We are delighted, through our partnership with Music as Therapy International, to have hosted their Interactive Music Making (IMM) training course for our own Early Years staff and other Early Years colleagues from across Hackney and London. Participants took part in 11 training sessions at Morningside Primary School earlier this year and then put the theory and practical activities into practice with small groups of children in their classes back at school. The staff observed and reflected after each session on how their pupils developed in confidence, turn taking and enjoyment of the music activities week by week.
One of our teachers reflects here on the impact on the children of the weekly music sessions she held with them, and on what she learned through the training and interactions:
A. is a three-year-old child with speech and language needs, social communication difficulties, sensory preferences, delayed play skills, and some challenges with emotional regulation. These needs influenced my choice of predictable routines, visual supports, repetition, movement-based activities, and opportunities for non-verbal communication.
Alongside these needs, A. showed a strong interest in musical instruments, which became an important strength to build on throughout the project.
My aim was not simply to encourage participation, but to create a musical environment where A. felt confident enough to express himself, interact with others, and develop his own musical identity.
As the project progressed, participation alone no longer felt like the most meaningful goal. I introduced a stronger focus on peer awareness. I wanted the children not only to participate individually but also to notice one another, respond to one another, and develop relationships through music.
One of the first signs of progress was when A. began anticipating activities. Before one session had even started, he asked whether we were going to sing the Hello Song. Although this seems like a small moment, it showed recognition of routine, memory, anticipation, and communication of preference.
A.’s confidence became even more visible during Pass the Tambourine. He began influencing the activity by asking to replace the tambourine with the drum, requesting to be first, and repeatedly asking for another round.
Importantly, I followed his ideas, which reflects Element 4 of the IMM Framework and the importance of responding to children’s musical leadership.
I also noticed growing peer awareness. A. became more able to wait for his turn, pass instruments appropriately, and take part in shared group experiences.
An important learning point for me was allowing more freedom and leadership within the sessions. Initially, I felt responsible for keeping activities structured. Over time, I realised that some of the richest interactions happened when I followed the children’s ideas rather than my own plan. For example, R. sometimes led songs, chose instruments, or initiated movement. Rather than redirecting her, I learned to follow her lead and allow the group to respond.
Perhaps the most significant moment of the project occurred during Make Some Noise. Previously, A. had mainly participated while sitting. During the final sessions, he stood up and danced in front of me and the group for the first time. This moment represented confidence, self-expression, enjoyment, and a willingness to participate fully.
This project taught me that progress is not always measured by participation alone. Some of A.’s biggest achievements were anticipating activities, making choices, leading interactions, exploring new instruments, dancing freely, and expressing enjoyment through music and movement. He became more engaged, confident, expressive, and willing to participate within the group. He also showed growing flexibility, peer awareness, and confidence in influencing musical interactions.
I learned the importance of following children’s initiations rather than relying solely on planned activities. I also saw how music can support communication, connection, and peer relationships in ways that do not depend on language.
Most importantly, this project reminded me that meaningful progress often happens when we slow down, observe carefully, and follow children’s leads. By valuing A.’s interests and responding musically to his communication, I was able to witness growing confidence, self-expression, and connection with others through music.
The Interactive Music Making course will be hosted again at Morningside Primary School in 2026-27. To find out more and apply for the course please contact Music as Therapy International