Preschool Piano Kids! is a comprehensive early educational enrichment piano program that nurtures creative thinkers and supports inquisitive learners within age-appropriate competency through piano lessons from age 2.7 through 6, in Dublin CA.
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Music research shows that children who are involved in preschool piano lessons have significantly greater brain function than children who do not, and those changes persist if the instruction persists into the school years.* We have developed a program directly from Child Psychology, Neuroscience and other scientific research, that will enhance your child emotionally and academically. Stated differently, we base our curriculum on the most recent findings in science and import them into our delivery.
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All children have musical potential. Every child has the potential for successful, meaningful interactions with music. The development of this potential, through numerous encounters with a wide variety of music and abundant opportunities to participate regularly in developmentally appropriate* music activities, is the right of every young child.
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Children bring their own unique interest and abilities to the music learning environment. Each child will take away that bit of knowledge and skill that he or she is uniquely capable of understanding and developing. Children must be left, as much as possible, in control of their own learning. They should be provided with a rich environment that offers many possible routes for them to explore as they grow in awareness and curiosity about music.
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Very young children are capable of developing critical thinking skills through musical ideas. Children use thinking skills when making musical judgments and choices. Children are never called upon to use these skills when they are not ready.
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Children come to early childhood music experiences from diverse backgrounds. Their home languages and cultures are to be valued and seen as attributes that enrich everyone in the learning environment.
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Children should experience exemplary musical sounds, activities, and materials. Children's learning time is valuable and should not be wasted on experiences with music or activities of trite or questionable quality.
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Children should not be encumbered with the need to meet performance goals. Opportunities should be available for children to develop accurate singing, rhythmic responses to music, and performance skills on instruments. Each child's attainment of a predetermined performance level, however, is neither essential nor appropriate.
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How to have an effective piano practice at home |
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Written by Gwen Nguyen
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 We are all wondering if we are doing a good job at home coaching our kids in piano. In this article, I will try to give you an idea of what could be the optimum environment, approach and techniques to guide your kids in the right direction.
First and foremost, I think setting aside a daily time that is dedicated for piano practice is very important. The kids need to know what to expect. Some kind of weekly routine seems to work best. To accomplish that, I suggest you make a timetable of what is happening when, so you can start allocating that time for piano in your daily schedule. I think this will help alleviate resistance to getting your child to the piano. If the schedule is written down and posted in a place where it can be seen then usually the kids will comply.
The time is set, now it’s time for the practice. What you need from your child is his undivided attention for about 15 minutes at the beginning and as she progresses the time will lengthen. But to get that focus you need to make sure there are no distractions in the environment whatsoever. This includes no TV, no siblings playing with toys in sight, no active pets, no adults talking around, and no siblings wondering around the room. Also, it is important to make sure that you have taken care of all the personal needs before starting such as getting a drink, using the bathroom, washing hands, having a snack, and whatever else you can think of that would be an excuse to get off the piano bench during practice time. Also it might not seem important but an optimum environment also means setting the appropriate room temperature and proper lighting. All in all, you know what is best for your children to give them an optimum environment.
Remember that YOU the parent are the MENTOR for your child. So, YOU run the practice in that you decide when it should start and end.
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