"I Don’t Teach Music – I Teach the Child" | Music Education Advocacy for Early Years скачать в хорошем качестве

"I Don’t Teach Music – I Teach the Child" | Music Education Advocacy for Early Years

Discover why music education is foundational, not just enrichment. See how singing, movement, and play develop language, identity, and belonging in young children. In this video, Clare Seymour reflects on the final session of the three-year Musical Exchanges Project led by Lucinda Geoghegan. Learn how early years music education supports: Language and oracy development Cognitive processing and memory Emotional regulation and social cohesion Inclusion, representation, and belonging Identity formation and agency Clare explores a key insight from Lucinda: “I don’t teach music. I teach the child.” This philosophy underpins Diversitybuds’ approach — noticing each child, nurturing their sense of belonging, and extending their learning through musical play. Whether you’re a Music Hub leader, early years practitioner, or educator, this video makes the case for music as infrastructure — essential, not optional. Subscribe to Diversitybuds for more Early Years and KS1 music insights, DEI strategies, and practical resources. Share this video with colleagues to advocate for music education in your setting. This video is relevant for practitioners working within: • Early Years Foundation Stage (England) • Key Stage 1 music curriculum • Music Hub programmes funded through Arts Council England • Local Authority early years provision • CPD and Initial Teacher Training (ITT) contexts Based on partnership work delivered in Derby & Derbyshire, UK, this reflection supports educators nationally and internationally seeking to design safe, equitable and inclusive musical learning environments. For consultancy, training and accredited Diversity, Equity and Inclusivity professional development in early childhood music, visit Diversitybuds.org