Q: Do parents have to participate?

A: We believe that a parent is the child's best teacher and so parental participation is required for the entire class from Foundations to Level 3 and for the final 5 minutes in Level 4 and 5.

Q: When should I arrive?

A: Please arrive about 5 minutes early in order to get full value from the class. You will find that you and your child will settle much better if you have time to remove shoes and get organised in our waiting room before the commencement of the class.

Q: Missed the start of term? No Problem!

A: You can start any time during the term and fees are calculated on a pro-rata basis.

Q: What should we wear to Kindermusik?

A: Children should come comfortably dressed to both sit on the floor as well as move around the room.

Q: What should I bring?

A: We supply everything in class. In order not to distract other children in the class, please keep toys, drink cups, and snacks out of sight in the classroom. Please switch your mobile phone to silent. Please note that no food is to be consumed in class as we have many children who have life-threatening allergies. All food is to be eaten on the balcony.

Q: What is your make-up policy?

A: Kindermusik has a flexible makeup policy - missed classes where appropriate notice has been given, can be done in any age-appropriate class. You are able to schedule make up classes at any time through the calendar year as long as your child is enrolled and there is room in an alternative class. 

Q: I just found out about your Kindermusik classes and the class I would like to register for has already started. Is it too late to join?

A: Enrolment is on going, so you can join anytime! You may still register even if the start date has passed. Tuition will be pro-rated.

Q: How many children per class?

A: Our classes are small and intimate. The teachers really get to know the children and their parents/care-givers very well. Class sizes range from 4 – 9 children.

Q: As a parent/caregiver, how do I participate in class?

A: Parent/caregiver participation is required for all classes that cater to children 3 years and under, the most important thing you can do for your child is to be an active and patient role model.

Our Level 4 and Level 5 classes are what we call "independent child classes". All parents are invited to join us for the last 5 minutes of class.

Q: My toddler is very active and doesn't always seem to be listening to the activity. He prefers to move around the class. What should I do?

A: Children are primarily kinaesthetic learners and learn best through movement. A toddler loves to exercise his or her newfound freedom in self-propelled movement, and we encourage this. These classes are not about just sitting and listening. Children learn peripherally, meaning that they are absorbing information like sponges through all 5 senses even if it appears to us that they are not actively engaged. Parents often tell us that their child repeated a song or activity at home, although they appeared distracted during class. They are learning their own way, and we respect each child’s needs and differences. By using the At-Home Materials, you can be sure that your child is learning in class, and at home. Be patient, and know that your child is learning at the pace that is right for her. We expose her to the activities and songs with suggested learning objectives, and they take it from there, often surpassing our expectations!

Q: What do you do in a Kindermusik class?

A: Each Kindermusik class includes several important components. At all times, the developmental stage of each individual child is respected and encouraged within the wider scope of the activity.

Singing and rhymes are used to develop language skills, encourage expressive vocal use, nurture the development of pitch, and increase awareness of the sounds and rhythms in speech. Pattern recognition in speech is a key element of good musicianship later on.

Instrumental play nurtures awareness of sound quality or timbre, allows individual exploration of ways sound is produced and how that sound can be modified, develops steady beat, and is the beginning of ensemble play (how people make music together).

Children are primarily kinaesthetic learners, which means that they learn best and more quickly through movement-related activities. Movement, including free dance, patterned movement, and musical movement-stories, provides the physical experience which children need to explore and understand abstract concepts, allows expression of emotion in self and in the music, builds coordination, and assists in growing social skills.

Early literacy is developed through active involvement in storytelling, both from books and storyboards.

Q: How did Kindermusik start?

A: Kindermusik was originally developed in West Germany in the 1960s.

For the past 40 years Kindermusik International has developed the modern Kindermusik method with classroom curricula and award winning books, music, games, special age-specific musical instruments, and creative activities, all based on the latest proven research. Kindermusik International is the world's leading publisher of music and movement curricula for parents and their children, ages newborn to 7 years.

Q: Why is music good for my child's overall development?

A: The core belief of the Kindermusik approach is that musical learning is not just for music. Exposure to music is a strong catalyst to help develop not only your child's musical abilities, but many other areas of early learning as well during the critical early years.

The proven Kindermusik methodology is built on the educational philosophies of Orff, Kodaly, Laban and Dalcroze and the work of early childhood experts such as Piaget, Vygotsky, Montessori, and Brazelton.

In fact the latest research has been shown that music is a powerful stimulant for a child's total development. A body of recent scientific research has shown that music can actually stimulate the growth of the brain in such nonmusical areas as language skills, mathematics, cognitive skills, social and emotional interactions, and physical coordination.

Q: When is my child ready to begin instrumental lessons (such as pitched instruments or the piano)?

A: "To teach a child an instrument without first giving him preparatory training and without developing singing, reading and dictating to the highest level along with the playing is to build upon sand." --- Zoltan Kodaly

Three of the most prominent music educators in history, Kodaly, Carl Orff, and Emile Jacques-Dalcroze, dedicated their life's work toward a better understanding of music education for young children.

Kodaly, a Hungarian educator believed everyone should attain music literacy and singing should be used as the foundation of all music education.

Orff, a German educator believed children should first feel music before they understand it. Through active participation, movement, rhythmtic speech or chant, use of percussive instruments, and improvisation, Orff believed children should be creative in their musicianship.

Dalcroze, a Swiss educator believed that moving and singing known as Eurhythmics (or "good rhythm" in Greek) along with inner hearing (internalizing music) and Kinesthesia (sensory experience) are essential to early childhood music education.