Before children read words on a page, they learn to read the world around them. It’s all part of early literacy.
They read faces. They read voices. They read patterns. They hear rhythm, tone, pitch, pauses, repetition, and emotion long before they understand letters or print.
That’s why music-making is not an “extra” in early childhood. It is one of the most natural, powerful, and joyful ways to build the brain systems children will later use for language and reading.
Have you ever searched for a Kindermusik class and wondered what that circular “Top Program” icon really means? Each year, we award Kindermusik Top Program status to studios across the globe with the highest registrations and other factors that contribute to their offerings being the best early childhood music and movement programs around.
Through focusing on a business that grows with families, and offering an experience grounded in care and authenticity rather than performance, Shay Ryan and her team at Kiddos and Kin had the third highest number of registered families in 2025 for Kindermusik classes in the world.
Have you ever searched for a Kindermusik class and wondered what that circular “Top Program” icon really means? Each year, we award Kindermusik Top Program status to studios across the globe with the highest registrations and other factors that contribute to their offerings being the best early childhood music and movement programs around.
Through genuine community connections, an investment in their team’s training, and meeting families where they are, Crisel Consunji and her team at Kindermusik by Baumhaus had the second highest number of registered families in 2025 for Kindermusik classes in the world.
Meet Crisel and take a look at this amazing Kindermusik Top Program from Hong Kong!
The first year of pediatric checkups often involve the same question: “Are you talking to them?” While speaking to your infant is critical to early development, the one question that may not be asked is how you converse with them—that’s where serve and return comes in.
This post was authored by Accredited Kindermusik Educator and Early Education Specialist, Diana Cameron.
Is your child constantly jumping, spinning, or rolling around the floor? Or perhaps they seem the opposite — motion-sensitive, hesitant to swing, or quick to get carsick?
These behaviors aren’t just quirks. They often point to a vital and often overlooked part of your child’s brain development: the vestibular system.
Clapping is generally perceived as a tool for keeping time with the music or showing appreciation as applause. However, the biological and neurological effects of this simple motor activity reach far beyond songs and ovations, enhancing self-regulation, reading skills, handwriting proficiency, and speech processing.
Take a look at what’s happening in our brains and bodies when we clap, why it is so intrinsically connected to early childhood development, and initial steps you can take to help children harness the power of their hands.
Change—especially for children in any capacity—is hard, but one thing always helps…music! Here are 3 quick tips on how music rituals can help alleviate transitions (like drop-off times) and enhance child and family engagement.
Watching and listening to a baby babble is a pretty solid form of entertainment, but did you know that babbling is the first step to forming words, and babbling back what you hear is packed with developmental benefits? Here are 5 tips to encourage babbling and maximize communication with babies.
From singing in the car with family or friends to singing with complete strangers at a concert, group singing makes us feel good. It makes us want to do it again. But why?
It turns out, there’s science behind it, and the health benefits extend beyond feelings of happiness.
Repeating the same songs in the car or reading the same stories at night can be cumbersome for adults, but humans are rooted in repetitive structure. And it’s that structure that catapults brain growth in the first few years of life. Continue reading “Why Repetition Matters in Early Childhood Development”
What can rhythmic repetition do? Encourage that first word, first sentence, first conversation. Repeating yourself through song or chant during the first year makes repetition less of a task and more of a joy, and babies will latch onto those joyful moments.
What science says about repetition and rhythm…
Research gives insight into the kind of caregiver-baby verbal interaction that can best spur early language development, so that by the time babies become toddlers, they have a larger vocabulary, stronger comprehension skills, and sharper speech abilities.
Toddlers can be gloriously happy one minute and extremely upset the next. Their little brains are undergoing so much growth in those early years, and they don’t yet have the vocabulary, context, or life experience to identify and process all of those emotions.
Helping toddlers understand and articulate their feelings can ease the chaos, but how?
Researchers at Michigan State University found that a simple strategy, called “emotion bridging,” can do just that, with the end result of fewer behavioral problems.
Emotion bridging is a straightforward, three-step process:
Labeling the emotion: sad, happy, upset, mad, etc.
Putting it into context: feeling this because of that
Making a relevant connection: “Remember when you felt [emotion] because of [situation/experience]?”
One way to help the learning stick? The connective, transformative power of shared musical experiences.
The pressure to establish strong pre-readers can be overwhelming. Early literacy development (the foundations needed for reading and writing) depends greatly on auditory processing skills, which includes auditory identification, discrimination, and sequencing. It’s hard to imagine the time it would take to focus on all of those skill sets individually. But there’s a one-stop-shop.
In a nutshell, spatial awareness is the understanding of objects (including your own body) in relationship to the surrounding space. For children, that starts with discovering hands and feet, grows to moving safely on a playground, and leads to judging distances while driving or solving math problems. It’s a huge skillset that affects so many critical aspects of positive whole-child development.
So how do you know if little ones are on or off-track with these skills?
You know that thing that makes you want to rock, sway, clap, or tap to the music? That’s steady beat—the ongoing, repetitive pulse that occurs in songs, chants, and rhymes.
But it’s more than just an ideal skill for dance or instrument lessons—steady beat is a critical aspect of early childhood development that affects everything from walking, to reading, to dribbling a basketball.
Musical heritage tells a story of events, traditions, rituals, and all the little things that bind communities together from one generation to the next. It’s also intentionally and biologically rooted.
Specific sounds and movements intertwined in these traditions, at a basic level, build survival, through what we now call social-emotional and relational health.
As we celebrate Hispanic Heritage Month, let’s take a look at some of those specific musical traditions, what science says about group movements and dance, and how you can recreate these socially charged activities in your environment.
The science behind musical heritage
Research shows that when humans make music together in any setting or group, a lot happens in the brain. A collaborative study between Bar-Ilan University and the University of Chicago developed a model of five engaged functions and mechanisms directly tied to social connection: empathy circuits, oxytocin secretion, reward and motivation (think: dopamine), language structures, and lowered cortisol (the stress hormone).
A visual of the five engaged brain functions and mechanisms from the Bar-Ilan and University of Chicago study.
Recent findings in Hispanic music and dance traditions
A 2026 study from the University of Colorado Boulder found that when tango dance partners were in synch, their brainwaves aligned, which is the behavior we need when teams are working toward a goal—from cleaning up toys to completing a group project.
“When we dance, our brains are actually coupling…we are synchronizing our brains through our behavior.”
– Thiago Roque | ATLAS Institute
Why did those researchers choose the tango? It’s not always choreographed and it’s not always the same. Dancers have to look at each other’s cues and work together to move from point A to point B. When we think about little brains who often improvise their own dance moves together, that’s powerful stuff.
So how can you recreate this kind of social connection at home or in a teaching environment?
Let’s take a look at two easy musical activities of Hispanic origin that you can lead wherever you are.
Improvise movements to “De Colores”
To tap into the benefits of coordinated movements and improvisation, try dancing in a group to “De Colores.” We love this slow-paced Mexican folk song that is perfect for slowing down active bodies, focusing attention, and connecting as a group.
Play it below or stream it on the free Kindermusik app, and follow the instructions.
“De Colores” from the Kindermusik Catalog
Grab colorful scarves or ribbons and distribute one per child.
Name, then call out, the colors to take turns dancing.
Encourage the children to freeze when they are waiting and watch others move.
For infants and younger toddlers, wave and gently drag the scarf over their arms, legs, and face. Then, allow them to explore it freely.
Synchronize circle dance movements with “La Raspa”
Circles, in general, are one of the oldest used forms of gathering in all cultures. Dr. Renata Valree, Director of Peace in Education at California State University Dominguez Hills says “circles can help students gain valuable social and emotional skills transferable to other areas of their lives beyond the classroom. By promoting active listening, empathy, open communication, and respect for diversity, circles help students become better communicators, problem-solvers, and thought leaders.”
That’s exactly what happens during “La Raspa”. Participants are watching, encouraging, and respecting one another’s creativity, while unlocking confidence through a few minutes of fun.
Play “La Raspa” below or stream it on the free Kindermusik app, and follow the instructions.
“La Raspa” from the Kindermusik Catalog
Stand in a circle formation and dance to the music.
Encourage the children to dance freely, then call out and copy the children’s chosen movements.
For older children, you can even teach the traditional partner-game motions. Watch these instructors demonstrate the steps in the video below.
Kindermusik instructors lead a demonstration of the traditional partner-game motions for “La Raspa”.
Continue the learning in our free webinar
Want to learn more ways to support Hispanic Heritage all year long and strengthen bilingual learners?
Kindermusik is leading a free webinar October 23rd, 2026, on musical strategies for bilingual teaching environments—offered in both English and Spanish.
Keep musical heritage alive
The biological benefits of all musical traditions are vast, making music an easy and engaging way to celebrate cultures and support young learners they grow.
Play different culturally-rooted songs in your space, recreate or learn the corresponding dances, and watch how consistent shared music-making strengthens us individually and in groups—it’s exactly what little ones need to reach early developmental milestones and succeed in every stage of life!
Back-to-school season brings new teachers, new friends, new routines, and a whole new mix of germs.
Young children are enthusiastic explorers. They learn by touching, sharing, moving, building, shaking, tapping, and trying things together. In any early childhood classroom, that means a lot of little hands—and often mouths—touching the same toys, books, blocks, instruments, movement props, and learning materials.
We want those experiences. It’s how children learn best.
Yet…
Back-to-school germs. Blech.
So, how can we make those essential hands-on experiences safer and more manageable for the educators who make them possible?
Hands-On Learning Is Worth Protecting
Young children learn with their whole bodies and through all of their senses.
For example, when a set of instruments is passed around a music circle, children experience far more than musical development. They practice listening, waiting, taking turns, coordinating their movements, making choices, imitating others, and contributing their own creative ideas.
These active experiences strengthen language, motor development, self-regulation, creativity, cooperation, and connection. They’re exactly the kind of learning we want more of in early childhood classrooms.
Of course, hands-on learning involves many hands.
A Few Ways to Make Hands-On Learning Safer
Make handwashing part of the classroom rhythm.
Young children benefit from predictable cues. A familiar handwashing song can help turn an easily forgotten task into a recognizable part of the day. Music also gives children a natural way to spend enough time washing without requiring them to understand the concept of counting seconds.
Kindermusik’s “Gonna Wash Both My Hands” is an upbeat tune to help little ones follow important handwashing steps and start forming positive hygiene habits. Play it below in English or Spanish, or stream it from the free Kindermusik app.
“Gonna Wash Both My Hands” from the Kindermusik catalog.“Mis Manos Voy a Lavar” from the Kindermusik catalog.
Create a clear landing place for used materials.
A clearly marked basket or bin gives teachers and children a simple place to put instruments, toys, and other shared items after use. Children can participate in the classroom reset while adults remain responsible for following the appropriate care process.
A familiar cleanup song can make the transition feel less like an interruption and more like part of the learning experience.
Rotate materials when needed.
Having a second set of frequently used materials allows one group of items to be cleaned, disinfected, or sanitized while another remains available. Children don’t lose access to valuable learning experiences, and teachers aren’t pressured to process every item immediately.
Know what each material requires.
A board book, scarf, electronic device, wooden instrument, and plastic shaker may not all be cared for in the same way. Programs should follow manufacturers’ instructions and confirm which cleaning, disinfecting, or sanitizing methods are appropriate for each material.
Explore tools that can reduce the burden on educators.
This is where we recently discovered a technology that is pretty fascinating.
The ZONO™ Cabinet uses a controlled combination of ozone and humidity to disinfect and sanitize a wide range of compatible classroom materials during an automated 38-minute cycle. Toys, books, electronics, soft materials, activity equipment, and compatible musical instruments can be processed together—including many items that would be difficult or time-consuming to wipe individually.
What caught our attention was more than the technology itself. It was what that technology could help preserve: a classroom filled with real objects children can touch, explore, and share without creating another labor-intensive process for teachers.
A ZONO™ Cabinet doesn’t replace handwashing or a program’s broader health and safety practices. It is one example of how technology can support the adults working behind the scenes to keep hands-on learning going.
Hands-on learning is joyful, creative, social, and, inevitably, a little germ-y. That isn’t a flaw. It is part of how childhood and learning work.
The challenge is to give educators realistic ways to manage everything that comes with all that messy, valuable exploration.
This back-to-school season, thoughtful (musical!) routines, clear systems, and some very cool technology can help programs make shared learning safer, while preserving the active, connected experiences children need most.
What no one tells families about back-to-school time is that routines, connectedness, and self-regulation aren’t guaranteed to fall into place by the end of the first few weeks.
So, what happens when daily meltdowns, anxiety, problems in the classroom, and general behavior issues at school and home are still occurring?
We need another “adjustment” solution.
That’s where the combination of musical play and behavior-decoding tools comes in.
Kindermusik partnered with HeyKiddo—a research-driven app, designed by psychologists for parents, teachers, and early intervention specialists—to create a collection of musical activities that helps instill safety, communication, and excitement for school all year long.
Here’s the science behind it, what’s inside, and how you can access the collection and corresponding coloring sheet for FREE.
What science says about music and emotional school readiness
Talk to any early education professional—school readiness is as much or more about emotional regulation and communication skills as it is about academic development.
Those things are what support academic development, and if they’re not in place, children are not set up for success.
A study from West Chester University examined behavior across 191 3-5-year olds, and found that those who received music intervention (in a shared music-making approach) showed greater inhibitory control.
Why?
Stress levels in the body decrease
Oxytocin and other happy chemicals increase
Heartbeats (as you move or play to the beat) align brainwaves between participants
All of this supports cooperation and an eagerness to learn.
The problem with turning to music as a behavioral intervention is that teachers and families often don’t have the guidance to get started. Kindermusik’s “Feel the Beat Collection” in the HeyKiddo app lays it out in simple steps.
Here’s how you can grab it for free.
Try these simple, engaging musical activities anywhere.
The beauty of the HeyKiddo approach is that it’s meant to be just as easy for the grownup to instigate as it is for the child to participate.
Grab a free 3-month trial of HeyKiddo to access the “Feel the Beat” collection and much more! Just tap this link from your smartphone to get started.
Get a sneak peek.
We love “1, 2, 3 Breathe with Me” as a starting point for re-setting during tough moments or just prepping minds and bodies for the day ahead. Play the track below and follow along with your little one or students.
“1, 2, 3 Breathe with Me” from the Kindermusik x Hey Kiddo “Feel the Beat” Collection
Download a free back-to-school coloring sheet!
Drawing and music go hand-in-hand. Turn on some calming music from the collection and get out the crayons for this bonus activity.
Take it one step at a time.
No matter how much you prep for childcare or school, new environments, new people, and new rules are so much more stressful for little ones.
Adding in a musical play break here and there can make all the difference—just be patient with yourself and the child(ren). Readiness, for anything, takes time and intention.
Each year, Kindermusik International awards Top Program honors to Accredited Educators around the world. For the 2024-2025 assessment period, Carol Stringham and her team at Song of the Heart Studios had the fifth highest number of registered families for Kindermusik classes.
It all began with a friendly chat. Combining her experience in early education and as a musician, Carol took a leap into the Kindermusik world, and has gone on to deeply impact her community through shared music-making.
Song of the Heart Studios Director/Owner Carol Stringham.
Carol, where is your location and how many years have you been accredited?
Salt Lake City, Utah, USA. I just finished year 28!
How did you originally hear about Kindermusik and what was your journey to becoming accredited like?
I was visiting my sister in Seattle and chatting with her friend at a party about the Kindermusik program she was running. My heart went pitter-patter and I couldn’t wait to learn more. I was a mom of three, had taught school for several years, loved pedagogy, was fascinated by educational philosophy, and I was a musician.
I was completely taken with the Kindermusik way and knew immediately I wanted to be part of it. Unbelievably, there was an in-person training taking place in Salt Lake City just a few months later. I immediately signed up. I felt like I had come home! Kindermusik has been the place where all of my talents, skills, AND dreams came together. It has brought me hope, joy, growth, connection, and pure love for 28 years.
What was your program like at first, what’s it like now, and what has changed versus stayed the same?
When I began, my goal was to provide the most present, loving, educational experiences for the people who trusted me with their children. As my program grew, I had to chase that growth and learn how to run a business. I taught in my home for 3 years, moved to a ballet studio where I rented space for ten years, and then on to my own studio space 15 years ago. Along the way, I obviously had to hire educators, make sure they were trained in what we call “The Song of the Heart Studios Way”, and continue to mentor them on their Kindermusik journeys. This has been both a joy and a delightful challenge.
Carol Stringham and her Kindermusik families enjoying circle time!
What standards do you hold for yourself and any employees as educators, and how do you keep that top of mind?
We have studio values that we infuse into everything we do. A stellar classroom experience? The educators infuse everything they do in the classroom with joy, connection, family, growth and heart. If you begin with your values and use them as your vision, the end often takes care of itself.
Teaching is a solitary endeavor but we need one another to become better at what we do. So, we include lots of sharing and also educator observations to keep us all growing and our classroom environments fresh. Teaching is a beautiful evolution, and I try and lean into that as a philosophy and as a practice.
Tell us a little bit about your community. What have you learned from them and what about them drives you to create a safe, creative, and supportive space for the families you serve?
We have the most beautiful Kindermusik community! I must say my favorite thing at the moment is former students who are now bringing their OWN children to class. It’s so gratifying to see the impact Kindermusik has had on their lives and see them continue the joy with their own little ones. I have learned to be present because of our Kindermusik families. I’m a mover and a doer so the opportunity to sit on the floor of the classroom, slow down, and guide parents and their children has caused me to breathe and be present while giving them the best possible experience. That has been a true gift and has made me a better educator.
my favorite thing at the moment is former students who are now bringing their OWN children to class. It’s so gratifying to see the impact Kindermusik has had on their lives and see them continue the joy with their own little ones.
– Carol Stringham, owner of Song of the Heart Studios
Carol and Kiddos enjoying a Kindermusik class.
Do you have any memorable “a-ha” moments from teaching a class?
I love facilitating their little friendships and watching their imaginations grow. I love their sparkle. I love watching their grownups discover the phenomenal growth…
– Carol Stringham, owner of Song of the Heart Studios
I love teaching so much that If I could still teach every single class, I would. With about 60 classes on our roster, this is obviously impossible. That being said, I think one of my My biggest “a-ha” moments over the years—and this is vulnerable—has been the angst of handing classes over to other educators.
Would they give the same care that I do? Would they see the importance of relationship? Would they be as dedicated to their families? Would they prepare and work hard? The answer has been yes. Yes, they have and they do!
Although I love teaching every level, my absolute favorite is Level 3. I love watching the growth and delight that Kindermusik inspires, and helping children feel capable and comfortable without their parent or caregiver in the room. I love facilitating their little friendships and watching their imaginations grow. I love their sparkle. I love watching their grownups discover the phenomenal growth that music provides their preschooler.
Carol and her Kindermusik Musicians participating in a musical activity!
What continues to drive you as 1) an educator and 2) a business owner?
As an educator, I love to work with children to develop their soft skills. The skills that will help them do well in school and in life. For the grownups who love them, I am driven to help them “make their great parenting even better.” As a business owner, I am driven to be a mentor that helps my educators make their stellar teaching even better. I’m also driven to find the best systems to manage 400+ students and help each one feel loved and cared for. To be, as one of my business coaches says, “conspicuously human.”
What vision do you have for your studio in the years to come?
My true vision is to have our studio values, our systems and processes, along with our classes so dialed in that everyone associated with the studio—myself, my admin staff, my educators, the grownups, and every single student—feels like they are part of a movement. “A movement where childhood is honored, families are strengthened, minds are nourished, creativity is encouraged, community deepens, and hearts are filled with joy. To be the place where hearts sing, eyes shine, and children flourish.”
Each year, Kindermusik International awards Top Program honors to Accredited Educators around the world. For the 2024-2025 assessment period, Kathy Morrison and her team at Kathy’s Music had the fourth highest number of registered families for Kindermusik classes.
Through helping caregivers understand what Kindermusik is all about and why it matters, Kathy and her staff have built a lasting relationship with the families that lead to developmental milestones for their kiddos. Big thank you to Kathy for sharing her story, insights, and experiences with us!
Kathy’s Music Director/Owner Kathy Morrison.
Kathy, where is your location and how many years have you been accredited?
Pittsburgh, Pennsylvania, USA. I began teaching in Summer 2000—26 years.
How did you originally hear about Kindermusik and what was your journey to teaching like?
I became a Kindermusik parent 30 years ago in Theresa Case’s program in South Carolina. Four years later, I began teaching. Four years after that, we moved to Pennsylvania and I opened my own program in Pittsburgh.
What steps do you think were critical in helping you achieve a Top Program status initially and how have you built on that to become the #4 Program in the world?
One of the most critical factors in my early success was the opportunity to learn inside another top-performing program. I spent four years on an existing team, and that experience gave me a clear vision of what was possible, not only in delivering excellent early childhood music education, but in building a program that was organized, intentional, and sustainable.
What kind of professional development standards do you hold for your team?
Musical activities with egg shakers in a Kindermusik class at Kathy’s Music.
I am deeply committed to the ongoing training and development of our teachers. We invest in professional development throughout the year through webinars, in-person trainings, book studies, and curriculum-focused work. To deliver this level of experience consistently requires more than initial training. It requires a shared understanding that masterful teaching is a journey.
To deliver this level of experience consistently requires more than initial training. It requires a shared understanding that masterful teaching is a journey.
Kathy Morrison, owner of Kathy’s Music
Kiddos playing with rhythm sticks in one of Kathy’s Kindermusik classes.
What makes Kathy’s Music different from other music studios—why you and why Kindermusik?
Sustained growth only happens when the experience in the classroom is strong. For us, that starts with clear standards for how we teach and how we show up for children and families every day.
We want parents and caregivers to understand not just what we are doing, but why it matters.
Kathy Morrison, owner of Kathy’s Music
First, we hold a deep commitment to the Kindermusik curriculum. We teach children from birth through age 7, and we believe in the full progression. That means leaning into the process as it’s designed and understanding how each level builds on the one before it. There is intention behind every activity, and we honor that.
Within that structure, we focus on three key elements in every class: connection, education, and celebration. Connection means building real relationships with both the child and the parent. Education means having a clear focus for each lesson. We are not there to entertain. We are there to teach, with purpose, and to build skills week by week. Celebration means recognizing growth along the way. Every small milestone matters, and we make sure families feel that progress.
Grownup education is also a critical part of our standard. We want parents and caregivers to understand not just what we are doing, but why it matters. That happens through benefit statements in class, teachable moments during activities, and resources they can use at home. We want families to feel cared for at every step, with moments along the way that they can truly savor.
Singing Hello in a Level 2 Kindermusik Class at Kathy’s Music
Tell us a little bit about your community. What have you learned from them and what about them drives you to create a safe, creative, and supportive space for the families you serve?
Our community is made up of families who are deeply invested in their children. They are looking for experiences that truly support their child’s growth. Many of the parents we serve are balancing a lot between work, school schedules, activities, and the pace of family life. They value meaningful time with their children and they want to get it right. They are looking for something that feels purposeful. Something that helps them connect with their child, while also supporting their development in a real and lasting way. This has shaped so much about how we designed our program.
Families share in an activity in one of Kathy’s Kindermusik classes.
Do you have any memorable “a-ha” moments from teaching a class?
It’s hard to pick just one “a-ha” moment, because honestly, they happen all the time and they’re not always big. They’re small and quiet and easy to miss if you’re not paying attention. Sometimes it’s a baby. The bells come out, and their whole face lights up. They grab that bell, start shaking it, and you can see it. Joy—just pure joy! And you realize, this might be one of the first times they’re connecting sound, movement, and feeling all at once.
Sometimes it’s in a preschool class. There’s a three-year-old who’s been coming week after week and barely says a word. Just watching. Taking it all in. And then one day…they actually sing. Maybe just a few words, but it’s huge and you can feel the room shift.
Or it’s in a higher level class. One child is struggling with a song on the glockenspiel, and before I even step in, another child leans over and says, “I know how to play that. I can help you.” And they do. No prompting. Just kindness and desire to help out. (Be still my heart!)
Toddlers enjoying a fun parachute activity in a Kindermusik class at Kathy’s Music.
What’s the one thing you would tell a family who is considering Kindermusik classes?
I often go back to my own experience as a parent. My daughter was 18 months old when we first enrolled in a Kindermusik class. At that stage, you don’t always know what to expect. You hope it will be a positive experience, but you’re not sure what the impact will really be. Within the first three months of attending weekly classes, we began to see a change in her. She experienced so much joy in class and a deep sense of familiarity. She knew what to expect because of the rituals and routines. She felt secure. And from that sense of security, we started to see budding independence.
What vision do you have for your studio in the years to come?
My vision for the future of my studio is centered around people.
Looking ahead, I see a studio that continues to grow in both reach and depth. A place where families can begin with us when their child is a baby and continue through years of musical development. A place where teachers build meaningful careers and feel a strong sense of purpose in their work. A place where our systems and training allow us to grow without losing the heart of what we do.
Kiddos riding in bilibos with their grownups in a Kindermusik class at Kathy’s Music.
At its core, my vision is to build something that lasts in the lives of the families we serve and the educators who are part of our team.
Find out more about Top Program studios like Kathy’s Music, and locate one near you. If you’re interested in becoming an Accredited Educator like Kathy, check out our training options. You can also connect with Kathy’s Music on Instagram and Facebook.
