Our program is built on decades of scientifically-based research about how children learn most effectively!

Scientific research proves that early music instruction has a positive impact on children’s outcomes in
language and early literacy. Download our Research Summary to further explore the connection.

Primary findings discussed in the Research Summary:

The Link Between Literacy & Language and Music:

• “Strong and reliable association” between music instruction and reading scores.
  
• Music instruction improves verbal memory, which is important for comprehension.
  
• Musical activities are effective for building listening skills.
  
• Songs are a good source of new vocabulary for young children, including ELL students.
  
• Distinguishing sounds within music prepares children to distinguish the sounds in words (phonemic awareness.)
  
• Brain research shows that music training improves how the brain processes spoken words (auditory processing) at the individual sound and sentence levels (prosody).
  
• Representing music and sounds with written notation builds a foundation for alphabetic writing.

The Link Between Cognitive and Social-Emotional Functioning and Music

• Playing music enhances spatial-temporal reasoning, skills needed for mastering mathematics and science achievement.
  
• Music lessons make young children more sensitive to emotions conveyed by speech prosody.
  
• For inclusive classrooms, musical activities are proven to increase social interaction between children.
  Programs that integrate playing music with movement have been shown to improve gross motor performance for young children of all abilities.

Proven-Effective Approach:

• Participation in our classes led to improved spatial-temporal reasoning scores, essential to mathematics and science achievement.
• Students in our classes performed better on identifying rhythm patterns, steady beat, and discerning vocal pitch.
• Four-year-olds in our classes showed higher levels ofself-control -- capacity to wait their turns, delay gratification, resist impulses, think before acting, and control motor movements --
  than non-participating children.

From: “The Effects of Early Music Training on Child Cognitive Development,” by Terry D. Bilhartz, Rick A. Bruhn, and Judith E. Olson in Journal of Applied Developmental Psychology. December 1999.

and

From: "The Effects of Kindermusik on Behaviorial Self-regulation in early childhood." by Adam Winsler and Lesley Bucenne. George Mason University , 2005