ENJOYING SOUNDS, MUSIC HEARING AND LANGUAGES
ENJOYING SOUNDS, MUSIC AND LANGUAGES. Baby’s sense of hearing and hearing development.
Baby’s ability to speak and sing is in many ways based on how well she enjoys, experiences and understands sounds, music and languages. Therefore many of the activities in this section ENJOYING SOUNDS, MUSIC AND LANGUAGES (Levels 1 to 7) are supportive of the activities in the section titled BABY LEARNS TO SPEAK AND SING (Levels 1 to 7). The main difference between the two sections is that ENJOYING SOUNDS, MUSIC AND LANGUAGES helps baby develop her ability to hear and understand while BABY LEARNS TO SPEAK AND SING helps baby develop her ability to speak and express herself.
Baby’s OMSDEP: Her hearing, music and language intentions:
Baby listens intensively to every sound to understand what it means. She listens intensively even though she does not speak and even though she may appear to be without any language abilities.
Only babies with a hearing deficiency or a related brain injury are not intensive listeners. Baby is developing her ability to learn and understand all the sounds and languages in her environment very, very rapidly. She is learning the sounds of words, although perhaps not yet their meaning, and also the tones people use to express emotions such as happiness and anger. She is also learning about the range of music in her environment, notes, tones, melodies, beats and other musical information. The language and sound area of her brain is growing more as she experiences, and listens to, more sounds.
ABOUT ENJOYING SOUNDS, MUSIC AND LANGUAGES from Level 1 to 7.
ENJOYING SOUNDS, MUSIC AND LANGUAGES is a delightful experience for both parents and baby. All of whom have the opportunity to share joyous times together while experiencing some of humanities greatest musical and speech achievements, and the delightful sounds of the natural environment.
The following magnificentchildren.love activities from Levels 1 to 7 support baby with her OMSDEP and, particularly at Levels 1 to 3, promote proper natural and magnificent growth in the sound, music and language areas of her brain. These activities improve the ability of baby’s brain to correctly hear and understand language, music and sound. The activities from Levels 1 to 7 also provide baby with the opportunity to learn about language, music and sound. At all seven Levels parents create the best possible environment for baby to enjoy listening to sounds, music and languages. As a result of proper brain growth and what she learns baby will soon be able to thoroughly enjoy (as well as learn from) the many entertaining and educational presentations that are produced for children throughout the world. With excellent brain growth and accurate knowledge about language, music and sounds baby will be able to thoroughly enjoy the many stories, plays, puppet shows, songs, music performances, audio recordings, movies and other forms of entertainment that are produced for children using sound, music and languages. Additionally, excellent brain growth and accurate knowledge about language is baby’s first step towards being an excellent reader. When she can understand language well baby has accomplished the first half of learning to read. More information about how baby learns to read is available in the book “Magnificent Reading”. Although it is possible to commence ENJOYING SOUNDS, MUSIC AND LANGUAGES with older children, commencing Level 1 soon after birth gives baby the greatest opportunity to benefit and to have a much more enjoyable life.
The activities from Levels 1 to 7 in this section focus on helping baby to enjoy sounds, music and languages in ways that provide her with excellent natural development and a happy and enjoyable childhood. Baby’s joy and happiness is a valuable achievement in itself but the activities also provide magnificent natural benefits that last for a lifetime. When your magnificentchildren.love baby becomes an older child, a teenager and eventually an adult who has excellent hearing and understanding, she can function magnificently in many different situations. Those situations include, for example; socialising with friends and others of various ages; responding to calls and instructions when participating in games; distinguishing between different bird, animal, frog or other calls; interpreting and understanding the origin of sounds heard while in a jungle or forest; dancing to music, estimating the distance away from approaching vehicles; understanding the velocity of wind and rain as a sailor at sea; listening and understanding in classes, lectures or demonstrations where information is presented by speakers; playing a musical instrument solo, in a band or in an orchestra; playing a musical instrument by ear; changing singing and instrumental sound into written information when composing; interpreting a variety of foreign languages; clearly understanding what people mean as a counsellor, psychologist or psychiatrist; attending political, business, social club, boardroom or other meetings; debating or arguing a case in parliament or in the law courts; responding to interview questions; hearing the presence of objects in the dark by reflected sound; as a builder or plumber testing walls, pipes and containers for the presence of solid objects, liquids or hollowness, and acting, and presenting radio programs. There are, of course, many other situations in which an excellent sense of hearing and understanding will benefit baby as a magnificent child or as a magnificent adult.
Baby listens to sounds:
All average newborn babies have a sense of hearing that works well from the time of birth. Baby hears everything that occurs or is said in her immediate surroundings, unless she is born with an injury or condition that causes hearing loss. Because she can hear, baby’s brain listens to the sounds around her and, within limits, grows according to what she hears. Because she is usually blind until about one month after birth, baby is even more alert to sound than might otherwise be expected. Her brain will be absorbing information about sound almost every moment she is awake, and possibly during sleep also. The more baby is exposed to sounds (in a loving, caring way of course) during her first few months the more her brain will grow in the areas that interpret and store sound memories; whether those sounds be music, language, croaking frogs or other sounds. Although baby hears and remembers sounds now, she does not always fully understand them yet. She has not yet seen what barks, clucks, meows or speaks but she might have heard their calls and will, one day, fit the sound to the animal.
There is some evidence that babies learn some sounds prior to birth both from mother’s speech and the environment. But, for the sake of simplicity and practicality, magnificentchildren.love assumes that baby has learnt little or nothing about sound before birth. We can then give her our best from the time of birth to help her learn about sound and to develop her sense of hearing, in the areas of speech, music and other sounds, such as bird calls or animal sounds.
Born to speak any of over 6000 languages:
At birth baby does not speak and is unlikely to understand any language well. The native language that she will eventually learn to speak is as much a foreign language to her at birth as is Russian to a speaker of English. At the time of birth baby can begin to learn to speak any language and by the time she is an adult she should usually be able to speak that language at least as well as any average person does. Linguists at the Australian National University estimate that there were about 6,000 languages in the world in 1997. Any average child could learn to speak any one of those 6,000 languages if he or she was born into a community speaking any one of those languages. She would learn that language simply because she wants to learn it and is motivated by her OMSDEP. Similarly, every adult who speaks was, when a child, motivated to learn her native language by her OMSDEP. And, the only reason she learnt her native language and not another language, was because the environment provided her with her native language and no other. One very interesting point here is that average children who are properly exposed to more than one language will learn all the languages they are exposed to.
Contrary to some people’s beliefs children will not be confused if multilingual parents use two or more languages. One very suitable way for multilingual parents to teach their children to be multilingual is to choose one or two days to be, say, French days, one or two days, say, Filipino days and one or two days, say, German language days every week. That way baby learns each language but she also easily learns which language which words come from.
Every child has a huge capacity to learn many things including several languages and, if not prevented, will do so motivated by her OMSDEP. It is much easier to learn any language as a baby and young child than it is to learn the language at university or at a language college as a teenager or adult. And, once a child has learnt the basics of two languages, any more languages are likely to be even easier to learn, because she already has a good understanding of language structures and meanings. Learning one language helps children to learn other languages and it is much easier to learn a second language as a young child (when the brain is growing rapidly) than to do so as an older child or adult. Parents who already speak a second language can teach their child that second language with ease and should begin at birth. How to do so is explained later in this section and, more fully, in the book “Magnificent Language”.
No experience necessary to teach a young musician from Levels 1 to 7:
As well as improving baby’s speech environment, even families that are not presently musically rich can significantly improve baby’s musical environment. Those families can quite possibly provide baby with better musical opportunity than do some families who are presently musically rich but are not aware of baby’s OMSDEP or magnificentchildren.love activities. When parents properly assist baby to do her OMSDEP for music it is not unusual for her to be a competent violin or piano player by six or seven years of age with a repertoire of perhaps 40 to 80 pieces of music which she can play well. Information about how to teach baby to be a competent musician is provided in later Levels and, more fully, in the book “Magnificent Music.” But, it is very important that baby commences the magnificentchildren.love activities at Level 1 to give her the best opportunity to enjoy being a musician.
There are two things that all great musicians have in common. They all had excellent brain growth in the musical and sound areas of their brains and they all had accurate knowledge about music and sounds.
The first step in helping baby with her OMSDEP to become an excellent musician (or singer) is to provide her with an environment that promotes (i) excellent brain growth in the musical and sound areas of her brain and (ii) accurate knowledge about music and sounds. Magnificent parents enrich baby’s sound and music environment to give baby the same benefits other great musicians had. The environments and activities described in Levels 1 to 7 provide baby with an excellent environment for excellent brain growth in the musical and sound areas of her brain and accurate knowledge about music and sounds. The second step to help baby to become an excellent musician is to provide her with the opportunity to play a musical instrument. This step is about 2 years away yet. Further information about how to give baby the opportunity to play a musical instrument is provided in the book “Magnificent Music.”
Enrich the environment:
Magnificent parents enrich baby’s environment by providing her with enjoyable sounds, music and language from Levels 1 to 7.
Modern day recordings give every baby the opportunity to hear works by the world’s greatest composers and musicians, whereas prior to the 20th century this was not usually possible. Although a live performance may be preferable to listening to a recording, in today’s modern world it is not necessary for baby to be living in a village or city where she might be fortunate enough to listen to the living works of good musicians and composers. She can hear them in her own home; thanks to modern day technology. If baby is very fortunate she will be living in a family of musicians and singers (who are, hopefully, aware of her needs) and the recorded music she hears will be enriched by the live performances of family members. That is how many great musicians and composers of the past learnt to understand and play music at a young age; by living in a musically rich family environment. Likewise, your baby will develop musically according to the musical environment you provide for her.
As mentioned previously, environmental enrichment is the key to baby’s understanding of music and instrument playing. Environmental enrichment is also the key to help baby to understand and speak her native language and other languages expertly. Enrichment of baby’s music and language environment means providing her with excellent versions of music and language. Ideally she will hear the same music and language repeated three times each day for about five days as this occasional repetition promotes sustained brain development and learning. The easiest way to enrich baby’s music and language environment is to play recordings of excellent versions of music and language while she is awake each day. The best way to enrich her music and language environment is to have live excellent musicians and live excellent speakers provide excellent versions of music and language whenever she is awake each day. The best option is, of course, generally impractical while the easiest option is practical for most people. Nevertheless, it is of great benefit to baby if parents can arrange to see music played live and to watch great speakers, because baby will then also get visual and tactile stimulation as well as information that increases her knowledge about language and music. She will, for example, see the musicians and their instruments, the audience, theatres and perhaps even see the behind the stage work involved in a theatrical production. She might also feel the sound vibrations and have the opportunity to touch musical instruments and watch them being played. She will also get language information when people speak about, for example, the musical performance, instruments, composers and particular aspects of the music and theatre quality. When baby gets this additional information, which is called contextual information, she is better able to understand and recall the full meaning and cultural significance of language and of music. She is also very interested in all these other activities and should be delighted with them. Equally important for baby’s music and language development can be walks through shopping centres or community markets where many people are speaking and musicians and entertainers perform. Attending community gatherings and festivals such as religious, Christmas or New Year celebrations can also provide a cultural context for baby’s music and language development, as can recreational venues such as beaches, parks and sporting events.
High quality for short periods:
Natural parents ensure that baby enjoys short, high quality sound, music and language experiences throughout Levels 1 to 7.
Although baby can listen to virtually continuous background speech and music whenever she is awake she will usually insist on only short periods of exposure to music or speech if she is expected to pay constant attention to the subject. Parents often learn from experience that if baby is required to sit quietly in concerts or at other venues so as not to bother other people she will usually want to be active or noisy, and she will demand that attention be given to her priorities. This is especially true after her first few months of life.
Babies usually prefer multi- sensual, hands on learning that proceeds quickly at their command. Obviously, group activities such as orchestral concerts, do not usually comply with baby’s demands. As a rule of thumb five or ten minutes is usually enough exposure time for children less than three years old. Nevertheless, this short exposure should be greatly appreciated by baby and should greatly benefit her development. Active, and especially interactive, musical concerts, plays or speech events will usually be sufficiently interesting for her to attend for longer periods.
Almost any educational activity enjoyed by adults can be made interesting for a young baby or child, but adults usually present activities in the way preferred by adults and not as children prefer. Natural parents try to make suitable activities that are presented for adults into activities that are enjoyed by their child.
When it appears that baby might want a change of environment, a walk outside the theatre or other venue is usually required. During this walk take the time to point out to baby the people, places, other activities, historic facts, paintings, colours, architecture, work roles, seating arrangements and other contextual facts that make this venue what it is. After a ten-minute walk return to the show for about ten more minutes. Try to get a front row seat so baby can feel more a part of the show. If there is music it is sometimes possible to stand to the side of the front row and dance with baby in your arms while the music plays. Dancing provides more context for baby as well as balance and rhythm development and greater musical appreciation. Babies, of course, love to dance and she may be happy to spend twenty minutes to an hour or more listening to the show between walks if you dance with her.
Baby has lots of attention for the right information presented in the right way:
A five to ten minute walk putting an activity such as a music concert or theatrical play into context is a beneficial way to keep baby happy when she wants a change. She can then return to the concert or other event and renew her interest. She should never be allowed to become bored or upset at a concert or other event, as this can be unpleasant for her and the people around her. Being bored or upset will also likely give her a negative attitude to the particular event while keeping her happy will likely give her a positive attitude to the event and provide lifelong benefits.
Babies and young children do not have short attention spans as is sometimes claimed. In fact babies and young children have very long attention spans, but because they want to know and do absolutely everything they often demand that you involve them in another activity when they have decided that they have developed or learnt enough, for the moment, from the current activity. The myth that babies and young children have short attention spans can be clearly seen to be untrue when psychologically healthy children play with sand or water. They can, and not unusually do, literally spend hours doing this. It is adults (and especially men) who usually quickly tire of water or sand play; but they are not labelled as having a short attention span.
Practical Support for Baby’s Language And Music Development:
Hearing and understanding one or more languages.
At birth baby may not understand even one word of her native language. Nor is she likely to know if a cat and dog are holding a conversation when they bark and meow. She needs to hear language spoken many times each day so she can learn how to separate the sounds people speak into words; and then she can begin to work out what the words mean. Therefore, to help her learn about language it is important to speak to her often, almost continuously if you wish. Speak your language or languages perfectly or at least as well as you can. When you are not speaking to her play a radio, or play pre-recorded speech, whilst ensuring that the language spoken is of excellent quality and is morally appropriate. Recordings or radio might include fairy or folk tales, educational recordings about car repair, literature or preserving rainforests, historical information, bird or animal calls, great speeches or stories about musician’s lives, book reviews, plays, political commentary, economic reviews, science shows or psychological commentaries. Be sure though that any radio, TV, recording or other sound source is emotionally acceptable. Beware of ‘soap opera’ language that often includes over emphasised negative emotions. Beware also of competitive and aggressive sports commentary. Playing audio recordings and speaking to baby give her important information about language. Without the recordings, your speaking to her, the radio and other language she hears, she will not learn the language(s). The less language you expose her to now the less competent she is likely to be as a speaker and reader, in the future. The more language you expose her to now the more competent she is likely to be as a speaker and reader, in the future.
Explanations and happiness:
Be sure that audio recordings or radio programs have little or no aggressive, intimidating, mocking or other unpleasant contents. Baby is best helped if you provide language content that is happy, factual and useful to her. She likes to enjoy life, to feel safe and to have control over her environment. And she will learn best when she feels happy, safe and in control and you will see greatly improved behaviour and language when she is a teen.
If the woodcutter cuts off the wolf’s head because he tries to eat Red Riding Hood and her Grandmother, explain to baby why this happens (and preferably before it happens) so she is not shocked or bewildered. For example you might say:
“The woodcutter thought the wolf could not be helped in any other way. He killed it so it wouldn’t eat Red Riding Hood and her Grandmother. But if we had a bad wolf living in our street we would probably take him to the zoo and he couldn’t hurt anybody because he’d be behind a fence. Or we could try to teach him to be good and to help people and then let him go free in the wilderness, “…or…
“But wolves don’t usually hurt people so we will probably never have a problem with a bad wolf, and some wolves might be very friendly. Wolves have many good things about them. They have baby wolves and they feed and protect the babies from harm. They have lovely warm, soft fur to snuggle up against and they like to live with other wolves so they can help each other, “…or…
“This story is what we call fictional. A fictional story is not a true story, but it could happen. The author, the person who wrote this story, might have wanted people to be careful of some animals that might bite and so wrote this story because she thought it would help us to know we should be careful of some animals.“
By explaining potentially unpleasant events to baby in this way she learns that there is possibly a justifiable reason for what might seem cruel even if you and she would choose a different solution to the woodcutter’s solution. Among other things, baby begins to learn there can be many solutions to the one problem. Importantly you are also adding to the story content and providing more language for baby.
Babies don’t need ‘baby talk’.
Teach baby to understand many words by simply putting them in her environment. Words are put into her environment by playing recordings, taking her to places where people speak and by speaking to her yourself. Don’t limit the words to those that are considered to be short enough or simple enough for children to understand or learn. Baby will love language for many reasons and she is just as happy with long complex words as short. Baby’s language development will be retarded if she is taught ‘baby talk’ words such as pussycat, froggy or moo-cow. It is far better to teach her Siamese cat, common green tree frog and poll Hereford cow or at least cat, frog and cow than ‘baby talk’. Baby will learn proper English or other languages about as easily as she will learn ‘baby talk’. But if she learns ‘baby talk’ she will have to unlearn it before becoming an adult and learn the proper English or other language. Speak to her with the words used by adults and she will be able to socialise and to progress into other fields of educational knowledge much more easily; simply because she will be more likely to know the meaning of the words used, and be able to reply using the correct words. Whether baby becomes a professor of medical surgery or a full time parent (both are noble occupations) she will be expected to speak more articulately than to say, “Doggies, pussy cats and moo-cows get hurtied when beezie-wheezies stingum the skinny-whinny.” Which is a combination of some of the words some people use when they speak to children.
How baby learns the sound of, meaning of, and saying of a word:
There are three things that are important to baby when she learns a word. She must learn what the word sounds like, she must learn what the word means and she must learn how to say the word herself.
She learns how words sound by listening to the words spoken in her environment. Words she might listen to include the recordings you might play or that are spoken by yourself, family and visitors, or on radio, t.v. or on-line.
She learns what words mean when somebody shows her, or somehow indicates, what a word means. For example you point to a cow and say “Aberdeen Angus cow”, or you hold up a picture and say “snow leopard”, or you say, “I’m running” as you run. The magnificentchildren.love baby also learns the meaning of many words when she does Magnificent Knowledge activities, Magnificent Music activities, Magnificent Gymnastics activities, and other magnificentchildren.love activities.
She will learn how to say each word she has heard when she masters control of her breath, throat; tongue and lips; which together make spoken sounds. The average baby knows the sounds and meanings of many words and combinations of words well before she begins to speak. The magnificentchildren.love baby knows the sounds and meanings of many more words and combinations of words well before she begins to speak.
Language and Intelligence:
Language is very important in the development of intelligence because knowing a language allows people to pass information to and from each other. Information can be passed from one person to another by speaking and listening or by writing and reading, in any language understood by both persons. There are two types of intelligence as described in the book “Magnificent Behaviour”. “Magnificent Behaviour” explains how one type of intelligence allows children and adults to think more clearly and rationally and to use their language clearly and rationally. The other form of intelligence has to do with the amount of information a person knows. This second type of intelligence increases as a person accumulates a greater quantity of information in his or her brain. The type of intelligence primarily affected by language is the intelligence that is like a quantity of knowledge. The number of ‘bits of information’ stored in the brain are increased if a child (or adult) learns more words. Therefore the more words a child knows the sound of, or the meaning of, or she can say; then the more intelligent she is. In particular, the more intelligent she is about language.
Developing sound, language and music pathways in the brain:
Children’s brains grow much more rapidly than do adult’s brains. It is obvious to parents that while their children’s bodies grow rapidly, especially for the first seven years; parent’s bodies grow much more slowly. Sometimes parent’s bodies grow imperceptibly slowly. It is not only the child’s outside body appearance that grows rapidly. Her brain also grows rapidly compared to an adult’s brain. Baby’s brain is genetically programmed to grow to a particular size and shape but additional growth can occur when environmental stimulation is provided. Likewise, less brain growth will occur if environmental stimulation is restricted.
As stated earlier, the brain grows when the senses are stimulated and, within limits, when baby’s sense of hearing is stimulated the hearing section of her brain grows. As her brain grows it will more easily retain and retrieve memories of sounds it has heard; sounds such as animal noises, musical notes, wind blowing and words. Any sound that baby is exposed to often enough will be accurately remembered by her brain. If she also learns that the sound she is hearing means “dog” (that long tailed barking creature) then she will remember that the word “dog “ means that long tailed barking creature. It is the same with learning music. When baby, or a young child, hears music notes played on a piano or other instrument often enough her brain will grow and it will more easily retain and retrieve from memory the music note sounds it has heard.
Some children and adults are said to have ‘perfect pitch’, meaning that they can distinguish a D note from a C note and equally that they can distinguish A, B, E, G and F notes from each other when they hear them. Magnificentchildren.love children usually develop perfect pitch by environmental exposure to music when they hear the notes (and usually their names A, B, C, D, E, F and G) sufficiently often while their brain is growing rapidly during the first two years of life. When baby’s ears receive the notes and their names in the right way her brain can grow and develop the structure required to retain and retrieve the information about the notes when it is required. For most children it is a matter of chance as to whether they are in the right environment to develop perfect pitch and other musical abilities. Magnificentchildren.love parents create an environment that gives baby the opportunity to develop perfect pitch. It is most unlikely that perfect pitch ever occurs as a result of genetic factors; it is most likely that perfect pitch is only ever created by environmental factors.
This book, and the book Magnificent Music, explains how most babies can develop the brain structure to remember sounds, including the pitch of music notes, if they hear them three times each day for five days. (The three times baby hears a note or word should be spaced out evenly throughout the day, once in the early morning, once at midday and once in the evening). Having perfect pitch is a huge benefit to musicians and it is possible for many babies to develop this skill providing they are taught correctly before they are about two years old.
Hearing and understanding for protective purposes.
The sense of hearing protects humans from danger by providing them with warnings when possible danger is near. There is more to understanding that a danger exists than simply hearing the sound. Baby will, for example, likely learn that the sound of a pet dog barking is not usually a danger and that the sound of an unknown dog barking could be a danger.
Sounds that indicate danger that baby will learn about and respond to can include: Car and other vehicular sounds, animals such as tigers, horses and birds, aggressive or angry human voices, fast flowing water, falling trees and other moving objects.
Hearing and understanding for protective purposes also includes listening skills such as, for example, when a person running can understand the type of ground surface she is running on by hearing the sound produced when her feet touch that surface. Another example is when a baby or toddler can hear the sound of water and understands how to decide if the water is a river, rapids, waterfall, trickle, bubble, gentle or powerful wave, splash or rain. An incorrect understanding can cost baby dearly while a correct understanding can be life saving or a source of enjoyment.
At this Level 1 of “ENJOYING SOUNDS, MUSIC AND LANGUAGES” when baby hears a sudden, loud, sharp sound that indicates a potential danger her natural response is a sudden tensing of her body (technically called a ‘startle reflex’ or the ‘Moro reflex’). A sudden door slamming can, and usually does, activate baby’s startle reflex at this level. If baby does startle that is a good indicator to parents that her hearing and understanding is working well at this level of development. If she does not startle when she hears sudden loud sounds she may need professional help. To test that baby’s startle reflex is functioning professional practitioners sometimes slap two pieces of timber hard together about one meter from baby to see if she startles. If she doesn’t startle then she may need therapy or surgery to correct a hearing or understanding problem.
Activities for parents and babies:
A list of magnificentchildren.love activities follows. These are practical activities for children to do with their parent’s help. Natural Parenting parents create the environment baby requires to complete her OMSDEP. In many cases, these activities are the environment required and, after commencement, promote baby’s magnificent development.
The activity list sometimes includes extracts of preceding sections as well as new information. The list is intended for use as a day to day checklist for quick and easy reference but, to fully understand and participate in the activities, parents may need to re-read the entire Level, or other parts of this book, from time to time.
Baby will hear sound best when it is a little louder than average adult speech. Therefore speak to her in a louder than usual voice and play recordings at the same level. Do not expose baby to very loud (and especially prolonged) sounds such as being close to a jackhammer or a speaker at a rock concert, as excessively loud sounds can permanently damage her hearing and reduce her opportunities to be an excellent musician.
Speak to baby frequently every day using the same words you would use if speaking to an adult. Whenever you are alone with her tell her what you are thinking and doing. Don’t act as though there is no other human being to speak to when you are alone with her. Talk to her as if she is an intelligent human being who understands all that you say, because that is largely how she will become an intelligent human being who understands all that you say. Don’t use “baby talk’; baby wants real language.
Play recordings of excellent speech, sounds, instrumental music and singing while baby is awake and when she is not doing other activities that require her listening attention. Play inspiring music and speeches; try to select music and speeches you would like baby to play and make herself in the future. Recordings can be playing throughout the whole day when baby is awake, especially when she is doing physical activities such as crawling on the floor or dancing with you. Use the same recordings for a five day period and then replace them with new recordings if possible. If you do not have any new recordings at any time then continue to use the same recordings until suitable new ones are available.
Sing to baby for one minute or more 10 times each day. Sing joyfully and let baby enjoy your enjoyment of sound. One or more times each day lift her into your arms and sing joyfully as you dance.
If you speak two or more languages set one or two days aside for each other language each week and speak only in one of the other languages on the day set aside for it. If possible only play recordings in the language being spoken on that day and, if possible, only play cultural music relating to the language being spoken on that day. Read the book “Magnificent Language”.
Speak to baby in loving and happy tones to reassure her that the world is a loving place and that you love her.
Read and commence activities in the book “Magnificent Music”.
Read the book “Magnificent Aquatics and Swimming”. When baby spends sufficient time in water she develops better breath control and larger lung capacity. Better breath control and larger lung capacity significantly contribute to earlier and better singing and speaking abilities.
Some reading for parents:
When you have completed reading Levels 1 and 2 of Natural Parenting Natural Development and Education it is recommended that you do the following:
Read and commence the activities in the book “Magnificent Knowledge”.
Read the book “Magnificent Reading” and decide when you will commence teaching reading.
Read and commence the activities in the book “Magnificent Behaviour”.
Read and commence the activities in the book “Magnificent Music”.
Read and commence the activities in the book “Magnificent Maths”.
What baby should be able to do at this Level of development, Level 1:
Baby will hear and be startled by sudden sharp noises such as a door slamming.
Technically, baby’s reaction is called a startle reflex or the Moro reflex. When a startle reflex occurs baby’s body will jump, as is common when adults are startled or given a fright. Although we don’t wish to frighten baby, if she does startle when sudden, sharp noises occur then we know that she can hear.
What baby should be doing as she enters the next Level of development:
Baby will cry when she hears loud threatening sounds.
Crying might seem to be a rather unusual measure of baby’s hearing development but it is a useful way to measure her progress when she is relatively undeveloped at this level or stage of her life. Because she does not know how to reply it is of no use to ask her questions. Therefore we have to observe her behaviour to see if her development is progressing.
If a threatening noise occurs near baby we know that she can hear it if she responds by crying. It is reasonable to assume that she cries because the noise is threatening. This is the information that we are looking for at this stage of development; that baby not only hears sound but that she interprets it. She interprets the sound and decides if the sound is safe or threatening; and if it is threatening she cries. This is a level of hearing development higher than the startle reflex response she has had since birth.
When baby can do as above she graduates to Level 2 of Enjoying Sounds. Click on the diploma below to move on to Level 2.
An average child is likely to move on to Level 2 at approximately age 2.5 months.
A magnificentchildren.love child could potentially move on to Level 2 at approximately age 1 month.
Put a video of a child at the beginning of each level that is relevent to that level
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