What is Suzuki Early Childhood Education?
Suzuki Early Childhood Education (SECE) is a program in which a mixed age group of children meet weekly, building on concepts and skills laid out in the SECE repertoire while interacting with one another, their parents, and the teachers. The parent plays a central role in all activities in the belief that the parent is the child’s first and most important teacher. Through parent participation in prenatal, baby, and preschool classes, parents become partners in providing an enriched natural environment for the growth of their children.
Suzuki ECE seeks to build on the child’s natural delight in learning and lays the foundation for life-long learning that meets Dr. Suzuki’s goals for all children—to create an environment for children, free from pressure, in which they can gain skills, a sense of purpose in life, an understanding of discipline, and an appreciation of beauty.
Suzuki ECE seeks to build on the child’s natural delight in learning and lays the foundation for life-long learning that meets Dr. Suzuki’s goals for all children—to create an environment for children, free from pressure, in which they can gain skills, a sense of purpose in life, an understanding of discipline, and an appreciation of beauty.
How is Suzuki Early Childhood Education Different From Other Programs?
Explanation taken from Christine Goodner on www.suzukitriangle.com
1. Mastery : Unlike other programs where the music (both in class & listened to at home) rotates often: in SECE we always rotate between 2 set weeks of curriculum. The repertoire we use is built upon in layers and made more advanced for the students as they master it (much like instrumental playing and review pieces) but we keep coming back to the same curriculum we know in order to build mastery.
Children’s brains are wired to learn by repetition like this and we certainly want parents to understand the power of repetition & review and the impact it has on their child. In this class they can really see this in action. Mastery of the curriculum allows children the freedom to know the music inside and out & to be able to focus on other things like adding dynamics and musical timing and the many other concepts that are a part of class. I think it beautifully prepares everyone for the mastery we focus on through review in the Suzuki Method.
2. Character Development as a Goal of the Class: “Character First , then Ability” was a focus of Dr. Suzuki and that is also a focus of this class which is certainly unique. Waiting to take turns, sharing with each other by rolling the ball to a friend in class, and helping put instruments away with care are some of the examples of how we do this.
We hear stories about toddlers who go home and very gently pet the family dog and sing “Bow Wow Wow” to it (rather chasing it around like toddlers tend to do) and see very young children who learn to patiently wait their turn because they know a turn is coming their way.
Developing wonderful human beings, not just wonderful musicians, is at the heart of the Suzuki method and this class does it like no other Early Childhood Class I have seen.
3. Suzuki Parent Education: Since I started a good parent education system in my studio it has made a world of difference in how successful new families are and it has made my job as the teacher so much easier. This is even more true if a family comes to the studio from the Suzuki Early Childhood Class because so many parts of being a Suzuki parent are emphasized during the class as a natural part of attending.
Parents journal at the end of class and learn to notice tiny increments of progress that their child is making. They learn to ask questions and get encouragement and feedback from the teachers through these journals.
Parents learn to observe their children closely, how their child might approach learning new things, and that they are a critical piece of their child’s success.
4. The Power of at Home Listening: During SECE classes parents also see the impact of listening to the recording at home and how it affects the way their child participates in class and learns the music from class.The impact of repetition, to gain confidence and mastery over skills from the class, leaves a lasting impression about the power of review.
Some parts of the Suzuki method that are the most unique and need the most explaining when we start lessons are just a given and taken for granted when students start in an SECE class first. Teacher trainer Sharon Jones calls it a “3 year parent education program.”
5. Focus & Calm: There is a striking difference in the feeling of class between SECE classes and other types of Early Childhood Music programs that I have seen and worked in. SECE classes have a feeling of focus and calm. Parents of older children who have been in other programs tell us they notice it too. While there are times in class to be expressive and dance all around the room, most of the class is very focused in nature.
When children are calm they can learn more easily and from the start of class with the ball rolling, to the smooth changes between songs, the environment is one that promotes learning for each child. This is also a huge factor in helping students prepare for private instrument study. If students come into my studio having experienced and developed this focus and calm then we are ready to start making progress right away!
Children’s brains are wired to learn by repetition like this and we certainly want parents to understand the power of repetition & review and the impact it has on their child. In this class they can really see this in action. Mastery of the curriculum allows children the freedom to know the music inside and out & to be able to focus on other things like adding dynamics and musical timing and the many other concepts that are a part of class. I think it beautifully prepares everyone for the mastery we focus on through review in the Suzuki Method.
2. Character Development as a Goal of the Class: “Character First , then Ability” was a focus of Dr. Suzuki and that is also a focus of this class which is certainly unique. Waiting to take turns, sharing with each other by rolling the ball to a friend in class, and helping put instruments away with care are some of the examples of how we do this.
We hear stories about toddlers who go home and very gently pet the family dog and sing “Bow Wow Wow” to it (rather chasing it around like toddlers tend to do) and see very young children who learn to patiently wait their turn because they know a turn is coming their way.
Developing wonderful human beings, not just wonderful musicians, is at the heart of the Suzuki method and this class does it like no other Early Childhood Class I have seen.
3. Suzuki Parent Education: Since I started a good parent education system in my studio it has made a world of difference in how successful new families are and it has made my job as the teacher so much easier. This is even more true if a family comes to the studio from the Suzuki Early Childhood Class because so many parts of being a Suzuki parent are emphasized during the class as a natural part of attending.
Parents journal at the end of class and learn to notice tiny increments of progress that their child is making. They learn to ask questions and get encouragement and feedback from the teachers through these journals.
Parents learn to observe their children closely, how their child might approach learning new things, and that they are a critical piece of their child’s success.
4. The Power of at Home Listening: During SECE classes parents also see the impact of listening to the recording at home and how it affects the way their child participates in class and learns the music from class.The impact of repetition, to gain confidence and mastery over skills from the class, leaves a lasting impression about the power of review.
Some parts of the Suzuki method that are the most unique and need the most explaining when we start lessons are just a given and taken for granted when students start in an SECE class first. Teacher trainer Sharon Jones calls it a “3 year parent education program.”
5. Focus & Calm: There is a striking difference in the feeling of class between SECE classes and other types of Early Childhood Music programs that I have seen and worked in. SECE classes have a feeling of focus and calm. Parents of older children who have been in other programs tell us they notice it too. While there are times in class to be expressive and dance all around the room, most of the class is very focused in nature.
When children are calm they can learn more easily and from the start of class with the ball rolling, to the smooth changes between songs, the environment is one that promotes learning for each child. This is also a huge factor in helping students prepare for private instrument study. If students come into my studio having experienced and developed this focus and calm then we are ready to start making progress right away!
Beliefs
Every child can learn
Suzuki educators know that ability is firmly and gradually developed at one level before introducing the next level. An important facet of Suzuki teaching is the “education of Momma”. This does not refer to the “Mother Tongue Approach” but was used by Suzuki to point out the importance of the parents in the process. The thorough mastery of one skill will ensure success as the next skill is introduced. Parents must not hurry the child but allow for confidence before proceeding. Parents and teachers must not “give up”. Just as every parent knows that their child will learn and speak their native language fluently, other abilities can be developed.
Ability develops early
Success in one task will lead to more success. The earlier a child learns the satisfaction that comes with success, the earlier that child can move on to new skill development in any of the domains (cognitive, affective kinesthetic).
Environment nurtures growth
When parents, teachers, and adults around the child are supportive and helpful, when they reward the child with positive feedback for efforts they make and when they show acceptance of the small successes that children have, the environment is nurturing and helpful for growth.
Suzuki educators know that ability is firmly and gradually developed at one level before introducing the next level. An important facet of Suzuki teaching is the “education of Momma”. This does not refer to the “Mother Tongue Approach” but was used by Suzuki to point out the importance of the parents in the process. The thorough mastery of one skill will ensure success as the next skill is introduced. Parents must not hurry the child but allow for confidence before proceeding. Parents and teachers must not “give up”. Just as every parent knows that their child will learn and speak their native language fluently, other abilities can be developed.
Ability develops early
Success in one task will lead to more success. The earlier a child learns the satisfaction that comes with success, the earlier that child can move on to new skill development in any of the domains (cognitive, affective kinesthetic).
Environment nurtures growth
When parents, teachers, and adults around the child are supportive and helpful, when they reward the child with positive feedback for efforts they make and when they show acceptance of the small successes that children have, the environment is nurturing and helpful for growth.
Strategies
Children learn from one another
Children who play with other children learn from them. All children use their senses for learning and their senses will motivate them to imitate their peers (especially if it looks like fun). They identify readily with children who are a little older and represent a “working” model. They often look to children just a little younger to practice the social skills that they have learned from older children.
Success breeds success
Success in any task has some implicit rewards but when the environment provides some social or physical rewards like approval or a hug, the child quickly learns to repeat the effort.
Parental involvement is critical
When parents are supportive and actively help children, their accurate feedback helps the process of learning to focus and learning becomes thoroughly mastered. Although a child learns by experience to avoid a hot stove after touching it, the feedback for much learning is more often muted and needs to be supported by an adult.
Encouragement is essential
The social reward of a supportive parent or adult (or other child) will speed the learning and remove doubt about what constitutes success in a child’s learning experience. No encouragement negates the fundamental reward of success in any learning experience. It is possible for the physical environment to provide the reward necessary but if there is no encouragement from any aspect, the learning is not complete.
Children who play with other children learn from them. All children use their senses for learning and their senses will motivate them to imitate their peers (especially if it looks like fun). They identify readily with children who are a little older and represent a “working” model. They often look to children just a little younger to practice the social skills that they have learned from older children.
Success breeds success
Success in any task has some implicit rewards but when the environment provides some social or physical rewards like approval or a hug, the child quickly learns to repeat the effort.
Parental involvement is critical
When parents are supportive and actively help children, their accurate feedback helps the process of learning to focus and learning becomes thoroughly mastered. Although a child learns by experience to avoid a hot stove after touching it, the feedback for much learning is more often muted and needs to be supported by an adult.
Encouragement is essential
The social reward of a supportive parent or adult (or other child) will speed the learning and remove doubt about what constitutes success in a child’s learning experience. No encouragement negates the fundamental reward of success in any learning experience. It is possible for the physical environment to provide the reward necessary but if there is no encouragement from any aspect, the learning is not complete.
Skills Developed in Weekly Classes
- Listening/Sequencing Skills
- Understanding Size
- Pitch Skills
- Number Skills
- Motor Skills
- Social-Emotional Development Skills
- Vocabulary Skills
- Character Development