Here Suela, keyworker in the 2-year-old provision at Charles Dickens Primary School and Nursery shares her love of song and how effective she finds it in supporting transitions and tricky moments. It is also true that song is a great way to support our non-speaking children with their early language development. Her songs are always accompanied by actions and movement which is a great motivator for all children supporting them with their physical development and self-regulation.
In our first blog about quality interactions we speak about song and music being especially powerful in supporting our children with the greatest communication needs. To learn more have a read of our blog where we look at the recommended approaches for supporting communication and language, https://www.strongerpracticehubs.org.uk/hubs/ldn/ldn-s-eysph/resources/making-high-quality-interactions-priority-our-settings
To read more about self-regulation and executive function explore the evidence store that recommends 5 approaches supported by research, https://educationendowmentfoundation.org.uk/early-years/evidence-store/self-regulation-and-executive-function
And here you can find the EEF blog on how song supports self-regulation, https://educationendowmentfoundation.org.uk/early-years/what-do-nursery-songs-and-self-regulation-have-in-common