"The Multi-Age Kindermusik Classroom" by Wendy Ensz

When Kindermusik International first introduced the Family Time / Multi Age class concept, I had a mixed reaction. The idea of effectively teaching children with a 7 year age span seemed like quite the challenge. How can a 7-year-old learn the same thing as a 6-month-old? Won't the babies be over-stimulated? Won't the first graders be bored? However, many families had found that attending Kindermusik two or three times a week was difficult. Therefore, some were signing up only one child when they really wanted all of their children to be able to attend. The Family Time option enabled those families to enroll all of their children simultaneously.

The first few years we offered Family Time, I did not teach the class. But eventually, at a family's request, I dove in. My first few weeks were very carefully planned, but tentative: full of observations, readjusting, adapting, and living the experience. More and more, it made sense to me that this seven year age span is actually wonderful! And now I love teaching the Multi-age classes. Here's why:

The Babies: This is the age where the brain is the most receptive and adaptive to the environment. The babies observe the older children (mostly by hearing, also seeing, touching, and of course TASTING!) and simply learn, “This is what I'm supposed to do.” When a baby has seemed over-stimulated, for example, at noisy instrument exploration time, we have moved him further from the activity of the sound and given him his own space in which to explore an age-appropriate version of the instrument.

The Toddlers: Moving and moving and moving! Not only does the thrill of large motor abilities keep the toddler happy, but simultaneously, they hit “Language Explosion!” In the course of a semester, many toddlers go from bouncing their knees to actually jumping off of the floor, and from speaking just a few words, to sharing long, involved sentences. Their observations of the other children around them expand both their singing and their movement abilities. The toddlers are intrigued by the babies, because they, themselves, are not babies anymore! And they adore the older children, and strive to be a “big kid” just like them.

The Preschoolers: Three and Four year olds love (and can't help!) to make connections. As soon as we sing about a word or theme that is familiar to them, they blurt out, “I have a ___ at home!” The younger children understand the concept of “home” and thus learn a foundation for making connections. The older children enjoy watching the preschoolers' freedom within the structure (preschoolers THRIVE on this!); and after a full day of school, the school-age children understand that they can relax, take ownership of the connections and activity, and that NO ONE will get in trouble at Kindermusik.

The Five- to Seven-Year Olds: These early elementary age children appreciate and enjoy the opportunity to be the teacher, the helper, the assistant. The responsibility of helping carry the instrument basket, or reading the literature book, or modeling actions, is a self-esteem boost. They directly and indirectly teach the younger children how to follow directions, how to use words to express questions and logical answers, and how to watch their spacing – through careful body control – so they won't hurt the little ones. They also have the chance to be the leaders, in song, in creative instrument play, pretend play, and verbal interactions.

The Grown-ups: Ultimately, each grown up has the chance to make sure the activity works for his or her child, no matter what age. At the beginning of certain activities, the teacher will give some guidance about how this can work successfully for both the oldest and the youngest, and then each grown-up takes it from there. For example, when it is time for scarf exploration, the grown-ups will: let the babies hold, chew, watch the scarf; let the toddlers cover their heads and play peek-a-boo; let the preschoolers pretend to be a super-hero or a princess by helping them dress up, and then watching them get into character; let the older children create movements, mirror them, and then challenge them (“Can you do that on one foot?”). This is such a fun time for me to observe; not only do I learn more about each child, but I love watching one-on-one time which means so much to the family!

Music is for everybody, all the time. It is meant to be shared by everybody, all the time. The Family Time / Multi-age class has given more children (with or without siblings) and more families the opportunity to attend, and we are here to serve everybody, all the time! While I still enjoy the classes where the children are close in age, I have come to appreciate the value, interactiveness, and FUN of the Multi-age classes.