The legacy of music projects in early years settings

First Steps Bath is the grant-holder for a year-long Early Years at Elevated Risk Youth Music funded project, Wiggle & Shake. I’m the music practitioner on the project, which is sadly drawing to an end.

One of the things I’ve really enjoyed about this project is seeing the lasting impact which music projects and CPD can have on early years practitioners, the settings in which they work, and ultimately the children.  I’m not claiming any credit here – I’m not talking about the CPD which has been part of Wiggle & Shake.  I’m talking about an early years practitioner, Alison, who works in one of the nurseries, who did a training course 8 years ago as part of the Youth Music funded project, Voice Play.

First Steps consulted with practitioners during the project development and found that many practitioners would like more skills and confidence at using music in their work. When the project started and I first met all of the practitioners, it was notable, coming in as an outsider, not only that Alison was very skilled, experienced and confident at using music in her work, but that this was underpinned by a lot of pedagogical knowledge about early years music making. 

Quite often in my other work (I spend about half my time working as an early years musician and the other half as a freelance evaluator) I’m concerned with gauging the tangible impact music leaders’, teachers’ and practitioners’ CPD activities has on the children with whom they work.  Here I was, observing the work of an early years practitioner, whose music practice was far more developed than any other early years practitioner with whom I’ve worked.  The big difference seemed to be the CPD Alison had undertaken 8 years previously.  I asked Alison if she would tell me more about the Voice Play course so I could write this piece. 

‘Before I did the training, I would sing in the nursery, but I wasn’t a natural leader.  Until I did the training I didn’t realise quite how much impact singing had on children’s development. Doing the course had an immediate impact on my practice.  Within a couple of weeks we were using the singing ring in the baby room and one child with speech and language delay who previously wouldn’t join in circle time was completely engaged.’

Although one tries to assess the legacy of a time limited project, it’s difficult to know to what extent practitioners continue to use their new skills in the long term.  So, I’ve found it really heartening to experience the legacy the Voice Play project has had on Alison and the children with whom she’s worked for 8 years.  It shows it is worth investing in CPD (thank you Youth Music!) as part of time limited projects.   Fingers crossed that Wiggle & Shake has a similar lasting impact!