The aim of this action research was to enable the collaboration between Emma Hutchinson, the Founder and Director of the Music House for Children, and Laura Gergees, a speech and language therapist, to examine how a child's language can develop via musical experiences, particularly focusing on vocalisation for children with language delay.
This research by Charlotte Arculus focuses on the relationship between musicality and funniness in two-year-old children's free play in a daycare nursery setting. It observes various sophisticated, and sometimes surprising ways in which children use communicative musical funniness to create strong complicit relationships with each other.
This document investigates recent evidence concerning the benefits of music making in the early years.
Research into the ways in which technologies are being used for music making with these young people, the legacy of such approaches and the barriers to engagement with technology in these contexts.
This article by Mary Fawcett is concerned with the role of music in communication with babies and toddlers, and the implications for research and practice in the future.
According to researchers at McMaster University in Canada - very early music training can benefit children - before they even learn to walk or talk - further details at https://www.youtube.com/watch?v=8Q2VbOUfUmk.
Watch the Sound Agency’s chairman, Julian Treasure, on one of his awesome TED Talks about the 4 ways which sound affects us.
This research report provides compelling evidence of the benefits of employing skilled Music for Health practitioners within healthcare settings. The research was commissioned by the Royal Northern College of Music and funded by Youth Music.
Written by Emma Hutchinson and Sudurjaya Therza of the Music House for Children, this article shows how music, when offered through appropriate playful activities, can nurture vocalising, language development and sociable empowerment in young children with a range of needs.
Musical opportunities for young deaf children up to the age of five in the Humber Region and York are the subject of a report published by Music4U and tackles an important, but under-researched area of provision for young deaf children, identifying examples of national and regional best practice.
The purpose of this article is to examine the strands and goals which arise from the four principles of Empowerment; Holistic Development; Family and Community and Relationships (Te Whāriki,1996) and to propose how music can be used in an integral way not only to meet the stated goals but also to promote them to their fullest potential.
This study finds that students who received music-enriched Montessori instruction had higher levels of mathematics achievement than students who received traditional Montessori instruction.
A three-year study compared children exposed to musical influences with those exposed to little singing or music in nursery schools. Findings indicated that the experimental group exceeded the control group in frequency of vocalisations, rhythmic movements, initiations of social contact, and positive emotional reactions.