Musicality and identity in early years music

This is a short reflective article I wrote for Music Teacher magazine. You can read the full article here. An extract is given below:

Dr Shaddai Tembo is a speaker, trainer and lecturer in early years. Here he reflects on cultivating musicality in young children and how this contributes towards a sense of identity, family connectivity and social inclusion

Music and early childhood are deeply intertwined. Research tells us that, even before birth, singing to babies in the womb can foster language acquisition and holistic development. As children grow, music continues to be an essential part of their learning journey, from songs and patterns to rhymes and rhythms, all of which help them develop a sense of self and connection with others. Music moves children in deeply embodied ways, helping them make sense of the world through rhythm and sound. In this article, I share a few reflections on musicality from my experience.

Custodians of a rich tradition

I have worked in and around early childhood for over a decade now, with musicality being a near-constant feature across all my work, directly and indirectly, with young children. At the outset, despite not considering myself ‘musical’ in a formal sense, I quickly amassed a repertoire of songs – many familiar to those in the early years sector. Most educators, I believe, have at least 10–15 ‘go-to’ songs for any occasion, from structured activities like circle time to ad hoc moments during free play. These songs become seasonal, cultural, and celebratory mainstays, whether for Christmas, Eid or other special occasions. Every time we sing, we breathe life into these musical stories, passing them along to new generations of children. In this sense, educators become custodians of a rich, ever-evolving tradition of musicality in early childhood, preserving and adapting it for the unique communities they serve.