Learning & Development: Music for Under-threes - Sing along

Most children start to use words within the one- to two-year age band. Some will enjoy trying to sing parts of songs, others may mouth or whisper the words. Each child will develop at a different rate. Children can become so focused on the actions for songs that they won't sing along.

Let parents know the songs and rhymes you are using in the nursery by photocopying them on to attractively decorated fliers, and the children can enjoy them at home too. Provide a range of opportunities for singing, listening and moving to music, as well as using instruments to create sound.

PLAY TIPS

- Make musical push-and-pull toys readily available to play with.

- When selecting musical resources, make sure they reflect our multicultural society.

- Use songs as a way to learn about parts of the body - 'Head, shoulders, knees and toes', 'If you're happy and you know it' or 'The hokey cokey'.

- Make songs personal by incorporating the children's names into the words.

PAPER SHAKERS

- Hand out large paper bags.

- Allow the children to decorate them using large marker pens.

- Put a small amount of rice, lentils, beans or peas in the bags.

- Tie the bags with wool, making sure you leave plenty of room for the items inside to move around.

- Let the children shake the bags.

Curtain up!

- Attach a wooden curtain pole or similar to a wall at a height that toddlers can access.

- Attach a variety of objects to the pole which can be shaken, knocked, bashed or banged and which will make a selection of sounds. Use, for example, a string of bells or beads, four wooden clothes pegs on a string, conkers, small metal spoons, a whisk, an empty plastic bottle and a plastic bottle with lentils or rice inside.

- Change the items regularly so the children's interest is maintained and they revisit the area.

- This device is effective at a height that encourages children to pull themselves up to standing and continue to grasp while they explore the objects.

SONG BOX

As we introduce children to new songs, it is helpful if they have something visual to 'read'. Use a large bright box to store a visual aid for each song. It is more stimulating if the visual aids are 3D - for example, soft toys, dolls, puppets or models.

Introduce the object at the same time as the song. The children will begin to realise that the cuddly brown dog means they are invited to sing 'How much is that doggy in the window?'

Create a box with three or four items that support songs that the children know already - for example, a padded star for 'Twinkle, twinkle', a rag doll for 'Miss Polly', a plastic duck for 'Five little ducks' and a spider puppet for 'Incy Wincy spider.'