2022/11/30 by Alison Hooper
Neuroscience · Psychology · Social Sciences · #Early Childhood Education and Development #Neuroscience and Music Perception #Reading and Literacy Development
paper · doi:10.1002/trtr.2167
crossref issued 2022/11/30 · crossref published 2022/11/30 · crossref published-online 2022/11/30 · openalex publication_date 2022/11/30 · crossref created 2022/12/01 · crossref published-print 2023/01/01 · crossref deposited 2023/08/19 · openalex created_date 2025/10/10 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/01
Abstract The article highlights connections between music and movement activities and emergent literacy development among infants and toddlers. I review how music is linked to phonological awareness, oral language, vocabulary, and other related skills that support reading, like executive function. I also highlight the benefits of including teacher‐facilitated, hands‐on, active music experiences, even when teachers may lack confidence in their musical abilities and music training. The article provides teachers with easy‐to‐implement activities to use in the classroom to explicitly support literacy through developmentally appropriate and engaging music and movement activities, including songs, instruments, movement, and song‐based picture books.