Developmentally Appropriate Musical Practice

Developmentally Appropriate Musical Practice (DAMP) is a series of musical experiences that educators can provide to young children (birth through Age 8) during the school day. These experiences can provide a positive influence on the social, emotional, physical, and intellectual development of these children

DAMP experiences are grounded in research studies in music education and early childhood education.

History of Developmentally Appropriate Musical Practice

DAMP was coined in 2011 by music education researcher Dr. Guerino Terracciano while conducting a study for the effect of a hands-on music education in-service program on early childhood educators’ attitude, knowledge, and self-efficacy for providing DAMP in the learning environment with young children.

Terracciano^[1] states the following:

Several studies have investigated the effect of music education on the early childhood educators’ capacity for promoting Developmentally Appropriate Musical Practice (DAMP) in the learning environment with young children (de l’Etoile;^[2] Nicholas;^[3] Rogers, Hallam, Creech, & Preti;^[4] Saunders & Baker^[5] ). For example, these studies show that when providing educators with quality musical resources, they are able to gain the confidence and the knowledge to successfully promote musical experiences during the traditional school day. On the other hand, these studies also suggest that music education has an effect on the young child’s social, emotional, physical, and intellectual development.

Music education in relationship to cognitive development has been acknowledged throughout history (Dewey;^[6] Gardner;^[7] Collins, Griess, Carither, & Castillo^[8] ). For example, in the areas of language and literacy development young children have the propensity to learn their everyday spoken language by acquiring the vocabulary words through active engagement during music activities (Moomaw & Davis^[9] ). (p. 1)

Types of Developmentally Appropriate Musical Practice (DAMP)

Music and movement

According to the book titled Smart Moves, learning is not all in our head. Hannaford^[10] stated that the more young children move the better they will learn. As a result, movement stimulates neurological development, which explains the potential it has on the learning process. Consequently, Gordon^[11] suggests that promoting movement while learning has the potential to expand the child's nerve network wiring system, therefore facilitating understanding of the element of rhythm. Gordon's empirical research goes on to explain that young children construct musical understanding through movement. Gordon looked at movement as an important learning process that the body must undergo in order for the learner to gain a comprehensive understanding of various elements of music, such as rhythm and melody.

The child’s singing voice and musical instruments

Giving students the autonomy to pursue music has shown positive results in students acquiring an interest of the subject. For example, Kemple, Batey, and Hartle^[12] suggest that exploration and play become vehicles for musical growth. When young children are given access to play a simple instrument, they unintentionally ‘construct’^[13] specific knowledge and information that relates to an area of interest. Fundamentally, through autonomous engagement young children develop intuitively an interest that the classroom teacher is not able to foster through direct instructional methods.

Identifying sounds

Children's musical interest may vary from exploring a specific instrument^[14] to listening to a type of musical literature that the child finds interesting because of his or her cultural background.^[15] In other words, early childhood musical interest lies with the involvement that the child is actively engaged in the learning milieu. Morin's^[16] article suggests that in order for students to develop a personal interest during the exploration of music, they need opportunities and experiences that have been aligned by the educator as developmentally appropriate. In essence, Morin communicates about the importance of giving young children ample opportunities to explore, manipulate, and play in the classroom.

Emergent literacy skills and musical concepts and methods

Historically, music education has been deemed an important subject in the lives of young children during their daily learning experiences (Monroe;^[17] Rousseau;^[18] McDonald;^[19] Brosterman^[20] ). Since 1838, the Boston School Committee in the United States adopted music as a branch of instruction in their public school system for the purpose of positively affecting students’ academic potential (Abeles, Hoffer, & Klotman^[21] ). During this period, music was given importance, based on the assumption that it could humanize, refine, and elevate our elementary learning communities through listening and singing (Greata^[22]). Subsequently, one of the first decisions for music instruction was related to its capacity and potential in fostering intellectual growth (Dewey;^[23] Seefeldt^[24] ).

References

^ Terracciano, G. (2011). A Hands-On Music Education In-Service Program for Early Childhood Educators: A Quasi-Experimental Study. (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database.
^ de l’Etoile, S. (2001). "An In-Service Training Program in Music for Child-Care Personnel Working with Infants and Toddlers". Journal of Research in Music Education.
^ Nicholas, B. L. (1993). The influence of an inservice music education program on young Children's responses to music (Doctoral Dissertation).
^ Rogers, L.; Hallam, S.; Creech, A.; Preti, C. (2008). "Learning about what constitutes effective training from a pilot programme to improve music education in primary schools" (PDF). Music Education Research. 10 (4): 485–497. doi:10.1080/14613800802547748. S2CID 145380369.
^ Saunders, T.; Baker, D. S. (1991). "In-Service Classroom Teachers' Perceptions of Useful Music Skills and Understandings". Journal of Research in Music Education. 39 (3): 248–261. doi:10.2307/3344724. JSTOR 3344724. S2CID 143871025.
^ Dewey, J. (1898). The school and society. The University of Chicago Press, Chicago, IL.
^ Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books. ISBN 9780465025107.{{cite book}}: CS1 maint: publisher location (link)
^ Collins, K.; Griess, K. J.; Carither, K.; Castillo, D. M. (2011). "It's all in the game: Designing and playing board games to foster communication and social skill". YC Young Children.
^ Moomaw, S.; Davis, J. A. (2010). "STEM comes to preschool". YC Young Children: 12–18.
^ Hannaford, C. (1995). Why learning is not all in your head. Atlanta, Georgia: Great Ocean Publisher.
^ Gordon, E. (2000). Rhythm: Contrasting the implications of audiation and notation. Chicago: GIA Publication, Inc.
^ Kemple, K. M., Batey, J. J. & Hartle, L. C. Music play: Creating centers for musical play and exploration. YC Young Children, 59(4).
^ Piaget, J. (1950). The psychology of intelligence. London: Routledge & Kegar Paul.
^ McDonald, D. Music in our lives. National Association of the Education of Young Children. Washington, DC.
^ Hughes, F. (2003). Sensitivity to the social and cultural contexts of the play of young children. New York: Teachers College Press.
^ Morin, F. (2001). "Cultivating music play: The need for changed teaching practice". General Music Today. 2. 14: 24. doi:10.1177/104837130101400204. S2CID 141669731.
^ Monroe, W. (1900). Comenius and the beginning of educational reform. New York: Scribner’s.
^ Rousseau, J. (1928). Rousseau on education. London: Edward Arnold.
^ McDonald, D. (1983). "Montessori music for young children". Young Children. 1. 39: 58–63.
^ Brosterman, N. (1997). Brosterman, N. Inventing kindergarten. New York: Abrams. New York.{{cite book}}: CS1 maint: location missing publisher (link)
^ Abeles, H. (1994). Foundations of music education. New York: Schirmer Books.
^ Greata, J. (2006). An introduction to music in early childhood education. New York.: Thomson Delmar Learning.
^ Dewey, J. (1898). The school and society. Chicago, IL: The University of Chicago Press.
^ Seefeldt, C. (1995). "Art-serious work". Young Children. 3. 50: 39–45.