In Pam Schiller's article on Early Brain Development Research Review and Update, appearing in Exchange, the author documents new research and thinking on the link between music and language. Once again, the case is clear for mainstreaming music into early childhood education:
Linguists, psychologists, and neuro-scientists have recently changed their long held opinion about the relationship between speaking and singing. The latest data show that music and language are so intertwined that an awareness of music is critical to a baby's language development. As children grow, music fosters their communication skills. Our sense of song helps us learn to talk, read, and even make friends.
Brain areas governing music and language overlap. Music and language have much in common. Both are governed by rules and basic elements (word and notes). In language, words make phrases, which combine to make larger phrases and eventually sentences. In music, notes combine and grow to form a melody.
The neurological ties between music and language go both ways; a person's native tongue influences the way he perceives music. The same progression of notes may sound different depending on the language the listener learned growing up. Speakers of tonal languages (most Asian languages) are much more likely than Westerners to have perfect pitch. All languages have a melody that is unique. Infants echo the inherent melodies of their native language when they cry, long before they speak.
Lisa Mischke says
Tim Sharp says
Marie Grass Amenta says
Once again, Tim, you’ve given us something to think about. This is a subject very close to my heart but not for the reasons you may think. Of course, it is essential to have music in early childhood classes. Young children should be exposed to music early on—formally and informally—and should be encouraged to participate by playing (banging on something to begin with), singing and listening. Playing fosters things such as turn taking and listening to others. Singing helps with understanding language cues and is a way to decode meaning. Listening encourages lengthening attentions spans and is a way to learn appropriate behavior in social situations.
Didn’t you just say that? Didn’t the article you quoted just say that? Yes, you did, but I wanted to make sure folks read it again because all those good things music can do for young children, music can do for those with developmental disabilities. The “parent-ese” spoke of in your article is really the descending minor third and is shown to be a very effective way of speaking and giving directions to someone with autism. Turn taking, language cues—and learning to speak in a less mechanical way—and social appropriateness are things that can be taught with music to those with intellectual challenges. There are also studies, similar to the ones quoted here, that prove the same things, except for those with intellectual disabilities.
My eldest son has autism. We’ve used music as a tool to reach him when nothing else does—he’s a HUGE Swingle Singers fan. And he was a music inclusion student. It made all the difference in his life. Music makes the difference in the lives of those most vulnerable—whether young children or those with challenges. Please encourage music inclusion for both groups.
Marie Grass Amenta, founder and music director
The Midwest Motet Society and
Mom to Russell, autism spectrum disorder