The Magic of Music: Engaging Young Children With Autism Spectrum Disorders in Early Literacy Activities With Their Peers

Abstract

Anyone who has spent much time with young children has witnessed the joy and relish with which they approach making and listening to music. All children, regardless of ability, circumstance, or cultural background, have a natural affinity for music; even children as young as a few months old can keep the beat of a song. Thankfully, music is available to everyone on Earth—by singing or crafting instruments from whatever materials are available, music is close at hand for us all. Because it is beloved and embraced by children, music provides a wonderful opportunity for learning. The tones, patterns, and sounds in music can provide a helpful template for building early literacy skills in young children, as they correspond to the tones, patterns, and sounds in written and spoken language. In fact, music can contribute to learning in all subjects, as it requires attention, focus, and flexibility. Research suggests that music can be especially effective and unifying in inclusive classrooms with children of varying abilities and diverse strengths. In this article, the authors explore how the use of music in the classroom can contribute to early literacy learning, and be particularly helpful for children diagnosed with autism spectrum disorder.