Preschool Piano Kids! is a comprehensive early piano program that nurtures creative thinkers and supports inquisitive learners through true developmentally-correct piano lessons for 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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Indicators of Effective Assessment Practices |
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.
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What Is Developmentally Appropriate Practice? |
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Written by Marcie Zinn
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Developmentally Appropriate Practice1 means
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teaching young children so that we "meet them where they are"
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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.
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