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Children need feedback on the work they do. But how can we provide feedback most effectively? Conventional wisdom would espouse that constant praise is necessary in our child-rearing… but is it really the most effective way to provide that much-needed feedback?

There is actually new research that would indicate that constantly praising our children is backfiring and even undermining their confidence! Praise, by definition, is an expression of worth, approval, or admiration. It is usually given to a child when a task or deed is well done or completed. In an article entitled "Encouragement or Praise for Children?" written by Elvin Klassen (written as a resource for parents teaching overseas), the author suggests that encouragement , rather than praise, should be our goal as parents and educators.

Encouragement in its best form should be specific, focused on the process rather than the finished product, sincere, focused on the effort made, non-comparative, and enabling the child to develop an appreciation for his own achievements. For example, instead of "Sally, you’re such a nice girl" – encouragement would say "Sally, I noticed you shared with Molly today." Remember, praise gives a value judgment and focuses on the person, while encouragement makes an observation about a behavior. We need to convey through words and gestures that we appreciate our child’s efforts and improvement, not just their accomplishments. Continue reading “Kindermusik and Your Child: Praise or Encouragement?”

Scaffolding is an interactive means of learning that occurs between adult and child. In this process the adult gently guides and supports the child’s learning, responding to the child’s level of participation by asking questions, making observations, and issuing new challenges according to the child’s responses. Together, one layer at a time, the adult and child discover new ideas, experience new emotions, learn new language, and strengthen their trusting bond.

Steps to Scaffolding…
As a parent, you have probably used the process of scaffolding without even realizing it while helping your child do something that he couldn’t have done on his own. You have used scaffolding when you have helped your child put a puzzle together by asking questions, making suggestions, and giving hints. You may have noticed that the next time your child put that puzzle together, he needed less help. Through scaffolding, skills are mastered.

Examples of scaffolding strategies include: Continue reading “Kindermusik and Your Child: Scaffolding”

Help us support the Save the Children HEART (Healing and Education through the Arts) Foundation.

For every new Facebook follower the Kindermusik International page receives between the dates of 2/14/2012 (12:01 AM US EST) and 2/17/2012 (11:59 PM US EST), we will donate $1 to the Save the Children HEART (Healing and Education through the Arts) Foundation.

Join our Facebook community to support this effort by clicking this link.

Here is information on the HEART Foundation from their Web site, which has a mission to reach and heal children living in countries and communities affected by conflict, violence, HIV/AIDS and extreme poverty using the arts, which is obviously something near and dear to our hearts.

Save the Children’s HEART program uses the arts to promote children’s development and well-being by providing them with a creative means of expression.

The program is targeted to children living in countries and communities affected by conflict, violence, HIV/AIDS and extreme poverty. Children, some so young they don’t yet have the language skills, learn how to use the arts to give voice to their emotions about difficult events in their everyday lives. This is critical to helping children cope, and putting them on a path to reach their full potential in life.

By working with local partners, Save the Children seeks to integrate HEART into its emergency response work, as well as its education and early childhood development programs so that the programs can continue for years to come.

• Learn more about the HEART Foundation and their efforts in the West Bank, Mozambique, and El Salvador.

• We encourage our Kindermusik community to also Donate to Save the Children’s Healing and Education Through the Arts (HEART) Endowment Fund.

Sometimes we get so focused on baby brain development that we forget about baby survival.

Yep, the brain’s first instinct is to survive (think feeding, seeking warmth, etc.). Once that critical element is in place, the brain is free to learn. And that’s when the magic happens.

In Brain Rules for Baby: How to Raise a Smart and Happy Child from Zero to Five, Dr. John Medina reviews these little overlooked steps in early childhood development that help parents foster big assets like creativity.

Medina’s proposition, that the fundamental job of the baby’s brain is not to learn, but to survive, is exactly why our lower level Kindermusik classes are designed for both little ones and parents and caregivers. Not only is bonding extremely important in the early years, it’s a key part of how your little one learns and creates.

Our fundamental job as parents and teachers is not so much to provide a steady stream of baby educational videos, flashcards, or early childhood music lessons. It is to provide an environment of safety where learning can happen. When the brain feels safe, neurons are free to complete thousands of critical connections….but not until!

Things that Affect Children’s Safety Levels

Attachment

From the birth canal, babies are looking for attachments, their brains acutely attentive to the care being received. If essential needs are being met and healthy bonding (lots of touch and “face” time!) is occurring, there is a positive outcome.

Stress levels

A stressful environment (angry or emotionally violent) signals to baby a lack of safety. Dr. Medina does a fantastic job of pinpointing and addressing prenatal stress and conflict. He provides solid insights to bring about change to both areas.

How Classes Can Create A Safe Place to Learn

In our Kindermusik classes, our first and primary goal is to signal “this is a safe environment” to all children. From the welcome song where children are recognized as valued individuals, to the snuggle time where we turn back to receive the gentle care of a loved one, we sing and dance and snuggle our way to a place where learning can thrive, and happy neurons connect at an alarming rate!

Interested in fostering a safe learning and bonding environment for your little one? Join us for a Kindermusik class! Find a virtual or in-person session near you.

Do you remember the first time you said hello to your baby? Perhaps you saw a shadowy profile on a sonogram or maybe someone put a swaddled bundle in your arms when you first whispered, “Hello, little one.” Somehow saying hello for the first time made your baby more than just a plus sign on a test. In that moment, your emotional connection became even stronger.

At Kindermusik, we believe in the power of hello. So, each week, we begin our baby music classes by singing: “Hello, hello let’s sing together!” Using your child’s name helps him make an emotional connection with the song and activity right from the start. It also encourages social interaction by inviting him to respond with his own greeting, such as a smile, wave, laugh, or even a little peek-a-boo. As an added bonus, it helps you learn the names of the other grown-ups in class, too!

Everyday connection: Say hello to your little friends. Try singing hello to the people, animals, and objects you see around your house. Sing to Nanna…clap to doggie…wave to the bathtub, wave hello. Your child will love it and you will be encouraging social interaction, emotional connections, and even vocabulary development!!

This blog post is celebrating the start of our spring semester of Kindermusik music classes. Our Village Cock-a-Doodle-Moo class for babies ages newborn to 18 months helps to build your baby’s brain, body, heart & soul, while celebrating the farm, folk songs, & nursery rhymes! You’re welcome to try a free class and spend an hour moving, grooving, swooping, singing, dancing, marching, rocking, massaging, & loving your baby!

Special thanks to Miss Beth of Studio 3 Music for allowing us to share this great post from the Studio 3 Music blog.  This is a follow up to the first part of Luke’s story, which can be read here.

Two years ago I had the wonderful opportunity to meet Luke and his mommy, Melissa. They joined my class and Melissa shared Luke’s story with me. He is an amazing little boy. I know, I know, I know….you all think that I say that about all the terrific children I have in my class, which IS true, because I cherish each and every one of them!

But Luke’s story is just a little different. He is a special needs child, but I have to tell you that when you spend time with Luke, you are the one who feels special. Luke has been in class with his mommy for two years and this fall, I suggested to Melissa that we move him up to the next level. This is now a class that he stays by himself with me and his classmates for about 40 minutes and then Mom comes back and does a sharing time.

The first day he started his new Kindermusik class, he ran in and was so excited to see me and his classmates after our summer break. Most of the children in this class have been with Luke on his 2 year Kindermusik journey. The parents of all the children have built a community and treasure the relationship that Luke has formed with their children as much I do!

Luke is not able to communicate verbally, but he understands everything! Being in an Imagine That class now gives him the opportunity to express himself in different ways. Imagine That is a child directed class, meaning that I have songs and a lesson plan, but we arrive at those musical destinations by getting the children to interact with the “story”.

Last week, we were pretending to go the park, and I asked the children how they would like to get there. We had some great ideas about running, jumping, flying like dragons….then I asked Luke how he would like to move. He started spinning, and so we all spun our way to the park!

Continue reading “Luke’s Kindermusik Story: Part 2”