Begin to join in with rhymes and simple songs with a limited toneset (number of pitches) from different genres, cultures and traditions
Start with using soh-mi songs (the fifth and the third of a major scale) to develop pitch-matching skills. This can then be developed into songs using la-soh-mi (sixth, fifth and third) – e.g. ‘I’m the King of the Castle’ – then mi-re-doh (third, second, first), then doh to soh (first to fifth).
When choosing songs for early years children to sing, consider the toneset (the number of different pitches). Songs that have a limited toneset are best to develop accurate pitching. Songs that use the soh–mi pitches (the fifth and the third of a major scale) are a good starting point due to the common occurrence of this interval in our environment, e.g. ‘ding dong’, ‘nee naw’, etc.
While providing a secure basis for learning about musical elements and language, nursery rhymes generally cover a larger toneset (number of pitches) than early years children are able to sing. Adults can sing nursery rhymes to early years children, but if the intention is that children match the pitch, then the song should cover a more limited toneset.
Pitch range is also important. Because young children have very short vocal folds, they can comfortably sing a limited pitch range of D to B. Teachers should consider the pitch of the starting note to ensure the whole song can be sung within the children’s pitch range.
Sing simple songs and rhymes to and with children regularly, using a variety of songs from different genres, cultures and traditions. Encourage children to learn songs gradually by echoing lines, with lots of repetition.
Support nursery/school staff to pitch songs at an appropriate range for young voices when they are leading singing. They may be used to singing in their chest voice and may comment that they can’t ‘sing high’, but can be encouraged to find their high voices through exploring vocal sounds e.g. sirening. Suggest that they start a song a little higher than they usually would each time they sing it, and this will get easier over time.
Sing songs that use a variety of metres, including 3/4 and 6/8.
Nursery/school staff may not be familiar with the term ‘metre’ or the concepts behind it, but they will learn songs from you and repeat them with children outside of your sessions. Thus including a variety of metres in your songs will increase the prevalence of different metres in the day-to-day repertoire of the nursery/school.
Provide opportunities for children to sing both individually and in a group.
For many young children, singing ‘solo’ is not daunting or a progression from singing in a group, it is just something they like to do. Others may never sing in a more formal music session with or without others, but may be quite happy singing whilst playing elsewhere. If a child doesn’t want to sing on their own, just ask if you can help with their turn.
Whenever possible, sing unaccompanied (rather than using backing tracks) to support accurate and independent singing.
It is perfectly okay to sing the opening phrase to yourself to check you have an appropriate starting pitch before singing an audible ‘off we go’ at that pitch to bring everyone in.
Encourage children to sing songs from home.
Be ready with a response to any suggestions children may make that may not be suitable for sharing in the nursery/school context (e.g. in terms of inappropriate lyrics), without either endorsing the music or making a big thing of your disapproval, e.g. ‘That’s a good song for dancing, but those words are not okay for children to be singing.’
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