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What鈥檚 in a song? A lot, when it comes to the early childhood classroom. Whether used to build community during circle time, to introduce or reinforce a concept, to transition children from one activity to another, or to offer opportunities for creativity, self-expression, and enjoyment, music and movement are critical components of excellent early childhood teaching.

However, music and movement are among the activities that COVID-19 has made challenging. The Centers for Disease Control and Prevention (CDC) suggests that the virus can travel in the microscopic droplets expelled from the respiratory system when someone sings or moves. As a result, educators and families have raised doubts about the safety of singing and moving in early childhood education settings. Even for programs that have moved to all-virtual teaching, music and movement may be an afterthought.

That鈥檚 unfortunate. Music and movement are important in children鈥檚 lives. When children sing and move, they develop tools for self-regulation and emotional connection, and their enjoyment helps them cope with daily life events. Music and movement also help children learn and grow across other developmental domains. Joyful and engaging music and movement activities are essential to a comprehensive early learning program.

Recognizing the importance of music and movement in early childhood, the 强奸视频 for Music Education (NAfME) has collaborated with the Early Childhood Music and Movement Association (ECMMA) to provide guidance for educators. Based on CDC recommendations and the most recent research, they offer strategies for safer music and movement activities in person and virtually. Teachers can share these strategies with families to help allay their fears about the health and safety of music and movement during significant health crises like the COVID-19 pandemic.

Singing More Safely in the Classroom

To minimize risk, NAfME and ECMMA recommend that children singing in a group wear a face mask, stay 6 feet apart, and face the same direction. Singing should be limited to a maximum of 30 minutes, and good ventilation is required. Additionally, early childhood educators should consider these approaches for singing safely in an early childhood setting:

• Record yourself singing or use recordings of others singing as a way to limit your contribution of aerosolized particles. If you select and play videos of children singing, be sure those videos represent a variety of gender expressions, races, and ethnicities.
• Consider not having all children sing at once. Designate a 鈥渟inging spot,鈥� where assigned 鈥渟ingers of the day鈥� go and sing for the class (keeping masks on and with appropriate spacing).
• Children who aren鈥檛 鈥渟ingers of the day鈥� can sing in their heads or keep the beat of the song by using a variety of body percussion options. These include stomps, claps, or patting their knees.
• Use books that are also songs to maintain interest among those not singing. Select songs and books that represent music and people relevant to your students. (See 鈥淢usic and Movement Resources鈥� below.)

Moving More Safely in the Classroom

Similar to singing activities, NAfME/ECMMA guidance suggests children stay 6 feet apart and wear a mask during movement activities to lower the risk of infection. Teachers can help children maintain that 鈥渟elf-space鈥� by using something to mark the floor, such as spot dots or Hula Hoops. Outdoors, teachers can define space with chalk or tape.听Once students are aware of and maintain their distancing, they should be allowed to move freely.

To encourage movement, teachers can try these activities:

• Beat-keeping, such as moving specific body parts like the head, arms, shoulders, and feet, or moving side-to-side, swaying forward, and rocking back. Define individual movement spaces with spot dots or Hula Hoops.
• Engage in hand-clap games with a chair or other object as the child鈥檚 partner.
• Try walking, marching, and skipping in a small personal circle.
• Consider going outside for socially distanced movement if weather permits.

Singing and Moving Virtually

If music and movement take place virtually, teachers should provide live, interactive engagement that is developmentally appropriate and focused on relevant learning goals.听Virtual music and movement activities can include moving creatively to recorded music, chanting and singing, and creating songs and stories.

When providing music and movement instruction virtually, consider these activities:

• Encourage everyone to sing!听Children can sing as much as they want while muted, so encourage them to sing out loud. Be aware, though, that individual children may have situations that limit how loud they can sing, such as a napping sibling or sharing their learning space with others. Connect with families on a regular basis to learn about each family鈥檚 situation, what鈥檚 working, and what鈥檚 been a challenge.
• Invite children to take turns being the lead singer with the songs they know. As the facilitator, teachers can mute the other children to prevent issues with lag and feedback.
• Encourage children to identify space limitations or barriers by incorporating directed movement activities that explore boundaries. For example, we like to use the song 鈥淟ook to the Window鈥� from Music Play: The Early Childhood Curriculum:

Look to the window 听

Look to the door听

Look to the ceiling听

Look to the floor

After the first time through the song, we ask children: 鈥淚s there anything on the floor that you鈥檒l need to pick up so you can move safely? Please do that now.鈥� Then, to continue the song, we ask children to suggest movements that we can substitute for 鈥渓ook,鈥� such as 鈥減oint.鈥�

• Ask children or caregivers to share school-appropriate songs they enjoy singing by providing a YouTube link or a video of themselves singing the song. When families share these recordings, it provides a window into a child鈥檚 life and helps teachers make connections between classroom content and the child鈥檚 world. Preview the link before sharing to ensure it is appropriate for your community.听If so, encourage all participants to view and sing along.
• Invite families to participate in a way that works for them during both singing and moving activities. This may mean they鈥檙e off camera at times.
• Ensure diversity in who is represented in the songs and videos you share so children can make connections to their own social identities and interests.
• Because you won鈥檛 be able to monitor everyone鈥檚 participation, give caregivers and children plenty of ongoing encouragement to sing. Use props (like puppets) to encourage singing.
• Provide recordings of music with movement directions spoken on the track. This will give students a chance to perform the movements on their own and in different settings.

Photograph: Courtesy of the author.
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