspective on art and theater performance in education.
Theater and art performances are currently being used in education unlike in the previous past.
Initially, a lot of education stakeholders viewed theater and art performances as source of
entertainment without much concern on education empowerment. In the current world, people
have realized how resourceful theater and art performance can be in promotion of educational
motives. A lot of performances have been developed to promote education in all levels including
early childhood education, primary education, secondary education and tertiary levels. Theater
and art performance has been used in education to provide an opportunity to students so as to
enhance constructive engagement of mind, emotions and the entire body connection. Through
student’s performance and active study, the students are able to present and explore important
significant ideas and themes. In that case, they are in a position to realize their own voices and
develop confidence especially in drama. Ethical insights and empathy are put into paradoxes and
contradictions of the conditions affecting human being. This aspects help us to develop
economically and attain wealth. This make us do what is noble, kind, good, honorable, and
compassionate. According to the curriculum framework enacted in 21st century, there are various
skills that help in appreciating arts and theater performance in education (Greene, Hitt, Kraybill
& Bogulski, 2015). They include communication. Creativity, collaboration as well as critical
reflection.
Justification of importance of performing theater and art performance in early childhood
education.
The importance of performing theater and art performances for children development is wide
such that justification become the only simple thing to ascertain. This is a greater connection
between the application of theater and art performance to the curriculum set for early childhood
education due to the numerous importance (Garvis, 2012). This has promoted multicultural
education and thus enhancing the multicultural perspective concerning theater performance and
art performance of early childhood education development. Multicultural perspective has

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enabled people to participate in all social aspects without abandoning their multicultural
perspectives. Again, it has assisted many people to unlearn the numerous negative responses
concerning other groups and learned fears obtained during childhood education development
(Friedman, 2010). Theater performance and art performance relate proportionately to
multicultural education to help children in formation of social impression thus eliminating social
pressures and negative attitudes in child development. Performance theater and art performance
also help teachers to help children to reduce children’s egocentrism that may hinder their
capability to oversee the various importance education aspects driven in by other people.
Performance theater and art performance help teachers to assist children in articulation of ideas
and expansion of their understanding. Another major gain to children associated to theater and
art performances is provision of golden opportunities to attain more positive view to children
who lack proper ability of reasoning and understanding due to the distortion associated to the
dominant and mainstream pedagogical processes.
There are other various connections between exposure of children to the performance of art and
theater. These connections promotes intellectual development and great social empowerment and
responsibility. Performance art and theater performance have promoted many positive results
towards many children in the current future. Children are able to gain confidence in life in many
life factors such as communication. Communication is important since parents and teachers will
be able to resolves any problems affecting the children at any particular point in time. This has
enabled them to understand various aspects of life as they undergo growth and development
(Edwards, Bayless & Ramsey, 2009). This confidence will make the responsible in everyday
undertaking. Again, performance in art and theater make the children gain creativity and
innovation. This promote their talents that can be used to educate children on various important
aspects of life. Finally, these skills attained in performance of art and theater can be used as a
professional career by these children once the attained a specific age. This can be justified by the
increasing numbers of actors and actresses who are being paid millions of many just from their
talents in theater and art performances.
Inclusion of the performing arts and theater performance in early childhood education.

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It is very important to advocate such an inclusion so as to enhance the skills and talents in the
field of theater and art performances. Most of the currents education set ups have embraced
theater and art performances in early childhood education development. It is important to
appreciate those groups and organizations for such brave ideas. This again has been documented
in the curriculum as a mandatory requirement in development curriculum. I fully advocate for
theater and art performances in this area for various reasons. First, it forms a baseline for our
children development and creativity (Dow, 2010). This performances will make the general
performance of our children to improve tremendously with time. It is a joy of any parent and
teachers to see children developing with confidence and high ability to make viable decisions
when needs arise. Therefore, it become very important in children development mentally and
ideologically. Secondly. It help children to appreciate nature and cultural and social
surroundings. They are able to enjoy nature as a sources of entertainment (Russell-Bowie, 2013).
Theater and art performance need to be advocated for in children education so as to keep them
healthy. A healthy life is paramount to any human being. Since theater and art performances
involves music, movements and drama activities, it is important to advocate it to early childhood
education so as to eliminate risks associated to children obesity. Through movement, there are
less chances of child obesity which can trigger high blood pressure and hypertension (Copple &
Bredekamp, 2009). It also promote and provide civic engagement for the citizens and future
voters who can be able to make proper judgements and viable decision making. This fully
enhance children social well-being and children psychological development. It is also important
to advocate arts and theater performances together with other cultural activities that will be in a
position to provide children with motivation and encouragements as they move from childhood
to adulthood. I also advocate future curriculum education baseline via many other channels. This
promotes creativity that can be used to gain a lot of wealth in the future.
Lastly, a lot of funding need to be engaged to promote art activities and theater performances and
enhance a concrete audience for children. More funding sponsors, groups, grants and well-
wishers need to come up so as to support children involvement in theater and arts performances.
All the audience viewing work done by these children have a responsibility to encourage them so
as to achieve their very best. Children who participate in theater and art performances achieve
great performances in other aspects such as social, economic and academic progress in their life.

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Finally, in live theater, music, movement and drama theory have been used in theater art
performances to enlighten, empower, and educate children and other audiences (Cinc,
Nedimovic & Stolic, 2014). They all need to be advocated in the curriculum of early childhood
education so as to achieve more results without any reservation whatsoever. Therefore the value
of music movement and drama theory, art performance and theater performance cannot be fully
described due to numerous application in early childhood education development.

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References:
Cinc, E., Nedimovic, T. & Stolic, J. (2014). ‘Difficulties in the Musical Development of
Children and Possible Models to Overcome Them’. Journal plus Education, XI (2), 102-
109.
Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early
childhood programs: Serving children from birth through age 8 (3rd ed.). Washington,
DC: National Association for the Education of Young Children.
Dow, C.B. (2010). Young children and movement. Young Children, 65(2), 30-35.
Edwards, L., Bayless, K., & Ramsey, M. (2009). Music and movement: A way of life for the
young child (6th ed.). Upper Saddle River, NJ: Merrill.
Friedman, S. (2010). Theater, Live Music, and Dance: Conversations about Young
******iences. YC: Young Children, 65(2), 36-41.
Garvis, S. (2012). ‘You are my sunshine my only sunshine’: current music activities in
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Greene, J., Hitt, C., Kraybill, A. & Bogulski, C. (2015). Learning from Live Theater:
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Goopy, J. (2013). ‘Extra-musical effects’ and benefits of programs founded on the
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Lumeng, J. (2009). What can we do to prevent childhood obesity? Early Childhood Education,
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Mayesky, M. (2015). Creative activities and curriculum for young children (11th ed.). USA:
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Pica, R. (2009). ‘Physical fitness and the early childhood curriculum’. Early Childhood
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Roy, D., Baker, W. & Hamilton, A. (2015). Teaching the Arts: Early childhood and primary
education (2nd ed.). Melbourne: Cambridge University Press. (Chapters 1 and 2)
Russell-Bowie, D. (2013). ‘Mission Impossible or Possible Mission? Changing confidence and
attitudes of primary Preservice music education students using Kolb’s Experiential Learning
Theory’. Australian Journal of Music Education, 2013(2), 46-63.