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BACHELOR OF EARLY CHILDHOOD EDUCATION WITH
HONOURS
JANUARY 2023 SEMESTER
HBMS4903
ASSESSMENT IN EARLY CHILDHOOD MUSIC EDUCATION
NO. MATRIKULASI : 950211135204001
NO. KAD PENGNEALAN : 950211135204
NO. TELEFON : 012-5816099
E-MEL : elizajara@oum.edu.my
950211135204 HBMS4903
PUSAT PEMBELAJARAN : MIRI LEARNING CENTRE
ISI KANDUNGAN
Bil. Kandungan Muka surat
PART 1 WRITTEN ASSIGNMENT 3-6
ONLINE CLASS
PART II 7-8
PARTICIPATION
Reference
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Appendix Appendix A
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Appendix B
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PART 1
QUESTION 1:
Music is an effective tool for promoting children's overall development. It helps
stimulate multiple areas of the brain, including the language, cognitive, and emotional
centers. When children engage in music, it helps strengthen neural pathways and connections,
leading to improved memory, language, and literacy skills. Music can also enhance children's
social and emotional development by promoting social interaction and building self-
confidence and self-expression (Wood et al., 2011).
Early childhood educators must choose developmentally appropriate songs that match
the child's age, interests, and developmental stage. For example, young children between the
ages of 2 to 3 years old are still developing their language and communication skills. Nursery
songs with simple lyrics and repetitive melodies, such as "Twinkle, Twinkle, Little Star," are
ideal for them. On the other hand, children between the ages of 5 to 6 years old have more
advanced language and communication skills and can benefit from nursery songs with more
complex melodies and meaningful lyrics, such as "You Are My Sunshine."
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Educators should also consider the child's cultural background and experiences when
selecting nursery songs. For instance, if a child comes from a bilingual household, educators
may choose songs in both languages to help promote language development and cultural
appreciation. Similarly, if a child has an interest in a particular musical genre, educators may
choose songs that align with that interest (Standley et al., 2008).
In addition to choosing developmentally appropriate songs, educators must also create
a positive and engaging learning environment that fosters children's love for music. This can
include incorporating musical instruments, movement activities, and opportunities for
children to create and share their music. Educators can also use music as a tool for promoting
literacy and numeracy skills, by incorporating songs that teach letters, numbers, and basic
concepts such as shapes and colors (Young et al., 2014).
Hence, music is an essential tool for promoting children's overall development, and
early childhood educators must choose developmentally appropriate songs that match the
child's age, interests, and cultural background. By creating a positive and engaging learning
environment, educators can help children develop a love for music that will benefit them
throughout their lives (Wolf, 2010). Here are some further elaborations on the rationales for
choosing the nursery songs discussed above:
For 2 to 3 years old:
At this stage, children are beginning to develop their language and communication
skills. Therefore, nursery songs with repetitive lyrics and easy-to-remember melodies are
ideal for them. "Twinkle, Twinkle, Little Star" meets these criteria and is perfect for helping
children develop their language skills. They can learn new vocabulary, as the song introduces
them to the concepts of stars, the sky, and the universe. Children can also learn about
rhyming words and practice their pronunciation as they sing along. The song lyrics is
provided in the appendix section.
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In addition, this nursery song provides a fun way for children to learn and practice
their fine motor skills, which are essential for their physical development. As they sing and
do the hand gestures, they improve their hand-eye coordination and strengthen the muscles in
their fingers, hands, and arms.
The musical activity suggestion for 2 to 3 years old: "Musical Freeze Dance". As the
musical Freeze Dance is a fun and engaging musical activity that promotes physical
movement and listening skills in young children. The activity requires the children to dance
freely to the music until the music stops, at which point they must freeze in place until the
music starts again. The music can be chosen based on the child's interests and can vary in
tempo and style to keep the activity exciting and engaging.
The assessment method is through observing to ensure children enjoy, learn and dance
through the nursery song. The assessment for this activity can be based on observing the
child's ability to follow instructions, their listening skills, and their physical movement. The
teacher can observe whether the child can freeze in place when the music stops and move
again when the music starts. Additionally, the teacher can assess whether the child is moving
their body in response to the music and if they are demonstrating different movements based
on the music's tempo and style. The teacher can also take note of the child's level of
engagement and participation in the activity.
The assessment tools are necessary to prepare for examine the progress and effective
of the musical activity toward children development. The assessment can be conducted using
a checklist or a simple observation sheet that includes key skills and behaviors to be observed
during the activity. The checklist can include items such as:
1. The child can follow instructions to dance and freeze when the music stops.
2. The child demonstrates listening skills by responding to the music.
3. The child demonstrates a variety of physical movements, such as jumping,
twirling, or hopping.
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4. The child is engaged and enthusiastic during the activity.
The assessment tool can be completed by the teacher during the activity or afterward,
and can provide valuable insights into the child's physical, social, and emotional development
(Moore et al., 2016).
For 5 to 6 years old:
At this age, children have developed their language and communication skills, and
their cognitive and emotional development is more advanced. Therefore, nursery songs with
more complex melodies and meaningful lyrics are ideal for them. "You Are My Sunshine"
meets these criteria and provides children with a more challenging song to learn and sing.
The song lyrics is provided in the appendix section for further reference.
The song's lyrics are relatable and teach children the value of positive relationships
and the importance of expressing their feelings towards loved ones. Children at this age are
becoming more aware of their emotions and need guidance in expressing and managing them.
Therefore, songs with positive messages and uplifting tunes can help boost their self-esteem
and promote positive thinking.
Additionally, singing nursery songs can be a fun and interactive way for children to
learn about different cultures, traditions, and customs. "You Are My Sunshine" is a classic
American nursery song that can help children learn more about American culture and history.
It also provides a way for children to connect with their peers and form meaningful
relationships.
For a 5 to 6 years old children, the musical activity can be selected as "Musical
Storytelling" attract children intention for learning and playing together.
Musical storytelling is an engaging activity that promotes language development and
creativity in young children. The activity involves the teacher reading a storybook while
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playing instrumental music that matches the story's mood and setting. As the story progresses,
the children are encouraged to use musical instruments or their voices to create sound effects
that enhance the story's narrative. The children can also be encouraged to suggest alternative
endings to the story and use music to express their ideas (Lillard et al., 2013).
The assessment for this activity can be based on the child's ability to listen actively,
express their ideas creatively, and work collaboratively with their peers. The teacher can
observe the child's level of engagement and participation in the activity and their ability to
create sound effects that match the story's mood and setting. Additionally, the teacher can
assess the child's ability to suggest alternative endings to the story and use music to express
their ideas.
The assessment tool can be prepared to comprise the assessment instrument and the
activity and conditions of assessment. The assessment can be conducted using a rubric that
includes key skills and behaviors to be observed during the activity. The rubric can include
items such as:
1. The child actively listens to the story and uses music to enhance the narrative.
2. The child expresses their ideas creatively using musical instruments or their voice.
3. The child collaborates effectively with their peers to create a cohesive musical story.
4. The child suggests alternative endings to the story and uses music to express their
ideas.
The rubric can be completed by the teacher during the activity or afterward, and can
provide valuable insights into the child's language development, creativity, and social skills.
In conclusion, choosing developmentally appropriate nursery songs is crucial for early
childhood education. Nursery songs provide children with a fun and engaging way to learn
and grow, and educators must select songs that are age-appropriate and relevant to the child's
developmental stage. By doing so, educators can support children's cognitive, emotional, and
social development, and create a positive and engaging learning environment.
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PART II
ONLINE PARTICIPATION
Miss Eli
Hello everyone, I’m ______________ . today we're going to have some fun with music and
movement! We're going to play a game called "Musical Freeze Dance." This game is all
about moving and freezing to the beat of the music. It's a great way to get some exercise and
have some fun at the same time.
Step 1: Set Up
First, we need to set up the music. Let's choose a song that the children will enjoy, and make
sure that it has a clear beat that is easy to follow. Today, we select a suitable nursery song for
the children which is the “Twinkle, Twinkle, Little Star ”. Once we have our music ready, we
can start the game!
Step 2: Explanation
So, here's how the game works. When the music starts, we're going to dance and move
around. We can move in any way we want – we can jump, spin, clap, or even crawl! But,
when the music stops, we have to freeze in whatever position we're in. We'll hold that pose
until the music starts again.
Step 3: Demonstration (You can lengthen your demonstration in this part)
Let me demonstrate how to play the game. I'm going to start the music, and when it starts, I'm
going to move around and dance. (Start the music and dance around.) Okay, now the music
stopped, so I'm going to freeze in this position. (Freeze in a silly pose.) And we'll hold this
pose until the music starts again. (Hold pose for a few seconds.)
Step 4: Practice Round
Let's try it together now. I'm going to start the music, and when it stops, we'll all freeze in
place. (Start music and dance with the participants, then stop the music and freeze.) Great
job! Let's try it again.
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Step 5: Variations
We can also add some variations to the game to make it more fun. For example, we can
change the way we move when the music starts – we can hop like bunnies, swim like fish, or
march like soldiers. We can also add some props, like scarves or ribbons, to dance with.
Step 6: Conclusion
That was so much fun! "Musical Freeze Dance" is a great way to get some exercise and have
some fun with music and movement. I hope everyone having fun with this musical activity.
Thank you for joining me today!
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Reference
Lillard, A. S., Hopkins, E. J., Dore, R. A., Palmquist, C. M., Lerner, M. D., & Smith, E. D.
(2013). Montessori preschool elevates and equalizes child outcomes: A longitudinal
study. Frontiers in Psychology, 4, 1-12.
Moore, R. S. (2016). The effects of music on the emotional and social development of young
children: A literature review. Journal of Research in Music Education, 64(4), 469-
486.
Standley, J. M. (2008). Music as a therapeutic intervention in medical and dental treatment:
Research and evidence-based practice. Journal of Music Therapy, 45(2), 130-162.
Wolf, M. (2010). Prenatal and infant exposure to television. The Handbook of Children,
Media, and Development, 176-192.
Wood, E., & Hall, E. (2011). Music and early childhood. European Journal of Early
Childhood Education Research, 19(1), 67-78.
Young, S., & Glover, J. A. (2014). Integrating music and movement in early childhood
education: A review of the literature. International Journal of Education & the Arts,
15(1), 1-20.
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Appendix
Appendix A
“Twinkle Twinkle Little Star” Lyrics
Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
When the blazing sun is gone,
When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.
Then the traveller in the dark,
Thanks you for your tiny spark,
He could not see which way to go,
If you did not twinkle so.
In the dark blue sky you keep,
And often through my curtains peep,
For you never shut your eye,
‘Till the sun is in the sky.
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As your bright and tiny spark,
Lights the traveller in the dark.
Though I know not what you are,
Twinkle, twinkle, little star.
Twinkle, twinkle, little star.
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star.
How I wonder what you are.
How I wonder what you are.
Appendix B
“You are my sunshine” Lyrics
Song by Christina Perri
You are my sunshine
My only sunshine
You make me happy
When skies are gray
You'll never know, dear
How much I love you
Please don't take
My sunshine away
The other night, dear
As I lay sleeping
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I dreamed I held you
In my arms
When I awoke, dear
I was mistaken
So I hung my head and I cried
You are my sunshine
My only sunshine
You make me happy
When skies are gray
You'll never know, dear
How much I love you
Please don't take
My sunshine away
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