Chelsea is joined by Jennie Ribadeneira Center Director of Capital City Music Together. They discuss how music boosts early childhood development, offering tips for parents to engage kids in musical activities from a young age.
Chelsea is joined by Jennie Ribadeneira, Center Director of Capital City Music Together. They discuss how music boosts early childhood development, offering tips for parents to engage kids in musical activities from a young age.
For more information:
Website - www.capitalcitymusictogether.com
Facebook - https://www.facebook.com/profile.php?id=100064778779401
Instagram - https://www.instagram.com/ccmusictogether/
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Chelsea: Today we have guest Jennie Ribadeneira. She has been the director of Capital City Music Together for the last 18 years. She has her elementary teaching credential as well as a master's in education. Jennie grew up in a family with lots of singing. She took piano, majored in musical theater, studied dance for decades, and had formal vocal training in college. She's also the mother of two. Hi, Jennie. Thank you so much for being here today.
Jennie: Hi, Chelsea. Thanks for having me.
Chelsea: Yeah. So, I was hoping to pick your brain today about just all this fascinating research about, um, the importance of music in early childhood. And, um, I know when you do your classes, you definitely dive into that with the parents that are there. What is it that you just love to make sure gets across to parents about the importance of music when they're here with their children?
Jennie: Yeah. So interestingly, um, I think most American families think of music education as something that you start with your kids when they're eight or nine, ready to pick up a guitar or piano or whatever. But actually, what happens in the brain is that music development starts much, much earlier, basically from the time they can hear. So, um, there's a misconception that many people have; they'll say to me, "Oh, we just don't have the music gene in our family." So parents will avoid music, thinking their kids won't be interested. They wouldn't think of singing songs and doing dance parties throughout their day as their kids are growing up. But here's how music development works: while musical genius might be something genetically linked, basic music skills like moving to the beat and singing in tune are something that every healthy, normal human brain is pre-wired for. Many people don't understand this. As long as kids are given the right environment, they will develop these foundational skills of moving to the beat and singing in tune. The reason we don't have an entire society of people singing beautifully in tune all the time is that the environment has to be a certain way. Our little brains come with the hardware, but we need the software to lay on top of it. This means children need to be actively involved in live music-making activities from the ages of about zero to six or seven. Once they hit seven or eight years old, they can still pick up these skills, but it's much harder. It's like learning a foreign language at 30 instead of one.
Chelsea: Right.
Jennie: So, here's the thing, and this is something that I hear all the time: people will say, "Oh, we're good, we listen to music all the time." But they're missing a crucial part, which is that kids need to be actively involved in music-making activities. If you're just playing them a wide variety of music, that's a good start, but your child will just passively consume it. Their brains aren't necessarily going to engage as actively as they would if they were moving their bodies, holding instruments, or singing along. These are ways to actively engage their brains.
Chelsea: So there's a difference between just putting the radio on or using your Amazon or Google to play music and actively engaging.
Jennie: Yeah, absolutely. Think of it like this: we often worry about our kids' social skills, right? You wouldn't teach your kids social skills by having them watch a video of other kids socializing. You want your kid to be in the party or at the park with other kids, figuring it out. The same goes for music. If your child is only exposed to recorded music, especially professionally produced music, they won't see music as something all humans do and can do, like walking or talking.
Chelsea: That's such a great comparison because it's true that we learn better from experience. I never thought of it that way. We listen to music, so it's always in the background. But I've always been concerned—well, I sang to my kids, but it was always like, "Oh, I don't know if I carry a tune correctly, so maybe I shouldn't sing to them." Does that hold up?
Jennie: No, that's a great point, and I hear it all the time. It really doesn't matter. What you're modeling for your kids when you sing, even if you can't carry a tune or keep a beat, is the act of doing it, not how you do it. My husband's parents had thick accents, but he grew up speaking American English without their accent. Your kids have many examples of perfected singing. What's important is that you provide the model by doing it. In our music classes, we tell parents, "I don't care about your skills or if you know the words. Just do it." This teaches your child that singing and moving to the beat are things our family does. They see you enjoying it, and that intrigue leads them to try it too.
Chelsea: Oh, that's amazing. And I think even pre-verbal, when they're just making sounds, they start making those sounds with the beat. It's one of my favorite things, hearing that beat come out of babbles. It doesn't even have to be words.
Jennie: Totally. Music Together has a saying: "You sing before you talk and dance before you walk." It's also important for parents to recognize musical behaviors in their children. Just like with talking, if your child says "cup," you validate and build on it. If you sing a song while changing a diaper and your baby makes a sound, that's their attempt to join you. It's crucial to recognize and validate these attempts.
Chelsea: So if you're singing a song and the child continues with a sound when you pause, what should parents do next?
Jennie: You can repeat the song or follow their lead musically, just as you would with language. Another thing I often tell parents is to take a song their child knows well, like "Twinkle, Twinkle, Little Star," and pause in the middle. The child's brain will fill in the missing part, either by singing it, making a sound, or thinking it. This kind of activity engages their brain musically.
Chelsea: It's beautiful. It starts with the parent modeling it and being active to engage the children. Then, you can watch as your child transitions from passive listening to actively engaging. It doesn't matter what instruments they have; even pots and pans can make noise and engage them.
Jennie: Exactly. Many parents ask what instruments they need at home, but you don't need specific ones. Just use what you have, like pots and pans. The key is for parents to model the behavior. If you're engaged in making music, your child will be curious and want to join.
Chelsea: So even if you're doing music at home and your child wanders off, you just keep going. They might come back out of curiosity and fascination.
Jennie: Yes, exactly. Compare that to an eight-year-old starting piano lessons, which can become a struggle if they're not ready. Music should be playful and something they freely choose to do. It's not about forcing them to participate.
Chelsea: That makes sense. So, if a child isn't interested in formal music lessons yet, what can parents do to continue exposing them to music?
Jennie: For kids who age out of our program at five, it's not time for formal lessons like piano, but you can explore other options. Children's choir, musical theater, or dance classes are great. Instruments like the recorder or a used ukulele are also good choices. The recorder is easy to learn and inexpensive. Ukuleles are great because they have fewer strings and are easier to play than guitars. Parents can learn the basics and model for their kids, who can then explore these instruments on their own terms.
Chelsea: I love that. We have a ukulele at home, and it's been a great way to introduce music. It's accessible and not a big commitment. It's also a way to connect and engage with your child.
Jennie: Absolutely.
Chelsea: Thank you so much for being here today, Jennie, and sharing your wealth of knowledge about music and the brain. I really appreciate it.
Jennie: Thank you for having me. It was my pleasure.
Chelsea: Perfect. Thank you!