How Do We Develop the Oral Language and Singing Skill of Young Children?

The Role of Live Singing in Early Years Music and Language Development

In many early childhood music sessions—such as circle time—it is common practice (at least in our country) for the entire class to sing along with a pre-selected online audio-video resource chosen by the teacher. This method offers convenience and easy access for both teachers and students. Additionally, it serves as an instantly engaging tool, filled with auditory and visual stimuli that appeal to children—and sometimes even to teachers.

However, to what extent does this practice truly support early years learning in the context of music and oral language development?

Benefits of "Live" Singing

Who wouldn’t want the flexibility to choose a specific concept, topic, or skill to focus on when given the chance? Much like reading aloud, live singing enables teachers to reinforce, adapt, and set the pace of learning. If we aim to strengthen children’s phonological awareness and support their clear enunciation of words, live singing provides a more effective opportunity than recorded videos or audio tracks. These digital tools cannot fully replicate the responsive and intentional teaching made possible through live interaction.

Teaching Practices that Lead to Honing the Singing Skill of Young Children:

A. Model the use of the singing voice

Many teachers tend to choose songs that are comfortable for their own vocal range, rather than selecting music that fits the ideal vocal range for children. In our teacher workshops, we emphasize the use of the head tone (or head voice), helping teachers discover and practice this register so they can model a true singing voice for their students—instead of using their speaking voice. Understanding the difference between these vocal sources is essential.

B. Accompanied or unaccompanied singing should focus on:

1. developing better pitch recognition

2. choosing music in a key that suits young children's vocal range

To do this effectively, teachers should:

• Discover and consistently use their singing voice, encouraging children to do the same

• Use melodic instruments (when capable and available) to play the melody and guide pitch

• Select audio/video resources that are intentionally created to support children’s overall developmental learning and musical growth

  
  

Without discernment, technology can distract from or even derail our educational goals. Sophisticated graphics and flashy presentations may overstimulate children or shift focus away from the intended learning outcomes.

As teachers, let's keep in mind that singing is highly supportive of the children’s oral language development. Good music resources allow us to at least:

• Adjust tempo: Slowing down the pace helps children listen more attentively, follow the melody, and pronounce words clearly

• Encourage improvisation: Teachers and students can create new lyrics or variations to familiar tunes

• Change key: Teachers can modify the pitch of the song to suit children’s natural singing voices rather than adult vocal ranges

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The following music teaching videos were created with young children in mind.

Slow Version

This video is slower than the original to ensure that children can follow through better (knowing that early learners do not speak the words that fast). The original speed version of the music is also available on this YouTube playlist.

The selected musical key used in these videos encourages the use of the "head tone" singing voice. Most children's singing videos on YouTube (especially the Filipino Children's Songs) are written in a key intended for adults' range. It is usually low; thus, young children imitate this low range. One of the many reasons why children are growing up without knowing what the difference is between their speaking voice and their singing voice.

Have you ever heard the line?

..."I cannot sing!"

Let us always be selective of online content that we use for teaching. We might be doing these young children more harm than good.