Preschool PianoKids! is a comprehensive early piano program that nurtures creative thinkers and supports inquisitive learners through true developmentally-correct piano lessons for preoperational children, age 2.7 through 6.
Specialized individual piano lessons which accurately addess cognitive developmental level
Use of materials created specifically for 3 year olds, 4 year olds, 5 year olds and 6 year olds..
(in additioin to private lessons) Small group class sessions (between 6-10 children in a peer group).
Comprehensive, state-of-the-art curriculum based on music instruction best practices, child psychology, development and cognitive neuroscience.
Computer-based music learning software available on multiple computer workstations.
Promoting a non-competitive, mutually cooperative music learning environment.
Cross-competent teachers (trained in performing arts and cognitive developmental neuroscience).
Full parental involvement with attendance to private lessons and direct supervision during home practice.
Customized database with printed lesson assignments, practice charts, and weekly data collection for ongoing assessment.
Best practices are defined by the National Association for the Education of Young Children (we are full members and support that society).
Download access to child development articles, MIDI files, specialized learning charts, and other 'goodies' fron our website.
Every child receives: CDs for home listening, a "piano" binder, specialized teaching materials, a sticker-book and a "practice buddy"--a cute furry stuffed animal!
On-the-spot guided discovery learning with parent and instructor guidance for better results
Generous incentive system involving sticker-books, sticker-charts, small toys & trinkets, and candy.
**We offer a seamless introductory piano lessons CREATED for older children called Piano Kids Academy! We cannot guarantee a smooth transition to traditional lessons or any lessons that teach using note reading as the focus and vehicle to learn piano. We urge parents to make that distinction.
What Is Developmentally Appropriate Practice?
Written by Dr. Marcie Zinn
Developmentally Appropriate Practice1 means
teaching young children so that we "meet them where they are"
providing achievable, yet challenging goals
The term Developmentally appropriate practice (DAP) was probably not coined by the National Association for the Education of Young Children (NAEYC), but no other organization today has gone as far as the NAEYC in developing what the term means. Developmentally appropriate involves a large number of decisions at all levels and under many auspices. DAP means that teachers are trained at the university level in a curriculum which emphasizes child development, then go on to supervised experience before they begin teaching. NAEYC lists five key areas of developmentally appropriate practice. I will list them here and comment on the implications for music education.
From Where We Stand, published by the National Association for the Education of Young Children (published by the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE).
We have their permission to publish their position here. Our annotations are in italics.
Here at PreschoolPianoKids, we take a firm stand on accountability and high-quality early education. We stand with federal, state and local decision makers about best practices in young children's education. Answers to these questions—questions about early childhood curriculum, child assessment, and program evaluation—are the foundation of this joint position statement from the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). We understand the need to make ethical, appropriate, valid, and reliable assessment a central part of all early childhood programs.
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. 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.
Early Childhood Education is undergoing vast changes. For music education, cross-competency is required. Here are a few of the issues we all face regardless of context.
Issue 1: Young children (6 or younger) are highly educable AND vulnerable. One of the fastest growing issues for them is the practice of simply "downsizing" teaching materials and practices from those meant for older children. That downsizing can not only turn a child off to education (due to the inappropriateness of the approach) but also may stress children. This downsizing is not the answer.
Issue 2: Young children are highly educable, vulnerable, and they are often end up in contexts which only offer only play (dumbing down). We recognize the need for unstructured play and are strong advocates of unstructcured play. However, here, we are speaking of education. Children can learn during these years and profit greatly from programs which offer a diverse curriculum designed to take advantage of their capabilities while looking out for their well-being. Stated differently, in music education, we can go way beyond movement and singing. .
Issue 3: Children come to us with different cultural, ethnic and language backgrounds. A DAP addresses every child's individual differences in terms of their background. Our attention to diversity has to include understanding of what the child experiences at home and within their social context.