LAUSR

ABSTRACT The article reports research concerning the potential and actual benefits for young children in engaging in musical activities, whether in the home or outside, such as in community nursery settings and schools. The research literature suggests that music can support a wide range of psychological, social and physical behaviours and development. However, there is a paradox in that many teachers and teaching assistants of young children are likely to have a somewhat limited professional knowledge of how best to organise effective music education. They may also be unaware of how to maximise music’s wider benefits. One possible solution is to effect appropriately mentored professional development with experienced early years music specialists. Evidence of how such professional development can make a difference is exampled in several recent and ongoing workplace-based case studies from the UK and Australia.