What can babies do

A rough guide for first-time music practitioners / entertainers on what babies (18 months and under) can do physically and some tips and suggestions to making your session plans.

A useful guide to read is the EYFS, Early  Years Foundation Stage which lists what a child can do in every stage of their early life, and how an adult can help them to move on safely to the next developmental stage.In the book it states “Children develop at their own rates, and in their own ways”. It lists the prime and specific Areas of Learning and Development such as making relations and building self confidence and self awareness to listening and attention to speaking, moving…etc. It would be good if you look through the book. It’s useful to focus every lesson plan around one developmental area and sub-area.

All children are different and develop at their own rates.

page 2 and footnotes

Use this as a rough guide and if you are not sure, ask and use your judgment. At about:

  1. 4 – 6 months they will be making sounds 
  2. 5 months start crawling – some children may skip crawling completely.
  3. 7 months start standing by holding on to things
  4. 12 months start walking on their own – and for some it may take longer
  5. 9 months clapping and gradually they perfect this. Although don’t expect that they can clap the beat to an entire song until much later
  6. 24 months (two years) to walk and clap at the same time
  7. 18 months will be saying some words
  8. 18 months will be very mobile, move around independently and through a ball (or let it fall from their hands)
  9. 20 months putting words together. Don’t expect them to sing you the whole song but they can shout out a word every now and then and may carry a tune
  10. 24 months their attention span is short so activities should be around 2 minutes long and gradually as they get older make them longer
  11. After two years of age expect children to be able to do controlled and simultaneous actions with all limbs, to cross their hands and place them on their thighs, or place one hand on their tummy and one hand on their heads. 
  12. Babies won’t be sharing until well after 30 months old (2,5 y.o.) but will know that some things belong to them and some to others from about 18 months. At this stage it is easier if they share a toy with their practitioners rather than with other children. 
  13. Play hiding games, show pictures, pretend vocabulary (let’s pretend we are frogs), use animals and make funny noises – These are always a hit!

FURTHERMORE:

If you are in doubt about what children can do, ask the nursery practitioner of the group you need clarification on.

You are building intention. They will not sing with you loud and clear or clap every time when the song says so but it shouldn’t stop you from working on this verbal and action vocabulary. There is no set date to start developing individuality and self awareness. Babies learn very fast so be patient, they are processing. 

The ratio of adults per babies in nurseries in the UK is 1 nursery practitioner for 3 babies – you should not be in the count. As they get older the ration changes.

Most nurseries will group the children according to their age (months) into different rooms. When a baby turns above a specific month and / or their physical, social and mental development exceeds expectations, then they move on to the “bigger” room. The room with older children. You may not be informed in advance. You will have to adjust your session plan to who you have there and accommodate to the majorities’ needs.

It’s useful to prepare a progression of your activities and how to break it down to something simpler. This way you can easily adjust according to who you have on the day. 

This is only a rough guide. You may know children that started walking at 10,5 months and others were still wobbly at 16 months, or could do simultaneous actions with both limbs earlier. Ask and be alert for changes sooner than expected.

Even if children can’t physically do something, they can’t do it YET. That means that you can build onto that skill. You can still ask the 20 month olds to put one hand on their tummy and one on their head. You will show them how to do it and move on to another activity, or break that activity down and allow each child to interpret it as they want. Be considerate. Don’t push them to do something they can’t do yet but guide them, show them and encourage them to do it when they are ready. Babies give feedback instantly, so if they feel frustrated about something you will know. Calmly congratulate them for what they have achieved and move on to something else that is more familiar.

During this designated music time with babies, you are building intention, perception, anticipation and expectations, feel safety and confidence in their abilities to carry on with their development. All this through music and sound exploration. So you are also offering an experience, the world through the auditory sense. All these qualities are invisible for a while but are there and are being cultivated through systematic and careful preparation.

I’d love to know your thoughts and how it goes for you!

© Rania Chrysostomou, 2020

Music Practitioner or Entertainer

In a Nursery Setting

Being an Early Years Music practitioner or Early Years music Entertainer are two different styles of music enlightening, music delivery. Both styles are great for the children. The learning objectives may overlap, there are differences in the delivery style. There is a possibility to have traits of both approaches while leaning clearly towards one. That is what worked best for me even though it wasn’t very easy to learn how to do. 

Music Entertainer
I think of it as the Entertainer is the singer or actor on stage inviting the children in their storytelling or singing. In a nursery setting, as the in residence musician, it is more likely that you will be the singer that creates vibrant concerts. You will have a list of 10-15 nursery songs to sing with the children. You may be holding an instrument like a guitar or a ukulele but check before with the nursery school’s policy and risk chart.

Music Practitioner
The Music Practitioner is an explorer of sounds and plans child-led activities where investigation and experimentation are essential parts. Each song has a developmental purpose for being there and it might be repeated a few times with variations. This is my definition and how it was explained to me. I’d love to hear yours. 

Perhaps one of the best learnings a child can get through music time with an Entertainer that creates concerts is social etiquette (apart from songs and copying skills, and motor skills, talking, etc…). The course of the session is designed so that children wait for their turn and listen to instructions. 

And one of the best learnings from an Music Practitioner that created space through sound activities would be accepting and adapting to alternatives (apart from creativity, social skills, copying, motor skills, talking, and of course music properties). 

In both styles the children will develop

  • language
  • learn about numbers and animals
  • develop their motor skills
  • social skills, sing songs
  • create bonds with their practitioners and so on…

And both the practitioner and entertainer will still be

  • creating positive environments
  • setting boundaries
  • stimulate
  • support individuality and so on…

You can see as well, that it is the style of delivery that is at question here. And the style of delivery is what most clients are after. Whether you want to sing 10 songs in each session and have a party or want a child driven session, or something in between it is up to you and your personality and if you are able to adapt that is a bonus for you. You will have to please the adults as well as the children and one group is more important that the other. Do you know which one? Discuss with your clients what their vision is and plan accordingly. 

The main key here is: keep all (in reality is  most of the children, about 80%) engaged and taking part in the session. Whatever style you have your sessions are a success if you see the children interacting with you and each other, gradually staying focused for longer periods of time, and taking part in the songs and activities.

© Rania Chrysostomou, 2020