Joyce bibzak m ed m s
1 / 49

Joyce Bibzak, M.Ed., M.S. - PowerPoint PPT Presentation

  • Updated On :

Joyce Bibzak, M.Ed., M.S. Using Music and Movement to Help Little Ones Develop Language. Introduction. My background: School Counselor Graduate Degree in Early Childhood Special Education from Elmhurst College Currently a Developmental Therapist Working with Toddlers and Their Families

Related searches for Joyce Bibzak, M.Ed., M.S.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Joyce Bibzak, M.Ed., M.S.' - ardice

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Joyce bibzak m ed m s l.jpg

Joyce Bibzak, M.Ed., M.S.

Using Music and Movement to

Help Little Ones Develop Language

Introduction l.jpg

  • My background:

  • School Counselor

  • Graduate Degree in Early Childhood Special Education from Elmhurst College

  • Currently a Developmental Therapist Working with Toddlers and Their Families

  • Last But Not Least, a Mom and a Grandmother

  • Our topics will include:

  • Part I: Effective (And Fun) Language Teaching = Singing and Moving. But Why?

  • Part II: The Ear/Brain/Body Connection that Makes It Work; and What Happens If It Doesn’t

  • Part III: How It All Comes Together for Young Children

Slide3 l.jpg

We know that movement and music seem to help children learn---especially language. WHY?

What is it about this particular combination of activities

that fosters the development of language in young children?

Slide4 l.jpg

Finger Plays! learn---especially language. WHY?

YOUR Favorites???

Slide5 l.jpg

What Do ALL Finger Plays learn---especially language. WHY?

Have In Common?

Slide6 l.jpg

So, how do all these elements come together to teach language?

Slide8 l.jpg

Listening to (and processing) music involves learn---especially language. WHY?

discriminating timbre and pitch and recognizing familiar melodies.

Slide9 l.jpg

Timbre: How we hear the differences between the learn---especially language. WHY?

sounds of different instruments or voices

Slide11 l.jpg

How we remember familiar songs and learn---especially language. WHY?


Slide12 l.jpg

Right Frontal Lobe = Timbre learn---especially language. WHY?

Brain posterior pitch perception l.jpg
Brain Posterior=Pitch Perception learn---especially language. WHY?

Slide15 l.jpg

When there are auditory/language processing learn---especially language. WHY?

problems they may present as:

  • Child having difficulty following directions

  • Difficulty rhyming words at an early age

  • Comparatively underdeveloped vocabulary, grammar,

  • syntax and sentence structure

  • Difficulty separating meaningful sounds (i.e. language)

  • from background noise

  • Tendency to confuse similar sounding words

  • Difficulty remembering and reproducing letter sounds

Slide16 l.jpg

  • Did you know?... learn---especially language. WHY?

  • Language-learning difficulties (both receptive and expressive)

  • tend to run in families, especially among male family members

  • Research has found that many children with auditory/language

  • processing delays also have a higher frequency

  • of sensorimotor difficulties

  • So…

  • Using multiple sensory channels and movement

  • will be especially helpful in fostering their language development

  • as well as help in sensorimotor development.

Slide17 l.jpg

OK… learn---especially language. WHY?

Now we know how our brain hears.

How does our brain move our fingers,

arms and legs to music?

Slide18 l.jpg

Brain Synapses: Connections and exchanges learn---especially language. WHY?

of information from brain cell to brain cell

This is how the different parts of the brain

work together

To move in a coordinated way we need two main elements l.jpg
To move in a coordinated way, we need two main elements: learn---especially language. WHY?

Vestibular (balance) skills


Propioceptive skills

(awareness of where our bodies are

in the space around us)

Slide21 l.jpg

If all the systems work together learn---especially language. WHY?

as designed,

this is what it looks and sounds like…

Slide23 l.jpg

  • Three Main Problems That Can Slow Down Knees, and Toes”

  • Language Acquisition Using Music and Movement

  • Activities :

  • Vestibular (balance) problems

  • Motor planning problems

  • Auditory processing delay

Slide26 l.jpg

Physical Therapists can help children with balance and Knees, and Toes”

motor planning difficulties.

Speech and Language Therapists and Learning Specialists can help with

auditory processing delays


WE can help children put all these pieces together to

help them learn language.


Slide27 l.jpg

By teaching them to use music Knees, and Toes”

and movement

Slide28 l.jpg

In 1949, Dr. Donald Hebb determined Knees, and Toes”

that when many senses are used at the

same time to learn a skill, there are more synapses firing simultaneously in the brain.

The more synapses fired, the more brain connections are made and the more learning is retained.

This is referred to as “associative learning”.

In other words,

“Cells that fire together, wire together”.

Slide29 l.jpg

Remember the elements of a finger play? Knees, and Toes”



Often Melodic

Movement of Body

Usually Memorized

Usually Passed on Orally

Slide30 l.jpg

Of all those elements, Knees, and Toes”

which do you think

is the most important

to the learning of


Slide31 l.jpg

IT’S… Knees, and Toes”


Slide32 l.jpg

Dr. Jenny R. Saffra: Knees, and Toes”

“Both music and language require the ability to track

consistent patterns of sound and rhythm.”

Dr. Phyllis Weikart:

“Being able to keep a steady beat helps a person to feel the cadence (rhythm) of their

particular language.”

Dr. Weikart found that using rhythm sticks to tap out

syllables in words helped children develop language.

Slide34 l.jpg

Phyllis Weirkart: Tapping and acknowledging Knees, and Toes”

each word’s syllable is one important part

of helping children develop language. The other part is the incorporation of the movement

of the child’s hands and arms.

Brewer and Campbell (1991): “Movement and rhythm

stimulate the frontal lobes and enrich language and

motor development.”

That’s the rhythm sticks part… now for the kazoo!

Slide35 l.jpg

Factoid: Knees, and Toes”

One of the very best ways to facilitate rhythm and movement is to

stimulate the balance (vestibular) system.

One of the very best ways to stimulate the vestibular system is

the use of…

Children as young as 10 months can produce sound with a kazoo.

Slide38 l.jpg

Remember us? Knees, and Toes”


Slide39 l.jpg

The vestibular system is also crucial Knees, and Toes”

to the development of language for

another reason…

It enables us to move from side

to side in a coordinated fashion


also to move our eyes from

left to right in a functional

and coordinated way.


Slide40 l.jpg

Neurophysiologist Dr. Carla Hannaford states that, Knees, and Toes”

“the vestibular (inner ear) system and the cerebellar (motor activity) areas are the first sensory systems to mature. These systems interact,

conveying information back and forth from the cerebellum to the rest of the brain, including the visual system and sensory cortex…This interaction helps us keep our balance, turn thinking into actions, and coordinate moves.”

Slide41 l.jpg

Here’s an example of children using Knees, and Toes”

associative sounds, pictures, and body movements to

help them remember letter sounds.

Slide42 l.jpg

Video of Jolly Phonics Knees, and Toes”


Slide43 l.jpg

And this method of helping little ones learn language Knees, and Toes”

is not limited to English-speaking countries…

Slide46 l.jpg

So, to pull it altogether… Knees, and Toes”

We need to involve as many senses as

possible to help the brain and its

interrelated systems stimulate

language development in our smallest


As more parts of the brain are being used,

more synapses are being fired, links are

being made, and senses, information and

experiences remembered.

This is learning.

Slide47 l.jpg

Human beings learn: Knees, and Toes”

10% of what we read

20% of what we hear

30% of what we observe

50% of what we see and hear simultaneously

70% of what we discuss

80% of what we experience


95% of what we’re taught using all channels.

Dr. Carla Hannaford, 1995

Slide48 l.jpg

References and Acknowledgements Knees, and Toes”

Campbell, D. & Brewer, D. (1991). Rhythms of learning.

Tucson, Arizona: Zephyr Press.

Hebb, Donald. (1949). Quoted in online article, Hebbian, 2012.

Hannaford, C. (1995). Smart moves: Why learning is not all

in the head. Arlington, VA: Great Oceans Publishing.

Saffran, J. (2003). Musical learning and language development.

Annals, New York Academy of Sciences. NY.

Tallal, P. & Gaab, N. (2006). Dynamic auditory processing,

musical experience and language development:

Trends in Neuroscience (2006).

Weikart, P.S. (2009). The Movement Foundation for Music:

A Brain/Body Connection. Presentation delivered to

Missouri Music Educators Pre-Conference.

Slide49 l.jpg

Illustrations and Photographs Knees, and Toes”

All illustrations and photographs used in

this presentation are available at

All videos used as part of this presentation

are available at or You Tube.

The Jolly Phonics video featuring Victoria Carrolton is available for viewing at You Tube under the search heading, “Jolly Phonics”.