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Musical Sounds - Coggle Diagram
Musical Sounds
Music
Shake the wiggles out (adapted from Jean Barbre Activity book, 2016, pg. 158). Indoor, large group activity. Materials needed: rainbow scarves, radio, energetic song. Gather the children around in a spacious area so they don't run into each other and play a song. The educator will model the pace of the song, depending on if it's fast or slow, and start shaking her body. The children will imitate the movements and follow along. Someone can be in charge of playing, stopping or changing the song so the Educator doesn't have to abandon the activity. Children can sit or stand; the pace of the activity will be monitored so that it remains developmentally appropriate. Children will be able to practice self-regulation, relationship with others, and language development by engaging in music, rhythm and rhymes. (Elect, E.2.2, S 1.1, C 3.2)Developmental focus: social-emotional, language 
Rhyming Activity with Finger Play (adapted from Jean Barbre Activity book, 2016, pg.42 ). Indoor, small group activity. Materials: No materials, just Educator and child. Sit the child on your lap, facing to the side, where you can still hold her, interact and maintain eye-contact. Using a familiar song, recite the words in an animated tone, and use your fingers to crawl up the infant's arm as you sing, "Itsy, Itsy Spider!" Engage in lots of repetition and respond to the infant's verbal and non-verbal communication cues. This activity helps develop recognition of language and communication. Developmental focus: Non-verbal communication skills ( Excerpts from Elect C 3.1, p. 20) and Receptive Language Skills (C 3.2., p.20).
"Musical Babies" (adapted from Jean Barbre Activity Book, 2016, p. 36). Indoor, large group activity. Materials: radio, baby carrier for safety so the Educator can support the Infant to her chest, and doesn't get tired. When the music plays, the Educator will move with the baby around the room and stop when the music stops. Someone can be in charge of the music in case of safety issues. This activity aims to foster social-emotional and language development skills. (Elect, E.2.2, S 1.1, C 3.2)Developmental focus: social-emotional, language
Sensory
Music Sounds. Small group experience. Materials: different instruments such as drums, shakers, and bells. The Educator will allow the infants to explore the materials and compare the different sounds they make. Next, the Educator can model how to hold each instrument. Children can also discriminate the volume levels for each instrument. This activity aims to involve the senses: touch, sight, hearing. The children will be able to discriminate the different sounds each instrument makes and associate the name of the instrument with their unique sound.Developmental focus: receptive language skills (Excerpts from Elect C 3.2, p. 20).
Homemade guitar. Indoor small group activity. Materials: rubber bands and a container. The Educator will stretch multiple rubber bands across a metal square container, so it looks like a guitar. The Educator will model the actions, cueing the infant to take a turn in plucking the rubber strings. The Educator may also choose to put it on the infant's lap or next to the infant and allow him to discover what it does. This activity could help to promote a child's cognitive skills.Developmental focus: cause and effect exploration ( Excerpts from Elect, C 4.3, p. 22)
Sensory Bottles. Indoor or Outdoor small group activity. Materials (empty drinking bottles), beans, pasta, sticks, stones, or other natural materials. The Educator can prepare these bottles with these materials and make sure they are tightly secured to prevent choking hazards. Children will enjoy shaking the bottles and hearing the different sounds the materials inside the bottle make. The Educator can fill the bottle half-way with water too so the infant can hear liquid sounds. The aim of this activity is to allow the infant to discriminate different sounds.Developmental Focus: visual and auditory discrimination (Excerpts from Elect, P 5.3, p. 27).
Creative Art
Finger Painting With Music. Indoor Large Group Experience. Materials: Big paper taped to the surface, edible finger paint (in case infant tastes it), and a small apron to avoid messing up their clothes. The Educator will allow the infant to explore finger painting on the page while listening to different styles of music, and observe what kinds of patterns arise with different rhythms. Considerations: the educator may need to guide the infant during this activity for the best outcome, without doing the activity for them. This activity aims to help infants develop their attention regulation (Excerpts from Elect C 4.1, p. 22), and Spatial Exploration (C 4.4).Developmental focus: Cognitive
Using everyday items as instruments for exploration. Indoor/ outdoor small group activity. Materials: empty containers (plastic, cardboard, oatmeal cylinder containers) and wooden spoons or something to beat the containers with. The Educator will allow the children to use each item as a drum. Children can tap the container with their hands or with a wooden spoon. The Educator can play music in the background and while the children tap the drums to the beat. This activity aims to help infants develop their auditory exploration as they hear sounds when they bang the objects.Developmental Focus: Physical (Excerpts from Elect P 5.3, p. 27).
Computers Technology
Phonics Alphabet Song Videos. Indoor small group activity. Materials: all that is needed in this activity is a small iPad or electronic device. The Educator will play Phonics song videos of the alphabet letters, "A- as in apple, ah ah apple, B as in Boy, bah, bah bah boy." While the video is playing, the Educator can repeat the sounds and exaggerate her facial expressions as she follows along with the song. She may also hold up real letters as the song plays or withhold from doing this if it becomes too distracting. This activity aims to develop the child's communication, language and literacy. Developmental Focus: vocalizing and babbling (Excerpts from Elect, C 3.3. p. 21.)
Interactive online games on iPad or offline gaming devices. Children can practice their phonics and vocabulary by touching the screen and placing their fingers on letters, or matching the names of animals to the correct sound. This activity aims to advance language and literacy by way of repetition and trial and error while playing. Developmental focus: vocabulary Excerpts from Elect, C 3.3.)
Dramatic Play
Popping-Up Play With Baby. Indoor, small group activity. Materials: big pillow large enough for the infant to sit on. The Educator will sing "Pop Goes the Weasel" and replace "Weasel" with the child's name. Considerations for younger infants: Educators will need to hold them up and help them stand up for this activity. As you sing "Pop Goes (child's name), hold up or have the child jump up on the pillow. The Educator can take advantage of this activity and make lots of eye contact, practice joint attention, and work on language. Developmental Focus: Non-verbal communication skills. (Excerpts from Elect, C 3.1, p. 20.)
Shelf toys
Wooden pegs toys. Indoor, small group activity. Materials: wooden pegs and small wooden hammers. Infants will have fun hammering down each coloured wooden peg until it disappears on the other side. Then they flip it over and start the process over again. Infants will hear the sound of the hammer hitting the sound of the wooden peg as it goes down. This activity aims to focus on children's fine motor skills. Developmental focus: fine motor, palmar grasp and coordination. (Excerpts from Elect, P 5.2, p. 26).
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