Patterns of Music - NAEYC.pdf
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as listening to music, are especially impor- tant in supporting developing mathematics concepts in children from infancy to 5 years old
Research on music and music therapy suggests that math and music are related in the brain from very early in life
indicate that children have the potential to be more engaged when lis- tening to steady beats than when listening to verbal-only instructions
Music is made up of rhythmic patterns and can be structured to make the patterning simple or complex, depend- ing on the activity.
Children learn mathematics through actively engaging their minds in as many different ways as possible. • Thinking about relationships, such as bigger, smaller and faster, slower, and especially about pattern relation- ships, plays a special role in young children’s mathematical development. • Learning mathematics is a devel- opmental process influenced by the child’s physical, social-emotional, and cognitive learning and development, and nurtured by a stimulating math- ematical environment
Patterns inherent in the music are heard and felt simultaneously.
This early exposure to patterns is not intended to teach mathematics, although the caregiver is introducing the building blocks of mathematical understanding
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