Self Limiting Beliefs

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If I were to ask you to sing me a song right this second, what would you do?

My money is on a nervous giggle, followed by your hands flying up to cover your mouth and an emphatic “NO! I can’t sing!”

Now, what if I was to ask you to drive around the block? Make a cup of tea? Tell me your favourite line from a novel or touch your nose 10 times?

We do all these things without thinking about the fact that once upon a time, we had no idea how to. Driving, physical coordination and reading are all skills that we have had to learn over time. And guess what, my friend? Singing is a skill that you can learn too! 

So, what’s stopping you from breaking out into song (outside of your car or shower)?

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Is it the voice of your grade 2 music teacher in your head telling you to just mime the words at the school Christmas concert? Is it the memory of your little sister telling you that you must be tone-deaf as you happily sang along to Gangster’s Paradise? Or perhaps it’s recalling the first time you heard a recording of your voice played back to you and you suddenly felt vulnerable, insecure and embarrassed. 

Sadly, the messages we hear from people around us, as a child, often becomes our own inner narrative as adults. 

We stop ourselves from jogging around a park because we tell ourselves we’re not a runner. That we’re too uncoordinated, too slow, too unfit. 

We stop painting for pleasure for fear that it’s just a waste of time because we suck at it. No one likes it, it’s cringy, weird. 

We stop ourselves from launching our dream business because our story tells us we are not the sort of people who make big successes of ourselves. Business is for other people, smart people, organised people. 

And, we stop ourselves from singing - a simple pleasure that can bring so much joy into our day-because of that lifelong self-limiting mindset we’re carrying around with us. 

STOP. 

Turn down the volume of that noise in your head. Open your mouth and let the sound out. You CAN sing. You can sing for the joy of singing. You can sing to watch your child’s eyes light up. You can sing to remember your grocery list. You can sing to experience those big, deep, incredible gulps of air that help you to feel on top of the world!

I’m not telling you that you’re Taylor Swift but I am telling you, in her words, can you just stop. Stop telling yourself that you cannot sing. You can!

How to sing a song (in 5 easy steps):

  1. Start small. Or start big! A karaoke night or coming along to one of our classes. It’s up to you!

  2. Feel the music in your belly.

  3. Hum, sway, dance until your song is romancing your vocal cords and willing you to let it out

  4. Open mouth. 

  5. Sing. 

I know you can do it. I see you.

I watch you gathered around birthday cakes and stopped at traffic lights. I watch you walking in time with the music coming through your headphones. I hear your whispering lullabies to your sweet baby in the supermarket checkout line. 

Let’s start a revolution. One where we stop listening to all that critical self-talk and start listening to the song in our hearts. Imagine if we all sang a little more. What would your world look like?

Let it out.

Let it go.

Let me hear you sing.

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Why Active Listening Skills Are Important

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As busy parents, carers and teachers, we can all understand the difference between listening and really listening. Focused listening, otherwise known as active listening, requires a few extra elements than just being in the same room as the person talking. Active listening means you are:

 Fully concentrating

 Understanding what is being said

 Responding (verbally or non-verbally)

 Retaining (and organising) the information being communicated

With all these elements in play, it is easy to see why active listening is a skill rather than a natural response. So, how do we build the skill of active listening in children so that they can not only communicate more effectively with their peers but so that they may develop better listening habits with parents and carers? One way is by using carefully selected songs to enjoy together throughout the day.

One of my favourite songs to help develop active listening skills in children

A fun and simple song I use to foster active listening is A-Tisket A-Tasket. Have you sung this one before? It’s a folk song from the 19th century but you may be more familiar with the upbeat version released by one of my absolute favourite musicians, Ella Fitzgerald (in the 1930’s). Check it out on YouTube to get the melody (and a whole lot of magnificent jazz improv) if you like. I’ve made a few adjustments to the lyrics (from Ella’s, but am in keeping with the original folk tune) to keep it short and sweet and perfect for practising active listening. Here’s the version I use:

A-tisket, a-tasket
a brown and yellow basket
I wrote a letter to my love
and on the way I dropped it
I dropped it, I dropped it
Yes, on the way I dropped it
A little boy picked it up
and put it in his pocket.

Once we’ve sung the song once together, I ask the children

“What colours were my basket?”

Depending on their age, I can usually see them thinking back over the song and trying to come up with the answer. If they can’t remember, I suggest that we sing it again. The second time around, I have their:

 Concentration

 Understanding of the lyrics as they ask themselves “what colours are the basket?”

 Memory retention while they wait for the end of the song so they can respond with the correct answer

As you can see, the second round of this song engages all those lovely active listening skills!

But it doesn’t end there. I then ask them…

“Who picked it up my letter?”

Again, we sing the song so they can discover the answer for themselves and continue their active listening. I also go on to ask questions such as:

“How many times did I drop it?”

“Where did the little boy put it?”

Or I mix up the colours of the basket or who picked it up and see if they can catch the changes.

By the time we have covered all the possible questions, the children have engaged in active listening 10 times instead of once or twice and they have a fun game to play well after we’ve finished for the day.

When children are listening for specific information using the same piece of music, they actually take in a lot more than just the lyrics. They are hearing the tone, the pitch, the beat and all the other wonderful elements of the song in a relaxed and easy exercise.

When used creatively, there are an endless amount of songs that can be modified to practice active listening. Using familiar pieces of music can help the children build confidence in this area while they strengthen this essential skill. Want more great songs to enjoy together? Make sure you subscribe to my mailing list where you get songs delivered straight to your inbox. Sign up here.

Love, Julie.

Ella Fitzgerald (1917 – 1996). If you’re not familiar with this magnificent woman’s music you’ve been missing out. Look her up and fill your ears and heart with song.

Ella Fitzgerald (1917 – 1996). If you’re not familiar with this magnificent woman’s music you’ve been missing out. Look her up and fill your ears and heart with song.

Why ALL Kids Need Bubbles (At Every Age!)

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Have you ever noticed how blowing bubbles brings delight to adults and children alike?

There is something about their rainbow sheen, as they float slowly to the floor, that captivates like few other things. The benefit of enjoying this experience with children of all ages doesn’t end with the pure pleasure it adds to any activity. There are many developmental aspects that are fostered by blowing bubbles and, of course, many of these translate directly to music making.

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Babies and Bubbles

Simple, inexpensive and effective, blowing bubbles is a great tool to keep up your sleeve for those moments when you need a joy inducing distraction for your little ones. But that’s not all. One of the most significant benefits to baby’s development is that it can also help babies with eye tracking.  

Babies are born sighted but with pretty poor vision. Muscular development has to occur by using the eyes. Think about how fascinated babies are by dappled light and shadows moving through leaves gently swaying in the breeze or by a slow-turning mobile above their cot. The shapes in front of them as they lay on a mat for tummy time can have them staring and cooing ages! All of these moments are not only helping baby understand the world around her, but they are also providing valuable opportunities for her eyes to focus on moving object and light. They are strengthening the muscles used to help her focus, to adjust focus from near to far, and back again, in quick succession.

Playing with bubbles provides a beautiful and fun way to engage with your baby while providing them with excellent moving target practice. As you blow the bubbles for her, they move not only up and down, but closer and further away and side to side, literally any way the wind takes them. These delighting balls of bouncing and reflecting colour and light are teaching cause and effect and understanding gravity all while strengthening her depth perception and toning those eye muscles. Plus, this input sends valuable information back to her brain, which is growing at a monumental rate. 

Babies are discovering and starting to understand the natural laws that govern our world. Bubbles provide a beautiful play based way of learning about object permanence, and sometimes, the lack there of. POP!

Toddlers

Toddlers usually love to move their bodies; enjoying bubbles gives them the perfect opportunity to strengthen their gross motor development amongst other lifelong skills.

As they stretch and reach for the bubbles, they’re experiencing weight transference (shifting weight from one leg to another) and balance. These skills are essential when it comes to developing their motor coordination. But it doesn’t end there! By playing with bubbles, toddlers are learning:

 Social awareness - Watch out for your peers as you catch those bubbles!

 Depth perception - Is that bubble close or far away? The rapid catching, stomping and eye tracking that is required for successful bubble-snatching requires toddlers to use their depth perception and hand-eye coordination. These skills foster appropriate vision development in a relaxed setting.

 Cause and effect - Pop! Repeating an action again and again and getting the same outcome helps toddlers to understand the impact of cause and effect. You may notice your toddler anticipating the pop of the bubble once they get the idea of what a strategically poked finger can do.

 Proprioceptive stimulation, development and awareness - The proprioceptive system is located in our muscles and joints and provides us with a sense of body awareness. It can help children regulate their responses to sensory stimuli so it’s an important element to cover. The act of blowing the bubble wand, jumping and stomping can calm a toddler and keep their attention focused.

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Pre-schoolers and Big Kids

Now that your littlies are a little bigger, it’s their turn to blow those bubbles! You may not realise it, but taking a breath, focusing on the bubble wand and directly blowing can foster so many skills in pre-schoolers and older kids.

Did you know that slowing down the breath has an impact on your emotional state? No wonder it is so important during meditation and yoga! Recognising their control over the way they breathe is a great way to introduce the concept. Talking of control, directing and intentionally focussing their breath is another fabulous skill when it comes to, your guessed it, music making!

They’ll also be working on their:

 Vocal health - Music makers who breathe properly don’t strain those precious developing vocal chords.

 Breath consistency and control

 Turn taking skills

And they’ll be asking themselves (but not in so many words!)

 How can I move my lips to angle this air?

 How can blow faster or slower to make it work?

 How can I make my breath steady and aimed just right, to make those really BIG bubbles?

A very simple activity with some seriously worthwhile payoffs, enjoying bubbles together is sure to create a lot of laughter in amongst the skill building.

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Here’s some lyrics for a few songs you’re sure to know from class, that we love using for bubble playing fun…

Tiny Bubbles
Tiny bubbles in the bath
Make me happy
Make me laugh
Tiny bubbles make me warm all over
and I know I’m going to love you
Darling, ‘til the end of time. 

Pretty Bubbles
See my pretty bubbles watch them twisting turning
Pretty bubbles dancing to and fro
Pretty rainbow bubbles watch them twisting turning
Moving fast and slowing down
Now blow.
Pop, pop, pop. 

Ten Little Bubbles (Ten Little Indians - Traditional, adapted)
One little, two little, three little bubbles
Four little, five little, six little bubbles
Seven little, eight little, nine little bubbles
Ten little bubbles go pop, pop, pop!

Blow in the Wind (Bend in the Wind - Roberta McLaughlin, adapted)
Blow in the wind
Blow in the wind
Blowing, blowing and blow
Blow in the wind

Want more songs? Simply search for the hashtag #juliesharesasong on Instagram to find
some favourites sung by yours truly!

Prerecorded Music and Kid's Music Classes

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Recorded children’s music, such as that produced by Playschool, The Wiggles and other performers, is fantastic for when you and your child want some entertainment, but do recorded soundtracks have a place in classes which bring children and adults together to experience making music? Does a CD curriculum have the same flexibility as music created by a teacher in class? 

When adults and children create sounds to explore, they have an opportunity to take it in their own direction: to raise or lower the pitch, to speed up or slow down the beat. To explore music, they create themselves with their voices or instruments, to use their imaginations. With the prescribed tempo (speed) of a recorded soundtrack, the child has no opportunity to see what happens when they make the music faster or slower, when they change the beat from a slow, to a fast rat-a-tat-tat. 

When children lead and adults follow, children gain power over the sounds they make with their bodies and instruments. A group of children playing on drums can set the tempo themselves and lead the adults to follow them. Even when the teacher’s voice leads, she’s able to be sensitive to the children’s imaginations as they explore ‘what can be done and what can be changed’, rather than following a prescribed, pre-set songlist. 

Recorded music has a place in our lives, how else would we be able to enjoy full symphony orchestras flooding our lounge rooms with brilliant walls of sound, (I highly recommend Mars from the Planets by Holst), and Queen’s Bohemian Rhapsody in all of is harmonic richness while dancing in our underpants in a Tom Cruise from Risky Business fashion, with or without a hairbrush microphone, (anyone, anyone? Too much?) but does prerecorded music always or even, ever, have a place when a child is exploring the sounds an instrument can create and how they can make music with it? Or when they are finding their own voice? 

When they explore a shaker egg, even a baby will discover they can make different sounds depending on how they hold it and how fast or slow they shake it. When the child is bound by prescribed tempo and rhythmic patterns they don’t have the opportunity to experience what sounds they can make. Without the restriction of a recorded soundtrack, a teacher can follow the lead of the child and let the rest of the class to follow along. Or she can suggest (demonstrate) a different beat and see if the children can adapt to the change. When we allow children to follow an informed teacher instead of a recording, she’s able to set the pitch to suit their developing voices. This is imperative for good vocal health, and will teach singing, rather than droaning or shouting. 

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Recorded music can be wonderfully entertaining and allows us to enjoy favourite songs and experience a huge variety of instrumentation, genres, timbres and textures. It has a place in every home, every car. But it does not have a place in every music class. 

When children come together to make music they can explore and bring their own experiences into play. Nobody is telling them how a tambourine must sound. Nobody is telling them what the bells can do. The child explores their voice and any instruments and takes their exploration further each time they use them. A high energy group of children might choose to bang the drums loudly and run around, on a quieter day everyone might want to lie down and have a relaxing experience of a song sung slowly. This kind of unaccompanied and play-based learning is incredibly flexible. 

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So when you’re thinking about music with your small children, explore the opportunities available but consider: do you just want to sit and sing along to pre-recorded music or would you like to explore the world of music you and your child can create together, guided by a teacher who is open and skilled to facilitate their exploration and development.

Don’t get us wrong, we’re not against children’s music, we are just a bit picky with what we think is worth exposing our own kids to. Here’s some really great music for children, that although it’s awesome, you still won’t find in our classes. But they’re fun, so check ‘em out!

Teenie Tiny Stevies (Went to their concert and wanted to join the band!)

Big Block Sing Song

Josh Pyke and Justine Clarke have this beautiful song, Words Make the World Go Around

Justine Clarke’s children’s songs

Holly Thosby’s album, See!

Eric Herman’s Cool Tunes for Kids, especially The Elephant Song

My kid’s picks are The Muppets doing Bohemian Rhapsody and Popcorn




You Asked, We Answered. FAQ about our music sessions.

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We get lots of questions from people regarding our music sessions-and we understand why! Trying something new for the first time can be an overwhelming prospect for both carers and children, especially if you have committed to an activity in the past only to find out it wasn’t a good match. We hope that by answering some common questions, we can put your mind at ease and give you the confidence to give our music classes a go. 

Does my child have to sit still?

In short, NO!

We believe that children learn best when given the freedom to move, sit, stand, roll, crouch and jump. We not only anticipate kids will move around the room during the class, we encourage it. As a carer our impulse is often to stop children from running in for a closer look or checking out what’s in the basket behind the teacher but please rest assured that it’s all a very healthy part of natural curiosity. As long as no one in the room is at risk of hurting themselves or another person then this is a safe space to be a kid! Our classes often start in a circle and end in a gorgeous arrangement of children sitting on laps, kids laying on cushions on the floor, mums and toddlers sitting back to back, babies breastfeeding and toddlers smiling. 

Where are the classes held?

Our group sessions are run from Frankston South Community and Recreation Centre on Towerhill Road, Frankston South. We chose this community hub as their rooms offer just the right amount of space for us to stretch out on the carpet while maintaining an intimate setting conducive to the creation of our little musical wonderland. 

Our one-on-one classes are conducted in our studio rooms in Frankston. Designed specifically for this type of music session, these calm spaces are quiet and free from distractions. 

Interested in our intergenerational classes? Come on down to Village Baxter. We use the community room in the retirement village for the comfort of both residents and families alike. 

What’s involved in a group music class?

Our classes are tailored to the various ages and stages of our participants but the common threads with all our classes are that children and their carers (when in attendance) will get the opportunity to:

  • Sing!

  • Engage in music and movement experiences

  • Experiment with familiar and new musical instruments

  • Bond with each other

  • Watch other children participate in music making

  • Play instruments alongside other kids

  • Take turns or participate spontaneously in songs

  • Be exposed to new lullabies, fingerplays, stories and songs

Our focus is on fostering a love of music in a relaxed and playful atmosphere so that the fun can follow you home to be enjoyed all week long!

When should I start my child in music lessons?

Immersing your child in music is something you can do from the day they are born. In fact, you can share your love of music with them even before they are born! Our music classes, which are suitable for all ages, are different to instrument lessons. Our music classes have an emphasis on experimentation, enjoyment, freedom of expression and building a foundation in all those skills in recognising pitch, tone and beat when making music. 

Instrumental learning has a focus on learning the skills necessary in playing that particular instrument as well as continuing to develop sturdy foundations in musicianship. We believe that children are typically ready for this style of learning from around 7 years old, and would be happy to conduct an assessment lesson and discuss your child’s readiness, should you be interested. 

As always, feel free to get in touch and clarify anything that’s on your mind. We are always happy to help and make the transition in to our music sessions as easy as possible for both you and your children. See you there!

How Singing is the Easiest Form of Self-Care for Mums and Dads

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How singing is the easiest form of self-care for mums and dads

In our busy lives, it is easy to be seduced by the idea of all the self-love marketing tactics. We see ads for mascara telling us parents that we are “worth it” and we use our precious ‘me time’ for an express mani-pedi while mentally running through our to-do list. Of course, adornment and maintenance can all be a part of taking care of our bodies but it is certainly not the be all and end all when it comes to self-care. The best type of self-care is when looking after our body, mind and spirit align and we walk away feeling fulfilled, refreshed and with a more relaxed attitude towards life!

It goes without saying that here at Sounds Like This, our favourite self-love activity requires no additional props or resources. Everything you already have is everything you need. Here’s our 3 favourite ways that singing can help you feel on top of the world.

Benefits to your physical health

Think you have to hit the gym to get exercise? Not so! Singing is actually a wonderful way to breathe in loads of additional oxygen which can increase aerobic capacity. Plus, your lungs and diaphragm get a good work out too as your project your voice. Furthermore, your posture can improve as you naturally move your body to create more space for your lungs and core.

Still not convinced that singing can improve your physical health? Well if you live with someone who experiences low quality sleep it might be time to engage them in a duet before bed. Singing can strengthen the palate and throat muscles which can decrease sleep disruptors like snoring and sleep apnea. What’s not to love?

Look after your mental health

Singing makes you feel good. It may seem obvious but have you ever thought of just why you feel amazing after singing along to your favourite song? It’s because singing is known to release endorphins-that happy brain chemical we could all do with a bit more of! And before you start thinking that your quality of the singing is not good enough to make those around you happy, think again. Pleasure, regardless of what the singing sounds like, is the result of the singing frequencies impacting our sacculus. This tiny ear organ responds immediately to any kind of singing with zero judgement of pitch, tone, volume or harmony!

Singing can also lower the amount of cortisol in your bloodstream while releasing overall muscle tension. That’s why singing in the car can make a long commute that much more enjoyable.

The social benefits

When you come to a class with Sounds Like This or any group music session, you have the opportunity to meet new people, form connections and improve your social life. As you sing in front of other people your confidence builds, you bond through a shared experience and all those feel-good chemicals signal to your mind and body that this type of experience is one to be repeated.

Immersing yourself and your children in different styles of music can also open up brand new experiences. Perhaps you discover you love jazz and decide to spend next Saturday night at a cool little jazz club in the city. You may join a choir, start going to live gigs again or even dig out those old CDs and reminisce with your partner about those good old, pre-kid days!

How to do it

Just sing. It’s as simple as that. Take a deep breath, open your mouth and let that music out. Your body, mind and soul with thank you for it.

If you’d like to find out all about the benefits of singing firsthand, why not join us with your little one at one of our group classes? Bookings via the booking page.  

When Your Child Won't Take Part in Activities

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It has taken you hours to get organised and here – and now your child won’t get down off your lap and participate!

Parents invest time and money enrolling their toddlers and pre-schoolers in organised, educational groups and classes. Playgroups, music groups, sensory play, story-time – millennial children have opportunities to fill every day and more. But what can you do if your little one resists engagement and prefers to watch?

Well, firstly, it’s okay by the facilitator and other adults! Relax – it’s not just you or your child. It is very typical for small children to stay close to their caregiver in any new situation and especially so during the multiple periods of separation anxiety of the first couple of years. Early childhood educators are trained to expect this and should not want you to push your toddler or older child to participate. As for other parents or grandparents, they have likely been in the same situation here or in another activity and they are on your side!

Commonly, it takes a few sessions for children to feel at home in a new space, with new people, new sights and sounds. Anxiety is a normal response and staying close to a trusted adult is a typical response. Allow your child time to become familiar with the space and reassure them verbally and physically.

There are other things you can do to help your child feel more comfortable:

  • Arrive early if you can. Walking into an activity which has already started is stressful for anyone. By arriving early, your child has time to meet the facilitator or teacher, see the space before many adults and children arrive and experience the space before additional sounds and other stimuli are added.

  • Guided by the leader, find a spot where you can observe others arriving and talk to your child about what they are seeing: “Here comes a child with a blue shirt like yours”. “That child is sitting on a cushion like we are”. “That person has a baby like your sister”. Gentle observations, with no expectation of response from your child. If they point to something or make a comment, reflect that observation back to them: “Yes – that child has a teddy too”. If they comment on sights or sounds in the space, acknowledge these too: “Yes, the music is playing. It is louder”. “The children are running around. We are sitting down.”. Allow time to just observe.

  • Participate yourself. Gently sing the welcome song while your child sits on your lap. Take part in an activity holding your child on your hip or secure in a baby carrier. Talk to your child about what you are doing, what the teacher is doing, what other families are doing.

  • Allow your child the space to begin participating in any way they wish. This might be gently bouncing on your lap instead of skipping around in the circle. It might be quietly making the animal sounds while everyone else acts them out more vigorously. Watch for subtle signs your child is engaged: a tapping foot when the music plays. Rhythmic movement when others beat the drum. Looking in the direction the teacher has indicated the children move to. Observation IS participation, just in a very subtle form.

  • Encourage engagement with small parts of the session that seem less overwhelming. If everyone is digging for bugs, sit with your child away from the main group and do a little digging yourselves. Watch the parachute go up and down while other children run under it and encourage your child to help you hold the edge. If everyone is painting rainbows, offer a pre-loaded paintbrush with just one colour and focus on that. Remember: process not product is most important. There will be plenty of make and take activities to put on the fridge one day – for now, focus on gentle experiences.

  • Follow up at home! This is my favourite way to engage reluctant children. Reproduce some of the activities in the security of home. Sing the songs from class: ask the teacher or Google for the lyrics. Improvise instruments that replicate those used or invest in a couple of inexpensive items like egg shakers or bells. Find some scarves in your wardrobe or op shop. Go digging for bugs in your own garden. Borrow books from the library that have been featured in story-time. Get out some blocks. Water your own garden. Do some simple messy play – outside makes it less stressful for you! Use the sessions you attend as inspiration for play at home. Rather than thinking your child should be learning, consider the classes as lessons for you in playing with your child!

  • If you find your child is still resisting participation a few weeks into term, then consider other factors: is it too close to nap time for your child? Are they hungry? Is the space to big or too small for them to feel comfortable? Would an indoor activity - or an outdoor one! - suit them better? Are they more interested in building cubbies with sticks than towers with blocks? Dancing than singing? Art more than gymnastics? Sometimes it is the case of the right activity at the wrong time or the wrong activity at the right time! So, ask about different session times or explore alternative activities. Smaller groups. Quieter spaces. Different sensory stimulus.

  • Take a break for a term and try again. If your toddler is experiencing high separation anxiety right now; getting two-year-old molars; recovering from illness; a new house or sibling or other big changes – it might be case of leave it for now and start over next term. Ask around if friends or family might take over your place in class or ask the teacher if there are families on a waiting list who might love your space! It’s okay to revise and revisit activities: remember the activity is for the child. If it isn’t working, then they are not enjoying it or learning.

At the end of the day, formal activities are additional to unstructured play at home. Classes and groups are as much about social connection for parents as they are learning opportunities for toddlers. They should be things you want to do, not something you feel you must do. Choose activities you feel comfortable engaging in – your child will pick up on your responses and if you are having fun, then they will start to as well. And before you know it, you will both be eager to get to class and take part in all the fun!




Silliness is a Superpower!

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Kids and dogs. When it comes to picking up the vibe in a room, always look to children or animals to see what their reactions are. Kids have a sixth sense for seeing through adults who are trying to win them over, trying to persuade them to behave a certain way or just trying too hard in general! That is why, when it comes to interacting with children, authenticity wins each and every time. The good news is, as complex human beings, we have a range of emotions we can access at any given moment to foster a sense of mystery, calm or wonder, depending on what the situation calls for. Some of the best advice I received during my music training was to find my inner silliness and let her out to play. I discovered that when it comes to working with children, being silly is a superpower!

That’s why all my lessons are underpinned with a sense of fun and playfulness that captures the attention and sparks the curiosity of my students. How do I do this in a genuinely authentic way?

Well, last week, I wore a tutu to class. That’s right, a beautiful, ethereal, soft mint tutu. Full disclosure: I actually have one in red too. I felt inspired by the children who come to our group sessions proudly sporting a fairy dress or princess crown. They spin and curtsy and hop from foot to foot as they dance around the room absolutely immersed in the experience. I looked inside myself and found that YES! I wanted to express myself in joyful and magical ways with my choice of attire too. And how lucky I am that my workplace is filled with gorgeous, tiny humans who celebrated this new outfit of choice with me.

I also make silly noises. It doesn’t feel awkward to make bopping sounds as I collect shaker eggs on my palms in front of a room full of people, it feels silly and fun! And feeling silly and funny engages those little ears and eyes as the pleasure of the unexpected captivates them. Being silly myself gives parents and children permission to be silly right along with me. And couldn’t we all do with a little more fun and silliness in our lives?

I move my body is silly ways. Be it the foot tapping, hip swaying actions accompanying My Aunt Came Back or simply using my hands to create a pair of glasses, our bodies are just made for movement. Loosening up, relaxing and really getting in to the musical experience role models to the children that music making is something to be enjoyed. It’s not all serious scales, it is fun and laughter and enjoyment. That is what music is all about!

My face. Have you ever made a toddler giggle just by pursing your lips and raising your eye brows? If you haven’t, you are missing out! We have around 40 muscles in our face which makes for some very silly combinations. Minutes after they are born, babies usually start scanning faces. They find them absolutely fascinating. Having a baby or toddler’s attention held by making funny faces fosters their social, emotional and visual development. Once you have their attention, they are much more likely to pay attention to what is being said (or how it is being sung) too.

However you choose to let out your inner silly, know that classes with Sounds Like This are always a safe space for adults and children to explore and play with their silly sides. Funny face, silly noises and tutus are always welcome!

X Julie

Why Paying $2 for a Music Group is a Rip Off

Group Music Class

Picture this…

It’s 10am on a Monday and you’re hitting music group with your toddler. You meet in a hall with around 20 other mums, dads, grandparents and nannies and just as many kids straining on their carer’s arms to get the party started. Someone gives you a cup of tea as you sit on a plastic chair on the sidelines and your child runs off to join the other kids.

“Great” You think to yourself “I love a cuppa.”

There are floorboards so the acoustics are a bit off. You begin to feel like you have to raise your voice to be heard over the thumping echoes of children running around as you chat to the mums beside you. You start wondering why the children are, in fact, running around chasing each other in circles. Someone falls over a stray sippy-cup and starts wailing. Does anyone have a band-aid? You side-eye a toddler wrestling another to the ground as the noise, energy and lack of parental involvement crescendo before your very eyes.  Isn’t this supposed to be a music group?

You pay your $2 and the moment all the children have been waiting for arrives. The group leader places a plastic tub of instruments on the floor and someone hits play on a children’s music CD. The children fall upon the bucket vying for the coveted single mini-recorder that squeaks as shrilly as a whistle and is very effective at irritating parents.

Then, the toddler dance party begins.

They jump up and down to The Wiggles for a few minutes, waving scarves and shaking bright yellow plastic maracas. There’s screaming, so much screaming. The children sing along to words they don’t yet understand and copy the actions of the leader as they rock-a-bye their bears. They stand, transfixed, copying, imitating, attempting to keep up with a routine that is just slightly too fast for them.

The dad next to you begins telling you about little Johnny’s toilet training exploits. You want to listen, you really do, you love chatting with other parents-it’s just that you’ve only now noticed that your little one is losing interest in the dance party and has begun to use the maraca against the wall to see what that sounds like instead. You excuse yourself and quickly make your way over to him to tell him off- ‘We don’t hammer walls with maracas”-and try to convince him to join in again just as a Justine Clarke song suggests spitting out watermelon pips. Your child obliges and makes spitting attempts in your direction. You wonder why he is being so wild when you notice all the other kids are following suit and falling about laughing as their spittle flies in each other’s faces.

The music ends. The teacups are empty. The children and overstimulated and tired. You are frazzled. You paid for this? Same time next week?

Everyone loves a toddler dance party-they can be a fun part of a Friday night for parents home with their kids- but this doth not a music class make! Are the kids being entertained? Yes-ish. Are they having value added to their musical development? No. Will you feel empowered and encouraged to replicate this kind of music experience at home? Definitely not!

At Sounds Like This we create a calm and cosy environment for children to build a strong foundation in music skills. We use real instruments in real time to foster an understanding of pitch, tone and beat. Our philosophy is that by giving parents the confidence to share music with their child, we can pass on a lifelong gift to the next generation. Ready to experience a real music class with teachers trained in music? Come and check us out.  


Your HOW TO Guide for Choosing the Right Setting for Your Child

music class choose

Choosing music classes is a little like choosing the perfect school. Just because a music class is near you, doesn’t mean that it will be the perfect match for you and your child. There’s plenty of factors to take into account so we’ve compiled a list to help if you’ve ever found yourself wondering “What should I be looking for apart from whether the music class is near me or not?”

1.
Experienced and accomplished teachers

This may seem obvious but when seeking out a music class or tutoring, you’ll want to be sure that the teacher is willing and able to tune in to your child’s needs. Look for teachers who invest in their own professional development and craft. Teachers, that not only have the education, skills and experience you are looking for but the enthusiasm and genuine love for teaching that is impossible to fake. Here at Sounds Like This, we offer trial sessions so you can be sure that our playful, relaxed, brain growing sessions are a good match for you and your child.

2.
Class times that suit your child’s routine

Tired toddlers or rushed parents may not be in the best state of mind to enjoy all the music making fun that music classes can offer. Choose a time that fits in with your routine and gives you a bit of a buffer at either side so you can be fully present. Sounds Like This offers a range of class times and days to deliver flexible options for busy families.

3.
Flexible delivery

Through our many years of experience delivering music classes (in addition to our own parenting journey) we have come to learn that when it comes to kids, flexibility can save the day! When researching music classes nearby, take a look at their expectations of the child. Although some structure can keep the class running smoothly, rigid rules can steal the joy for children and parents alike.

4.
Wider philosophy

Are you looking for a music class that will entertain your child for an hour a week? Or are you looking for a class that will foster development using music, teach you music skills to use at home and is underpinned by a firm knowledge of how music can impact a child’s brain? If it’s the latter, then Sounds Like This is the place for you!

5.
Gut instinct

There’s a lot to be said for the way an environment or person can make us feel. If you feel confident and relaxed during a class then your child will reciprocate with their own relaxed attitude. At Sounds Like This, we emphasis play in all our classes. We play with sounds, with instruments and with each other! Listen to your instincts and you will most likely know if a class is suited to you and your child.

If you’re after specific information about all of the classes we have on offer, please contact us.

  


kids music

Take Home Songs - Detta Detta

Take Home Songs Sing Parent

One of our favourite pentatonic songs from class.: Detta Detta.

Are you thinking '“What in the world does ‘pentatonic’ mean?” Well… it means we use the first, second, third, fifth and sixth notes of a major scale, or in Kodály (pronounced Co-Die) speak;
Do, Re, Mi, So and La. Leaving out the other notes. Pentatonic scales are used extensively in folk and classical music, but also form the basis for heaps of modern patterns that much of our pop, rock, funk, even metal songs are written in, and the pentatonic is just a side step away from the blues scale and a host of other rad tonal concepts that make up a rich tapestry of pitched musical patterns. In terms of musical development it is handy dandy to be able to hear.

Detta Detta is a charming Japanese folk song. If you sing it slower it may be used as a lullaby. As soon as you hear it, you’ll notice that the patten is very similar to other songs you may have heard from across Asia. It is not just western culture that’s pentatonic obsessed.

In Sounds Like This classes you’ll hear many pentatonic songs as well songs that when combined, make up the pentatonic patterns. Songs with just Do, Re, Mi and So, La, Mi. That means even if you’re not a comfortable or confident singer, we can step you through and support your listening, oral and aural development at the same time as the children.

I can not tell you the number of times that surprised and delighted parents have told us “Hey, I’m getting better at singing!”

Head here for the video.

Music Classes for Kids: 5 Ways Your Pre-schooler Will Benefit

preschool music brain

Did you know that music classes for kids can deliver a lot more than a session filled with fun and laughter? Maths, memory skills and scientific principles are all intertwined with music classes; for kids, this means that they are learning without even realising it! There are countless ways that your preschool-aged child will benefit from enjoying our music sessions but in case you still need convincing, here’s five thing we love about the impact music can have on learning:

1.
Improving academic skills

We love celebrating all skills that the children bring to our music classes and believe that everyone has their own special talents. When it comes to academic skills, music can help children gain confidence. For starters, reciting songs relies on short-term memory and eventually long-term memory. Plucking a guitar string teaches children about vibrations and recognising the patterns of beat introduces simple mathematical concepts. This hands-on learning allows children to directly experience and observe what is happening during our music classes for kids.

2.
Music can boost self-esteem

Self-esteem can impact several different elements of your child’s learning. Watching other children experiment with instruments, having the time and space to experiment themselves and enjoying the celebration and positivity we share during our session can all deliver a boost to your child’s self-esteem. Problem-solving is an organic by-product of music making and one that is very much enjoyed by the pre-schoolers in our sessions.

3.
Tailored objectives

Our small group sizes allow us to work closely with parents and children on individual objectives. If you have something on your wish-list for your child’s experience that focuses on their physical, cultural or social/emotional needs, let’s have a chat and come up with ways we can deliver this during our music classes.

4.
Linguistic development

Research shows that participating in music can spark changes in the brain; clapping along, singing or experimenting with instruments are all included! Sound processing, distinguishing similar-sounding syllables and impacts on the nervous system all contribute to linguistic development as well as early literacy skills. The most important part of this research is that these benefits are represented strongly in children participating in music classes. And how do we encourage participation in our music classes for children? By removing any and all pressure and allowing the child to make their own choice about how they join in. Foot on the drum? Fine! Sprawled across dad’s lap instead of sitting upright in a circle? Terrific! A cheeky smile in response to a question? Excellent! Allowing kids to relax opens up plenty of space for learning and developing a love for music making.

5.
Emotional regulation

Your pre-schooler may have emerged from toddlerdom with a little more impulse control and greater receptive language skills but emotional regulation is still something that needs time and opportunity to grow. Emotional regulation can assist kids in facing change in their lives (such as a new sibling or starting school.) In addition to this, research also shows that dancing can help children learn how to share and cooperate as well as develop skills in working together. Using intentional music experiences to calm pre-schoolers down, such as a calming lullaby at the end of the session, can help children deal with stressful situations. Parents and carers can also develop their skills in delivering these experiences and use them at home as needed!


Music classes can bring a profound benefit to so many children as it is an important form of communication and self-expression. Aside from our points listed above, the love of music that children can develop during our classes would have to be our favourite outcome of all.

Click here to take a look at our music classes for kids.

5 ways to benefit preschooler



5 Books You Can Sing to Your Kids

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Let’s face it, there are some books that your kids love that you feel like hiding at the back of the shelf. Sometimes though, mixing it up by singing the story instead of reading it can be enough to get you through another rendition! Here’s our top 5 books that you can sing to your kids when you have read it so many times it’s at risk of getting “lost”.

Where is the Green Sheep? By Mem Fox

Do you already know this one off by heart? What you might not know is that each “Where is the green sheep” just cries out to be sung instead of read. Experiment with your genre and see what your child likes best. May we suggest an operatic solo for those times when a few deep breathes are needed to wake you up to start the day (or calm you down at the end of it!)

Room on the Broom. By Julia Donaldson

This one is a bit longer than your average picture book so if it is on high rotation, it may be time to keep things interesting by turning it into a song. The rhyming language means you can not go wrong-the words will keep the beat and you just choose your notes. Your child is almost guaranteed to love any way that you sing this! Because there are a few different characters in this one, you can even experiment with different characterisations to take your storytelling to the next level.

Any type of alphabet book

You know this one already. It’s as easy as A-B-C! Experimenting with the tempo can take these books all the way to bedtime; when sung in a soothing, calming way the humble alphabet can be very relaxing. This one gets extra points as when you take turns singing the letters with your little one, you’re giving them a head start in recognising the order of the alphabet.

We’re Going on a Bear Hunt. By Helen Oxenbury

This one is fun (seriously!) Once you learn how to sing this story you will find yourself using it in the backyard, at the park and even venturing up your hallway with your kids. It encourages exaggerated movements as you walk through tall “grass”, pick your way through “mud” and finally run back home to bed! Again, it uses repetitive language so maybe a simpler story for your kids to learn too, allowing them to join in with you.

It’s Raining, It’s Pouring

There are many versions of this as lots of clever people decided to take a classic nursery rhyme and turn it into a storybook. The advantage of this is that you probably already know the tune so you can fudge your way through any additional lyrics that the author may have added in there. Needless to say, this is the perfect choice for those rainy days when you are stuck indoors all day.

This is just the tip of the iceberg when it comes to popular books you may already own. Take another look at that bookshelf and see what other songs are hiding in there!


Gross Motor Development in Toddlers; 5 Ways Music Can Help

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Motor skill development in toddlers can be a tricky area to navigate as their impulse control catches up to their physical coordination. Therefore, bumps and bruises seem to be an anticipated norm when it comes to gross motor development in toddlers. Research shows that limiting screen time may assist your toddler in developing across each area of development so if they are not sitting still, they’ll naturally be on the move. As with many areas of development, time and practice makes perfect!

There are many ways in which music can aid gross motor development in toddlers. Music making or dancing along to their favourite songs encourage the use of all those big muscle groups and help to develop their emerging coordination skills. Here are five ways you can further assist your toddler in developing gross motor skills using music:

1.
Exposure to a range of instruments

Using their hands to bang a drum uses their Biceps and Triceps as well as all that fabulous hand-eye coordination. This make a great first step. Graduating to shaking bells while marching to a beat gets those little legs moving and encourages core strength as they hold their bodies upright and move around. The more fun your child has using these big muscle groups, the more often they will want to engage in these strengthening activities. As the joy in play is reinforced, these types of experiences will become second nature.

2.
Dancing to music

Introduce your toddler to dancing with scarves or ribbons and watch the way their movements change. Ask them to move like a butterfly, hop like a kangaroo or swim like a fish and see just how broad their range of movement can be. There’s also nothing wrong with a good old-fashioned disco dance-off either! Jumping to the beat offers the opportunity to stretch those legs out and anticipate landing safely.

3.
Sing songs with actions

Moving on from finger-play songs can be an exciting time in toddler development-for both child and adult. They may be ready for big, body movements as they enjoy songs like Head, Shoulders, Knees and Toes or Row, Row, Row Your Boat. Sit with your child facing you as your sing these songs together to allow him or her to mimic your movements.

4.
Take them on a horsey ride

Singing songs together about galloping through the fields or trotting down the lane while you bounce your toddler on your knee provides the chance for your child to identify what muscles they need to engage to keep their balance. Plus, these types of songs are really fun and your toddler is highly likely to absolutely love them. Added bonus: As your toddler grows, you’ll be strengthening your legs at the same time! So much more fun than squats, ha ha!

5.
Bubbles

Singing about bubbles while your toddler attempts to catch them can offer such joy to a parent and child. All that jumping, waving and clapping is strengthening their hand-eye coordination and gross motor development. They will just think they are having fun though! For a song about bubbles you can sing with your kids, click here (insert link to bubble song)

Music and movement can go hand in hand very naturally and is a great way to get your toddler moving without any pressure to perform a certain task in a certain way. The pleasure in music and movement is all in the process for your toddler and can be really enjoyable for both child and adult alike. How many other ways can you think of to get your child moving using music?  


How to Grow Your Baby’s Brain with Music

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Fostering you child’s development and focusing on growing your baby’s brain can be a bit overwhelming for new parents! Before you read on, rest assured that when we speak about “growing baby’s brain” we are simply identifying providing the opportunity for what maturation naturally provides, given the optimal environment. Studies show that singing to a baby (even out of key, pitchy, made-up-words songs) can make babies calmer and happier. Imagine that! You can grow your baby’s brain while singing your favourite song. Win-win! Here are a few of our favourite ways that your baby’s brain may grow by using music:

Language development

While expressive speech may be a few months off, learning how to understand the rules of language is occurring from day dot. Turn-taking is an important element of communication and by using music, you can offer your baby the chance to begin to develop this skill. Sing songs that require copying or call and response to give your little one the idea that when you finish, he or she starts. Side note: Mastering the pause that is usually required to elicit a response can feel unnatural for an adult. Once you have sung your part, look at your baby expectantly and count to ten slowly in your head before you are tempted to fill in the silence for them. The idea is to let them know it is their turn without them wondering why you have finished the song and moved on!

Sensitivity to pitch structure in music

Studies show that when babies are given the opportunity to experiment with music making (not just passive listening) they will show a preference to in-key pieces of music earlier than babies who have not. In addition to this, babies who have had this experience also show larger and earlier brain responses to musical tones.

Understanding their world

One of the many, many things that a baby’s developing brain is organising is understanding how their world is structured. Their little brains are hardwired to sort sounds into categories. Was that someone speaking or just footsteps? Was that the neighbour’s dog or a washing machine? All these noises and sounds allow them to create a memory bank of their knowledge about the world. Being exposed to music exercises this ability to sort sound and provide another opportunity for pleasure.

Listening, making and enjoying music together doesn’t have to be just another task on your to-do list. It can be a wonderful way to bond with your baby and spend some quality time in each other’s company. When your day is filled with feeding, washing, cooking, settling, why not take some time out to enjoy the simple pleasure of music together?

Song suggestions for the first 6 months

  • Round and Round the Garden using your fingertip on baby’s palm

  • Rock-a-bye-baby as you rock baby gently in your arms

  • Hush Little Baby. The repetition in this one is great for bedtime. It’s also perfect for tired mums and dads as if you forget the words, just sub in anything that rhymes!

  • 1-2-3-4-5 Once I Caught A Fish Alive is wonderful for when your baby is learning to track with their eyes. As you count off your fingers, watch your little one be captivated by your movements.

Once you get started, you’ll discover opportunities for music everywhere. There are songs about just about anything and everything and if there is not, then just make one up to suit your purposes! There was one a little baby, who had to fall asleep. Close those little eyes, and don’t make a peep…


Toddler Music Makers; 5 ways to enjoy music together

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Toddlers are such an interesting bunch aren’t they? One moment they are exploring outside then the next they are sitting quietly looking at a story book. They are busy little humans, developing new skills faster than they can squeeze all your favourite moisturiser down the bathroom sink (which is pretty fast!) For toddlers, music can soothe, excite, entertain and delight. When your child becomes a toddler music maker though, they will experience cognitive benefits that support their early development. Here’s 5 easy ways to enjoy toddler music activities at home:

1.
Pot and a wooden spoon

Before you start to cover your ears and never speak to us again, keep in mind that simply hitting a pot with a spoon can encourage your little toddler music maker to sporadically keep time. Grab your own pot and spoon and imitate what your toddler is doing-copy their rhythm and see how delighted they are to be running the show!

2.
Finger plays and hand motions

Most toddlers love to join in on a song but sometimes the language is not quite there for them to sing along. This is where joining in by doing the actions encourages enjoyment and participation while their verbal skills develop. Sing songs such as Twinkle-Twinkle, Insy-Winsy or Open, Shut Them and role model the movements to your toddler as you sing. They’ll soon understand the link between the two and you may even find a few song requests coming your way by little fingers twinkling in your face!

3.
Outdoor music

If the idea of the spoon and pot is a bit too much for you to handle at the moment (or if you have a sleeping newborn in the next room) then outdoor music may be just what you are looking for. Many parks have a musical element built in that is perfect for your little toddler music lover! Here’s a couple of our favourites:

  • The Park on Schnapper Point Drive, Mornington. This park has some chimes set up. Do a treasure hunt beforehand to find the perfect stick to use or B.Y.O beater!

  • Ballam Park, Frankston. Aside from being an amazing playground, this park features Talk Tubes. One person speaks into a mouth piece while another, some distance away, can hear the sound through at their end! Lots of fun to be had experimenting with sounds, songs and noises.

Take a closer look at your local park and see what opportunities there are for toddler music activities.

4.
Using bells while dancing

If you toddler is a natural dancer, enhance the experience by adding some bells in to the mix. There are many kids of bells that a toddler can enjoy however for dancing, wearing the bells on their ankles and wrists frees up their hands for all the movement they will want to be enjoying. While their body responded to the beat, the bells respond to their movement and a lovely feedback-synergy takes place.

5.
Introduce a range of music into your home

Perhaps the most important element is introducing your toddler to a range of music. Watch the way they respond to classic music versus a pop song. See if they seem to prefer a particular musical over all others. Share with them songs from when you were a kid and let them witness your own joy in singing along. In the car, at the dinner table, while doing chores; all opportunities to expose your child to another musical experience.

As you can see, there are hundreds of ways in which you can begin to enjoy music with your toddler. How many more toddler music experiences can you think of?


Music Lessons for Kids – What to Expect

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Nervous about starting music lessons for your kids? Fear that they may require your mini maestro to know his or her Do, Re, Mi from their Fa, Sol, La, Ti? Our group music lessons for kids are designed specifically to bring out the joy of music. We take play-based learning to the next level! In addition to focusing on joy, there are also many opportunities in our music lessons for kids to gain musical knowledge. We believe that when kids are playing, kids are learning.

What to expect

In our mixed age group sessions, we provide a relaxed and informal setting to ensure that parents and kids all feel as comfortable as possible. Our venue for the group music lessons for kids is the Karingal Place Neighbourhood Centre-with a park next door and café across the road it is perfectly placed to enjoy a morning with your little one. The room is set up before arrival with cushions on the floor; when you arrive, simply take a seat and wait for the magic to begin!

As we move through a series of songs and activities, your child (and their carer) will have the opportunity to:

 Join in on the songs (or not!
 Move around the room
 Contribute to call and response songs (again, or not!)
 Play alongside each other
 Experience a range of musical instruments

We remove all expectation of how the children will use this time to explore all the elements of
music, singing and play that we introduce. Our only guideline is maintaining the safety or each
individual in the room. This means that if your child wishes to hold 7 shaker eggs instead of 2, their choice will be embraced and celebrated.

Why do we choose to deliver relaxed music lessons for kids?

We believe that play based learning offers challenges that will extend a child’s problems solving skills in a supportive environment that respects the whole child. We invite the child to play, however the greatest learning takes place when participation is freely chosen. Focusing on the process allows our music lessons to unfold in a way that responds to the needs of each individual child in the class. If your child wishes to beat a drum enthusiastically than our teacher will skilfully respond to that movement with a song about thunder before gently softening her voice to encourage a change in tempo. The learning takes place so naturally that sometimes it is only upon reflection that the adults in the room realise what has occurred!

Will music lessons suit my kids of different ages?

Our mixed aged group lessons are a wonderful way for siblings to enjoy an activity together. It can be a challenge to find something suitable for a toddler and a pre-schooler however because our classes use play, varying skill levels and attention spans are all catered to. A note on siblings: A reluctant participant can often be encouraged to join in when they have a sibling in the room- especially one who is younger and perhaps still in the pre-verbal stage. The older child may be tight lipped when prompted to sing their name as part of a song however they will announce their sibling’s name on their behalf loudly and proudly seconds later! Using this role of big brother or big sister can be a wonderful way to foster all that emerging confidence.

We offer a free trial lesson so please feel free to come and try out our music classes at a time that suits you. We hope to see you and your little one soon!

Get in touch.

Take Home Songs - Tiny Bubbles

song take home bubbles

Did you know that tracking moving bubbles is fantastic for children to strengthen their eye muscles, making depth perception more accurate. Children are born sighted, but with poor vision as these muscles, like all of our muscles, need to work to gain strength.

The benefits continue when children are old enough and strong enough to stand, as catching bubbles is great for weight transference from one foot to the other as they reach to pop them. Something as simple as playing with bubbles can have big benefits.

Take this song home from class and share it with your little ones. Tiny Bubbles is perfect for bath time or playing the the backyard. With summer on it’s way why not play outside with some water, a couple of buckets and cups and some bubble mix. Hours of entertainment and learning and SO MUCH FUN! X Julie

Social Connectedness: Without the Pressure!

social music connect connection

Mother’s groups, play groups, Kindergarten events; it seems that historically there’s been a well- worn path for the social lives of parents. From the first contraction to the first day of primary school we squeeze in play dates and coffee between nap times and work. Most children appear to enjoy the social aspects of such groups and the benefits to child develop can be immense. For example, social interaction for most toddlers fosters:

 Language development through playing alongside or cooperatively with their peers

 Emotional development as the child begins to develop skills such as sharing and turn-taking

 Social development when the child discovers the consequences of resisting said sharing and turn taking!

For many parents, the idea of enjoying a cup of tea and venting about sleepless nights while their children work out how best to steal another’s toy can be the highlight of the week. But for others?

Read more…

social music connect connection parent

Take Home Songs - Baloo Baleerie

take home songs baloo baleerie scottish lullaby
lullaby baby toddler sing

https://www.instagram.com/p/BfKJ5hChsPK/?taken-by=soundslikethiskids

Baloo Baleerie is one of my favourite Scottish lullabies. In our children’s classes we use songs from all over the world, but try to select most of our repertoire from the ethnic backgrounds of the children present, so that they have strong cultural links to their past. Like so many Australians I have convict heritage, specifically from Scotland. I imagine my great great great grandparents may have been sung this beautiful lullaby as children.

Here it is (sped up a little to fit the whole thing into the video) so feel free to learn it, then take it nice and easy at home.

xx Julie