Adaptable resources to aid Early Years’ teaching including those with SEND and EAL profiles
Discover our multisensory Early Years’ music resources. These materials have been designed to suit pre-school, kindergarten, EYFS, nursery, childcare and home-settings.
How nice to see you here!
Musicbuds is an innovative concept…
It provides a fresh and inclusive approach to music teaching…
This comprehensive method embraces and supports all learner-profiles, including those with SEND and EAL requirements.
through carefully-crafted music and movement activities…
that focus on developing specific musical experiences whilst also developing targeted learning objectives.
The interactive resources engage all participants;
By encouraging social interaction and independent learning through using creative approaches within bounded structures.
The materials are adaptable and flexible
so that they can be used as springboards into contextualised Early Years’ musical learning
They use a variety of styles and genres
All the hard work of planning and composing has already been done. Enjoy participating in the process of learning!
A musical approach to Early Years’ teaching: lesson-planning made easy
Our original material integrates classroom learning with an exceptional standard of well-crafted musical resources. No need to refer to any extra ‘teaching notes’ — our suggestions just help you hone in on delivering the objectives to ensure they are covered, then tick them off — job done! Our music packs include the following:
Sheet music and lyrics!
Inviting lyrics, recorded in a dazzling variety of musical styles. Beautifully presented material that is easy to navigate. The sheet music offers easy piano accompaniments and it also contains simple chords for guitar players. Together, the music and song lyrics provide musical direction. The songs have been designed to be flexible and versatile. As a result, they can be used in a variety of ways without compromising the underlying pedagogy. Use them creatively to suit your own environment.
Curriculum-friendly lesson plans
No further planning necessary: gather your props, enjoy the lesson, tick off your learning goals!
The tempos have been specifically trialled to support young learners. In some songs the speeds fluctuate in order to allow children the time to follow actions, take turns and participate with props and instruments.
A ready-made collection of props
Props help to contextualise, engage and support learning. You can use our suggestions to gather your props together, or you can order ready-made props here
Who do we cater for?
Early Years’ Teachers
Integrating learning objectives seamlessly into comprehensive lesson plans focusing on the Prime Areas laid out by the EYFS
EAL Teachers and International Schools
Introducing those children new to English instant access to instructional, topic and routine vocabulary through the medium of music and visual aids
Offering an exceptional range of original and well-crafted resources underpinning common musical objectives whilst focused on prominent EYFS themes
Providing a range of resources to help learners with sensory issues and to develop fine and gross motor skills
Teaching and Support Assistants
Providing clearly-laid out guidelines of how to assist teachers leading a class
Parents and Carers
Developing a shared enjoyment of learning through music in the home environment
Offering a range of exceptional resources to support the development of rhythm, pulse, sight-reading and aural awareness explicitly created with young learners in mind
Playgroup and Preschool Leaders
Using music as a tool to ‘socialise’ children in the shared activity of music-making
Frequently Asked Questions
Anything else you need to know? Don't hesitate to get in touch!
Musical activities should be a vibrant part of every Early Learner’s life. Musicbuds’ material has been carefully created and crafted to support specific educational values:
Music should be accessible to all: music is a universal means of communication – an inviting language that connects and engages all, regardless of gender, culture, language or circumstance. That is why it is so important for care-givers to share in the highest-quality of music-making in the early stages of life.
Music enhances brain development: Recent research has demonstrated that babies respond to sound even from within the womb, by becoming more active, and by mouthing and exercising the tongue. Children are therefore able to engage meaningfully in musical activities from birth. Taking speech-development as an example, music and speech have a number of shared processing systems in the brain, such as sound, sequencing, and rhythm. Because of this, music contributes to strengthening a child’s perception of language. It plays a vital role in laying the foundations for a child’s speech-development, which later feeds into their ability to read and write.
Music promotes physical development: Because music often evokes movement, it also plays an integral part in a child’s physical development. Responding to music, and allowing children to develop a range of ways of moving and negotiating space, is a vital part of their progression.
Music is a social activity: Singing and making music is a creative process allowing children the opportunity to express their feelings through sounds and rhythms. Music is a sociable activity involving family, friends and the wider community. It brings people together with a joint purpose. Children participating in musical activities learn to share, co-operate and take turns. For that sense of working together and belonging, music is the perfect remedy. One of the most rewarding aspects of our roles was watching our little Musicbuds bloom throughout our sessions as they developed, through musical interactions, many of the skills needed to become effective learners. This sense of magic continues now as Clare trains, prepares and provides teachers and carers with the skills and confidence they need to to deliver high-quality sessions themselves.
Of course! It’s not the quality of singing that is important here. Lovely if you have a great voice, but if, like the rest of us, you struggle a bit with projection and purity, don’t worry at all. It’s more about the quality of your delivery. If the children see and hear that you are engaged and enjoying the content, then their perception of their learning experience is usually positive too. It is always a good idea to solidly practise and rehearse the songs and activities that you are going to present to your group, and this includes adding dramatic inflections to the intonation of your voice when necessary. If you are really unconfident, you can always use the vocal backing track on the CD, although there is nothing to beat your own ‘live’ performance!
Each pack has enough material to cover at least one term’s teaching. To begin with, we would mark the beginning and end of each session with a greeting and goodbye song, and then add two or three varied songs into the body of the session. For example, after singing a welcoming song, a ‘seated’, rhythmical song, such as ‘Oh Pizza!’, where the children have to add their ingredients to a pizza base works well. You could follow this by a transition song to move the group from sitting to standing; the ‘La la song’ works well for this as once the children become familiar with the song (which doesn’t take long at all!) they can suggest their own improvised movements during the verses. An active song, ‘Walk around the room’ always goes down well, before encouraging the children to return to a seated position in order to play with some instruments. Then end by perhaps singing to the children that ‘It’s time to go’. Once this order has become familiar (after a couple of sessions) you could add one or two new songs and remove a couple of familiar ones, to provide variety whilst maintaining some security of routine. Eventually, over the course of the term, you will find that you can fit more songs into the time available, so that you end up managing all 12 songs in a 30 - 45 minute session. However, be warned - there are some songs that the children love so much, you could spend the entire lesson on just one song!
These resources are designed to be child-centred and learner-focussed. They primarily use a scaffolding approach as this accommodates both individual learning styles and group activity. As a result, the adult has to be reflective and highly sensitive to each child’s response to the music in ‘real’ time, and to accept that these responses may vary from session to session. Initially, as the children experience the musical activities, they will be facilitated by the teacher. However, as the children become more familiar with the material, so the sessions, and the songs within them, evolve into creative experiences of their own. In this way, the children get to explore their responses to musical stimuli in a variety of ways and through a variety of mediums. It is wonderful to watch the children grow in confidence as they take ownership of their ‘own’ songs!
Absolutely! It is better to provide the children with live music wherever possible. It is also much easier to respond to the children’s creativity when accompanying the activities oneself. However, in today’s educational climate, it is often the case that the music teacher, or Early Years’ specialist, is overstretched and under-resourced. In those cases, it may be useful to have a recording to hand to support the teaching. It is also a good way to learn the songs in advance of teaching them, if one is not well-skilled musically. Furthermore, we find that using a variety of delivery-techniques within the session, so some live accompaniment, some unaccompanied songs, and some recorded backings work well in terms of organisation and classroom management aspects.