Early Childhood Music
Why This Topic Matters
Music is part of how young children listen, move, communicate, experiment, repeat, and connect with the people around them. Understanding the role of music in the early years can help educators and caregivers think more intentionally about the musical experiences children encounter at school and at home.
The article below explores the importance of music during early childhood and the ways musical experiences can connect with children’s learning and development.
About This Resource
The article referenced here was written by Lili M. Levinowitz and published in 1998. Bracy’s Music Together did not write it. The introduction above and the program information below are ours, and the article itself is hosted by its publisher and by Music Together.
Lili M. Levinowitz, “The Importance of Music in Early Childhood,” General Music Today, Volume 12, Issue 1, Fall 1998, pages 4–7.
What the Article Covers
The article looks at early childhood as a distinct stage of musical growth and at the kinds of experiences that shape it. Its main subject areas are:
- Musical exploration in early childhood. How young children take in, play with and make sense of music in the years before formal instruction.
- Singing. The development of children’s singing voices and their growing ability to match and carry a song.
- Movement. The place of movement and rhythm in how children experience and respond to music.
- Adult participation. The part parents, caregivers and teachers play in the musical environment around a child.
The article dates from 1998 and reflects the research and perspectives of that period. It is offered here as background reading rather than as a statement of current findings.
For Schools
Bringing Music Into the Early Childhood Classroom
Reading about the role of music in early childhood is one part of the picture. Bracy’s Music Together brings developmentally appropriate music and movement experiences into UPK/Pre-K and Kindergarten classrooms during the school day.
Participating classrooms receive 30 weekly sessions during the academic year, with classroom teachers participating alongside their students and resources that help music-making continue beyond the specialist’s visit.