The best part about a Magic Movers session is that it is FUN, lively and sociable for both adults and children.  If you are interested in the science behind the fun, then read on and find out in more detail why movement and music are powerfully beneficial to both mind and body.

We all know that regular exercise is good for our bodies.  Children are naturally energetic - especially in the early years - and if their adult role models reinforce the idea that movement is a good thing, then these early habits can extend into adulthood.  Active children are much more likely to be active adults. 

Whilst it is great to take your child to a softplay centre, the playground or the park, these situations often involve the child being active whilst the adult just sits and watches.  Far more beneficial for everyone is to also seek activities where adults and children can participate together. Magic Movers was created to provide this opportunity.  Children then get the very positive, powerful message that being active is something for all ages.

For many years early childhood experts have known that young children learn through experience – playing, exploring, discovering and doing.  Now, neuroscience confirms that the brain actually changes as a result of “doing”.  Brain cells are stimulated by sensory experience, producing connections (synapses) to other brain cells that are crucial to learning.  These synapses must continue to be stimulated for children’s brains to function optimally.
Neurophysiologists tell us that physical movement plays an essential role in facilitating learning in all areas.  In studies where children spent extra time in daily physical activity, they showed a higher level of academic success generally.

Increasingly, research is demanding that we look at the mind and body as united rather than the traditional view that the mind is superior to the function of the body.  Movement promotes development of “kinaesthetic intelligence” which enhances spatial awareness, musical ability, logic, creativity, linguistic and interpersonal intelligences.

Young children are naturally dynamic and love to move around.  Movement sessions at an early age should be a source of joy, where children experience success and frequent praise.  The simplest activities (action songs, or clapping, waving and stamping for example) have a much wider resonance than previously realised.  Combine these elements in a group setting with a beloved adult and other children to socialise with and you have a sure fire recipe for optimising learning as well as having fun.   For very young children, lots of repetition is hugely beneficial to get those brain cells busy and buzzing. 

So when you find yourself doing “Heads, Shoulders, Knees and Toes” for the 100th time, remember it’s all in a good cause and who knows, your little one could be a genius in the making! 

SO WHAT DOES MUSIC HAVE TO DO WITH IT ALL?

Music is essentially a non-verbal source of communication.  As such it can connect many different kinds of people.  Linking words to actions within a song helps children develop vocabulary.  Music is vital to language and listening skills, and it is believed that children who regularly listen to music are more motivated to communicate with the outside world.  Music consists of symbols, which when used in partnership with movement and words, helps to make abstract concepts more “real”.

The Magic Movers programme uses a variety of musical styles, themes, rhythms and tempos as well as body percussion and action songs.  Combining rhythmic movement with song contributes to intellectual development in a way that is hard to beat. Music can express and alter mood and suggest movement styles.  In fact it is very difficult to try and think of music and movement as separate entities.   Humans – especially the young – experience music in a “whole body” way.  Just think of the time a slow piece of music in a minor key made you feel sad, or when you couldn’t stop your feet tapping to a lively, catchy tune.  Music is an essential part of our culture and our lives are continually enriched by it.

Some of the material for this page has been sourced from Kay’s studies of Rae Pica’s work in the U.S. and the excellent text “Experiences in Movement – Birth to age 8”