Music Entertainment and Music Education in Early Childhood: Discerning the Differences

Live concerts, music activities at the library story time, fun songs in swim class, Mr. Joe with his guitar visiting preschool circle time, Ms. Rachel on YouTube, an instrument jam session at playgroup- music is ubiquitous in a kid’s world because children love it. And it is all good for them; music exposure and entertaining experiences get you up dancing, help develop an interest in instruments, and inspire a love of music.

Since all programs for children are playful and aim to be engaging, they often look the same from the outside. How can a parent tell the difference between music education and entertainment at this age?

When making choices about any programming for your child, look closely at the educational approach and structure to see how well it matches up with how children learn.

The ten music program components below are directly linked to how young children learn, and together they facilitate and maximize the brain-building benefits of music education during a child’s first 5 years. They define the difference between entertainment and music education.

Audio Recordings of the music from class for use at home are an essential component of education, simply because without it, the learning outside of class and the participation level in class is limited to what you can recall.

It is important to listen repeatedly to recordings because once you master the music, you can more easily play with it and make it your own. Children typically want to listen again and again; they are wired to learn. But the parents have to like the music too, or they will not play it on repeat, so choose a program with music recordings that you will enjoy yourself and play it often.

Music Together® has an outstanding at-home music component, which includes professionally made recordings of original songs and arrangements of folk tunes that parents and children enjoy and will listen to over and over. The recordings contain music complexity that goes beyond what we can do live in class, such as exposure to voices and instruments native to the culture of the folk tune. They also include tonal and rhythm patterns that reinforce the meter or tonality of the previous song like we do in class. These are the building blocks of audiation- the ability to think in music, so the inclusion of patterns on the recording is a big plus.

The Involvement of the Adult Caregivers. Research is very clear that the model of the parents and primary caregiver is essential, regardless of their level of musical aptitude.  Children learn their disposition towards learning from the adults in their lives with whom they have close emotional bonds. If you instill a love of music early by singing and dancing yourself, the child will gravitate toward music experiences and gain skills naturally, by simply making a lot of music. Make sure that the programs you join involve the important adults as models and not just passive bystanders.

In Music Together we consider the adults in the class the primary students because their influence is so powerful. We involve the parents deeply, and prepare them to recreate the activities at home. The songs and activities from classes become associated with the love, care, and playfulness of the people the child loves, which inspires deeper learning.

A Consistent Class. It is important that attending class is a routine, ideally with the same class members so the participants become comfortable with one another and trust is developed. The effectiveness of the class experience is dependent upon the participation level of the adults, which takes time to develop because singing in public is not something most people do every day. The benefits of building and maintaining a participatory music-making community are why Music Together is not a drop-in (pay-per-class) program.

4. A Music-only Listening Environment.

   In the ideal music environment, the music experience is immersive, and children do not need to mask out non-musical sounds (for example, socializing or verbal instructions). Most "mommy and me" type activities (and even some music classes) include verbal instructions directed at the children. However, talking disrupts the processing of the music in the brain, so it is important to minimize or avoid that altogether.

Music Together teachers are trained to always think of what the children are seeing, hearing, and feeling, and try to keep the class musical.  This can be an adjustment for parents who are used to other programs where the higher value is placed on facilitating relationships through social conversations and/or teaching children to follow directions. In a Music Together class where the class has been able to maintain an immersive music environment, parents gain an understanding that connections between families can be built through singing and moving together as a group. We also encourage socializing in the traditional way after class, by hitting a nearby park or cafe, or sticking around in the classroom if possible. Building friendships and finding your tribe at Music Together is a side benefit that can last for years.

Repetition. In performance-oriented music experiences, you wouldn’t repeat the same songs again and again, of course!  In Music Together classes we repeat songs from beginning to end several times in the class and over the course of the session. There is both repetition and development of each song. This practice supports brain development and the understanding of music structure and builds memory and flexible thinking skills. And we adults benefit from repetition too!

Exposure to a Diverse Range of Music. The music choices matter, and just like a healthy diet, you want a variety and lots of vitamins. Most children’s music is simple, in the key of C, and 4/4 meter. That is like eating a bologna sandwich every day. Diversify your playlists at home, expose your child to the music you love, and also listen to different musical genres.

Music Together songs are original and traditional, and span a range of genres, styles, cultures, tonalities, and meters for a rich musical experience. Be sure to listen to the same song collection that is used in class, and all of the songs- not just a few favorites, because the collections are balanced with all the musical vitamins you need.

The Opportunity to “Practice” what they have heard, seen, and felt in their play. Silence provides space for processing. Children may sing to themselves in their crib at night when it is quiet, and riff on the musical ideas they have experienced. Having quiet time and silence is essential; in music performance- it is the rest, which is just as important as any note. In Music Together classes, we plan silences to make space for audiation and processing what they have heard.

Support for "Serve and Return"- this means the parent interacting with the child, listening to them and responding to their lead, which is essential to healthy brain development.

Music programs that provide resources that encourage and remind families how to sing and play with the songs at home and model interactive play are more likely educational.

Music Together teachers model “accept and include” in class, which is about following the child's lead. Our songbooks are a catalyst for interaction at home, so pull them out, sing through the songs, and see where your child takes you.

See my earlier blog article for more about the advantages of a mixed-age structure.

A Mixed Age, Family-Style Class

Dividing children by age is traditional in school settings, but in early childhood, combining ages has huge advantages. It allows for individual differences without comparisons or age-related expectations, provides a variety of models and opportunities for leadership, supports social-emotional development, and more. Plus, siblings who take classes together can recreate the music activities at home.

New Music to Support Cumulative Learning and Development over Time. By continuing in class with new music to inspire involvement session after session, children’s learning will expand and deepen.

In Music Together families experience new music for three years and by the time they repeat a collection, it is all new for the child who is at a wholly different developmental level.  By learning hundreds of songs, maintaining a practice of regularly participating in community - based music making experiences, observing many models of various ages, stages, and differences, and engaging in lots of listening over the years, a child’s musical skills will develop from cooing to singing full songs in tune. A child who has participated over the years will be able to sing the same song in different keys, and make up their own verses and songs, keep a beat in different tempos in their upper and lower body, and understand many nuances in music.

In summary, entertaining music experiences are great for kids, they enhance the child’s overall interest in music and remind the family of the importance of music in everyday life.  They can often motivate the listener to take a deeper dive into the world of music. Simply listening to music is clearly beneficial, and can help you regulate your mood and emotions. Live music is always a treat, and I recommend exposing your child whenever you can.

Entertainment is not a replacement, though, for the kind of cumulative music-learning children get in music education programs like Music Together. For the maximum benefit, participate as regularly as possible in a music class that is research-based and contains the components above. Immerse your child in a rich music learning environment throughout their early years, while their brain structures are being formed, family relationships are developing and values and interests are being built. Commit to being a music maker yourself and give your child the gift of a musical childhood!

For listening suggestions beyond the current Music Together song collection, check out some of my curated playlists for families and attend outdoor concerts where your child is free to play and roam while taking in new sounds and rhythms.