Transfer of learning has
been a goal in a preschool classroom. Instruction has needed to include the means of assuring the ability to retrieve learned information in the greatest variety of contexts possible. Research was lacking for preschoolers in the area of emerging reading skills. Dr. Gn conducted extensive research over an eight-month period from August 2001 to March 2002. Data was collected which documented the impact that using a musical approach to storytime had on emerging reading skills as documented on the Creative Curriculum checklist. Skills, such as a sense of rhythm, physical coordination, memory recall, and listening, which were learned through musical activities, were applied to the learning of emerging reading skills. Prior to Dr. Gn's research, little was known about what kinds of musical training produced results and what kinds did not. Little was known about who benefited the most and how long any intellectual gains, which resulted from musical experiences, lasted.
Dr. Gn composed developmentally appropriate music to children's literature books. The songs were written in C major, which did not utilize half tones. The songs started off with two eighth notes if the first word of the book had two syllables and the quarter note if the first word was a one-syllable word. This was a reasonable starting point for a preschooler and utilized his or her rhythm ability. By utilizing quarter and eighth notes, the only meter used for the rhythm was 3/4 or 4/4. Certain books had a rhythm to them such as Brown Bear, Brown Bear, What Do You See?Polar Bear, Polar Bear, What Do You Hear? and Silly Sally. The rhythm of the words was expressed musically. The best books used were ones that were simple and repeated a pattern. The music did not have to be contrived, but was a natural flow from the words. The language of the books needed to be simple and drawn from speech patterns, which were age appropriate for preschools.
Dr. Gn's research revealed that a musical approach to storytime impacted emerging reading skills. The impact differed between the different objectives that were targeted. The difference between using a traditional approach and a musical approach to storytime was deeply rooted in the researcher's philosophy and musical ability and led to a different teaching approach. Her study suggested an expanded view of music in the classroom as a teaching strategy. The Sure Start room reflects the result of her research and beliefs.
Dr. Gn believes that all children need experimental play-based and sound musical experiences. She emphasizes that musical experiences are important in her classroom to provide self-expression and creative pleasure. Dr. Gn believes that music enhances (a) learning, (b) development of aesthetic sense, (c) motor and rhythmic development, (d) language development, (e) cognitive development, and (f) the acquisition of social and group skills. Musical components of the program integrate music with movement, such as moving in sequence to a beat, feeling and expressing a steady beat, expressing creativity in movement, singing to music, developing melody with sounds and instruments, and exploring one's singing voice. Students have a Music Center as well as a Library Center and have free access to the materials in these centers.
Dr. Gn and Mrs. Ps, the program assistant, thoughtfully and purposefully interact with the students and plan activities, to cultivate academic and social skills through music. Dr. Gn's Sure Start Classroom is a musically based developmentally appropriate classroom, which utilizes Creative Curriculum®, the adopted curriculum by the DoDEA. The Sure Start classroom is an excellent model of an environmentally designed curriculum. In this musically based classroom, there are multiple opportunities for the students to explore music, reading, academic skills, physical development, and social development. The developmentally appropriate environment allows Dr. Gn and Mrs. Ps to facilitate rather than direct student learning. The focus is on student directed activities.
Centers are an integral part of the classroom environment and are also used as a teaching strategy. The Sure Start classroom is child-centered; play based, and naturalistic in its approach. Teacher facilitated activities are motivated through interests demonstrated by the children. Active learning and a hands-on experiential approach are utilized for developing skills.
The Sure Start Room emphasizes the teacher and program assistant as facilitators of student learning in the preschool classroom. The focus of learning comes from the children who direct learning according to their individual interests and abilities. The Sure Start room is a reflection of changing from an adult directed classroom to a student-oriented classroom. It is a reflection of changing a classroom environment as well as the delivery methods of instruction to students. Active involvement of the learning process by the student is a key element. Transfer of learning is a goal in this preschool classroom. Instruction includes the means of assuring that the child can retrieve learned information in the greatest variety of contexts possible.
In this developmentally appropriate classroom, children are the key figures. Dr. Gn and Mrs. Ps are guides from the side, facilitators. They follow the lead of the children and enjoy their ideas and experiences everyday. Ideas are visible in the setting of tasks, the search for answers, and the surprise of discovery. The surprise of discovery is relevant for Dr. Gn, Mrs. Ps, parent volunteers, and students.
Wonderful ideas in the Sure Start room can be complex in nature. Dr. Gn and Mrs. Ps are continuously aware of what is creating a wonderful experience for the students. At times, the curriculum, room arrangement, and activities have to be re-evaluated as to its effectiveness.
The curriculum emphasizes the development of the 'whole' child, by supporting the development of the physical, social, emotional, and cognitive areas. The learning environment provides a variety of teaching methods and materials to accommodate individual learning differences, as well as differences that result from varied cultural and family backgrounds.
Developmentally appropriate practices are at the heart of this Sure Start preschool program. Dr. Gn and Mrs. Ps implement a cooperative learning environment and student interaction opportunities. The curriculum in this preschool classroom is appropriate for each student as it is geared to his or her developmental level. The curriculum is taught through experiences that help the children construct knowledge about subject matter. The children use the classroom materials, which include toys, equipment, tools, and household objects. Social development and academic growth have been maximized using these teaching methods.
Few Words from Mrs. Ps
I love the parent involvement in the class room. Each child is able to enjoy good quality time with his or her parent in an educational environment. Also, parents are able to get involoed in our classroom activities and learn a little more about how children interact with one another. Sure Start program enables each family to have fun and it can bring family and friends in a community a little closer to each other.
Transfer of learning has
been a goal in a preschool classroom. Instruction has needed to include the means of assuring the ability to retrieve learned information in the greatest variety of contexts possible. Research was lacking for preschoolers in the area of emerging reading skills. Dr. Gn conducted extensive research over an eight-month period from August 2001 to March 2002. Data was collected which documented the impact that using a musical approach to storytime had on emerging reading skills as documented on the Creative Curriculum checklist. Skills, such as a sense of rhythm, physical coordination, memory recall, and listening, which were learned through musical activities, were applied to the learning of emerging reading skills. Prior to Dr. Gn's research, little was known about what kinds of musical training produced results and what kinds did not. Little was known about who benefited the most and how long any intellectual gains, which resulted from musical experiences, lasted. 
Dr. Gn composed developmentally appropriate music to children's literature books. The songs were written in C major, which did not utilize half tones. The songs started off with two eighth notes if the first word of the book had two syllables and the quarter note if the first word was a one-syllable word. This was a reasonable starting point for a preschooler and utilized his or her rhythm ability. By utilizing quarter and eighth notes, the only meter used for the rhythm was 3/4 or 4/4. Certain books had a rhythm to them such as 
Dr. Gn believes that all children need experimental play-based and sound musical experiences. She emphasizes that musical experiences are important in her classroom to provide self-expression and creative pleasure. Dr. Gn believes that music enhances (a) learning, (b) development of aesthetic sense, (c) motor and rhythmic development, (d) language development, (e) cognitive development, and (f) the acquisition of social and group skills. Musical components of the program integrate music with movement, such as moving in sequence to a beat, feeling and expressing a steady beat, expressing creativity in movement, singing to music, developing melody with sounds and instruments, and exploring one's singing voice. Students have a Music Center as well as a Library Center and have free access to the materials in these centers.
Dr. Gn and Mrs. Ps, the program assistant, thoughtfully and purposefully interact with the students and plan activities, to cultivate academic and social skills through music. Dr. Gn's Sure Start Classroom is a musically based developmentally appropriate classroom, which utilizes Creative Curriculum®, the adopted curriculum by the DoDEA. The Sure Start classroom is an excellent model of an environmentally designed curriculum. In this musically based classroom, there are multiple opportunities for the students to explore music, reading, academic skills, physical development, and social development. The developmentally appropriate environment allows Dr. Gn and Mrs. Ps to facilitate rather than direct student learning. The focus is on student directed activities.
In this developmentally appropriate classroom, children are the key figures. Dr. Gn and Mrs. Ps are guides from the side, facilitators. They follow the lead of the children and enjoy their ideas and experiences everyday. Ideas are visible in the setting of tasks, the search for answers, and the surprise of discovery. The surprise of discovery is relevant for Dr. Gn, Mrs. Ps, parent volunteers, and students. 
Developmentally appropriate practices are at the heart of this Sure Start preschool program. Dr. Gn and Mrs. Ps implement a cooperative learning environment and student interaction opportunities. The curriculum in this preschool classroom is appropriate for each student as it is geared to his or her developmental level. The curriculum is taught through experiences that help the children construct knowledge about subject matter. The children use the classroom materials, which include toys, equipment, tools, and household objects. Social development and academic growth have been maximized using these teaching methods.
I love the parent involvement in the class room. Each child is able to enjoy good quality time with his or her parent in an educational environment. Also, parents are able to get involoed in our classroom activities and learn a little more about how children interact with one another. Sure Start program enables each family to have fun and it can bring family and friends in a community a little closer to each other.