A Froebelian approach

Supporting children with additional needs featuring Tuffkid

Benefits to physical development Froebel observed the progression of children’s physical development from gross-motor to fine-motor control. The Mother Songs and ring games begin with developing whole-body movements before gradually progressing to hand and finger movements.

For babies, Froebel recommended that the mother move the child’s limbs to engage them in the movement. For children with reduced mobility, educators may move a child’s limbs to the song e.g. supporting their arms in the winding motion whilst singing ‘Wind the bobbin up’, if this is something the child enjoys. Of course, this is dependent on the child’s mobility and sensory preferences.

Sensory benefits Singing and moving are experiences which can benefit children with sensory processing differences. For Lina, rhythmic rocking calms and relaxes her. Movement games involving jumping, clapping and rocking all activate the proprioceptive (knowing where your body is in space) and vestibular (balance) senses (Griffin 2021).

Children who find the sensation of physical touch calming may enjoy songs and movement games which involve gentle touch or tickling, such as ‘Round and round the garden’, or songs which involve bouncing or pressure, such as a gentle squeezing. Songs which involve whole body movements, such as ‘Head, shoulders, knees and toes’, provide several benefits for children with a variety of additional needs. For the visually impaired child, action songs enable them to orient their body in space. Songs involving hand and finger play also support children to move from the ‘literal’ to ‘abstract’ as they develop an understanding of symbols, for example, that a finger stands for a person (Bruce 2023).

It is important to bear in mind that children’s sensory preferences will vary, for example some children may enjoy loud singing, whilst other children may find it overwhelming.

It is important to consider children’s sensory preferences when planning for singing. Some children may prefer to sing alone with an adult or in a small group. Ensuring singing is inclusive also requires us to consider the different ways children request songs. Having a board with visuals for each song, or a basket with objects relating to each song supports children to choose songs non-verbally.

Froebel believed that songs sung with children should be meaningful, relating to their first-hand experiences and locating them in their wider community.

Parents and carers can be involved by sharing songs sung at home and in the setting or school.