Supporting Children’s Development of Early Math Skills through Music and Movement

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singing-18382_640Songs, rhythmic chants, and small and large movement activities can be an enjoyable way to holistically support young children’s emerging math skills. Before children are able to count to ten or add and subtract, they are developing their mathematical understanding. In fact, the construction of mathematical concepts actually begins at birth. Music can therefore be a natural and enjoyable way to support the development of these skills in early childhood. Webinar presenters, Lili M. Levinowitz, Ph.D., Professor of Music Education at Rowan University, and Lauren Guilmartin, MA, Project Manager in Research and Development at Music Together, LLC, discussed how music inherently includes exploration of emergent math concepts, such as patterning, sequencing, proportion, and opposites (e.g., faster/slower, bigger/smaller).

In this edWeb.net webinar for the Arts & Music in Early Learning community, attendees learned the ways in which music, movement, and rhythmic chants can support even the youngest child’s growing mathematical understanding, all while the children and YOU are having fun with music!

Earn your CE Certificate for viewing this recording: Join the free Arts & Music in Early Learning community on edWeb.net and take a quiz to receive a CE Certificate for viewing this webinar. Past webinars, presentation slides, and CE quizzes are available in the Webinar Archives folder of the Community Toolbox.

Arts and Music in Early Learning is a free professional learning community (PLC) that helps educators create and integrate fine arts and music into their classrooms. The community hosts online discussions that make it easy for educators to stay connected over time with fellow teachers to share ideas, practices, examples, and lesson plans.  The community is a growing resource center with webinar archives, CE quizzes, and support materials that can be accessed anytime, anywhere. This program is sponsored by Music Together.

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