[雙語翻譯]--音樂外文翻譯--- 用音樂培養(yǎng)嬰幼兒（原文）

1、14 Reprinted from Young Children ? March 20101, 2, 3®It is nap time, and 2½-year-old Benjamin wriggles on his cot, trying to get comfortable. “Sing my song,” he says. His teacher slowly starts to sing a song sh

2、e made up several months ago, just for Benjamin.“Who loves Benjamin? It’s his mommy and daddy. Who loves Benjamin? It’s big sister Madison. Who loves Benjamin? It’s Ms. Sharlene. Who loves Benjamin? It’s Miss Callie.” Hi

3、s teacher sings the names of many of the people in Benjamin’s life who love him. She watches Benjamin curl under his blanket, his eyes heavy with sleep.For very young children, music has power and mean-ing that go beyond

4、 words. First, and most important, shar-ing music with young children is simply one more way to give love and receive love. Music and music experiences also support the formation of important brain connections that are b

5、eing established over the first three years of life (Carlton 2000).In this article, we explore the many ways that music promotes growth in the various developmental domains and how infant/toddler professionals can use mu

6、sic experi-ences to support children’s early learning.Music and early developmentLike all the best learning experiences in early childhood, music activities simultaneously promote development in multiple domains. Singing

7、 a lullaby while rocking a baby stimulates early language development, promotes attach-ment, and supports an infant’s growing spatial awareness as the child experiences her body moving in space. Being intentional about i

8、ntegrating music into your program’s daily routines—thinking through, “What do I want the children to learn from this music experience?”—helps you design and choose activities to support specific develop-mental goals.Soc

9、ial-emotional skillsMusic, because it is so often shared with others in sing-ing, dancing, and playing instruments together, is by its very nature a social experience. Music activities with infants and toddlers offer the

10、m many opportunities to . . .Learn and practice self-regulation. Think about the power of lullabies to soothe very young children. When adults help babies calm down, they are supporting the development of self-regulation

11、 (the ability to manage one’s emotional state and physical needs). The experi-ence of being soothed also helps babies learn to soothe themselves.Rebecca Parlakian has developed written and Web-based resources and curric

12、ula for both parents and professionals over the last nine years at ZERO TO THREE, in Washington, D.C. Most recently, she co- developed a set of online resources for child care providers that explore five challeng- in

13、g behaviors common to the infant/toddler years. rparlakian@zerotothree.orgClaire Lerner, LCSW-C, is a licensed clini- cal social worker, child development specialist, and director of parenting resources at ZERO TO THR

14、EE. She oversees parenting content develop- ment for its publications and Web site, provides parent education to families with young children, and trains professionals in early childhood development and working effect

15、ively with parents.Illustrations © Diane Greenseid.This article is available in an online archive at www.naeyc.org/yc/pastissues.Using Music with Infants and ToddlersRebecca Parlakian with Claire Lerner Beyond Twi

16、nkle, Twinkle? ?16 Reprinted from Young Children ? March 2010Balance. In moving one’s body to music, children can stand while swaying or shifting their weight from one foot (or side of the body) to the other—which means

17、they can balance. Imagine that “Let’s Do the Twist” fills the room. Young toddlers try to copy their family child care pro-vider’s movements, twisting and shaking to the beat, while attempting to stay balanced and not fa

18、ll over! (Of course, falling over is often the fun part.)Body awareness. Moving different parts of a baby’s body and encouraging toddlers to move their own bodies as you sing a song—for example, “Head, Shoulders, Knees a

19、nd Toes”—helps them learn that these body parts do, indeed, belong to them.Bilateral coordination or crossing the midline. Bilateral coordination is the ability to use both sides of the body together, like when climbing

20、stairs or playing a piano. This skill requires both sides of the brain to communicate to coordinate the body’s movements. Crossing the midline—when a child uses one part of the body in the space of the other part—is an a

21、ctivity that requires good bilateral communication. Picture a child playing a drum with both hands, passing a maraca from one hand to the other, dancing the Hokey Pokey (putting one leg in and one leg out). Teachers can

22、also hold an egg shaker in a way that requires babies to reach across their bodies to grab it.Thinking (cognitive) skillsMusic quite naturally provides opportunities to practice patterns, math concepts, and symbolic thin

23、king skills, all in the context of a joyful noise—which makes it an attrac-tive, engaging activity for very young children. There are many ways to participate in music experiences. Thus, they are easily adapted for a ran

24、ge of developmental levels and abilities, making it perfect for mixed-age settings as well as family child care programs.Counting. Many songs introduce numbers and counting: “One, Two, Buckle My Shoe,” “Five Little Monke

25、ys,” “This Old Man,” and “The Animals Came in Two by Two” are just a few examples. The rhythm and repetition of songs may make it easier for very young children to remember the name and sequence of number patterns (see t