CFC 23: Musical activities for young children

CFC 23 explores musical activities for young children, how to make simple musical activities or games, and what children can learn from taking part. The links on this page cover activities for different age ranges, benefits, how to create an activity, the value of music, and the learning that can take place. This introduction helps you keep the main message clear: music supports communication, movement, relationships and joy.

Musical experiences start early. Even very young babies respond to rhythm, voice and gentle repetition. Music can soothe, energise, and help children feel connected to adults and to each other. In early years settings, musical activities are also a strong tool for language development, listening skills, memory and turn-taking. Most importantly, they are fun.

This unit asks you to list musical activities for babies under 6 months, children aged 1 to 2 years, and children aged 3 to 5 years 11 months. For babies, musical activities may include gentle singing, lullabies, rhythmic rocking, and simple sound exploration (like a soft rattle) with close supervision. For 1 to 2 years, action songs, simple percussion instruments, and “stop/go” music games can support listening and coordination. For 3 to 5 years, children can enjoy musical games with simple rules, singing in groups, copying rhythms, making shakers, and exploring loud/quiet and fast/slow.

You will identify the benefits for children of each activity. Benefits can include bonding with adults, developing attention and listening, building vocabulary (through songs and repetition), improving coordination (through actions and dance), and supporting confidence. Group music can also support social skills, as children learn to take turns, wait, and join in together.

The unit also asks you to describe how to make a musical activity or game. This could be as simple as making homemade shakers using safe containers and fillings, creating a “sound matching” game, or planning a circle-time rhythm activity with clear steps. At Level 1, it’s about choosing age-appropriate materials, planning simple instructions, and keeping safety in mind.

Learning from musical activities might include recognising patterns, copying rhythms, developing memory through repeated verses, and practising early maths concepts like counting beats. Children also learn communication skills through call-and-response songs and shared attention. Music can support emotional expression too: children may show excitement, calmness, or pride through taking part.

Here’s a practice example: in a toddler room, a “tap and stop” drum game helps children practise listening and self-control. The adult taps a drum and then stops; children copy and learn to pause. Another example: in a pre-school room, children make shakers and compare sounds—some are loud, some are quiet. The adult supports language (“loud”, “quiet”, “shake”, “slow”) and encourages children to take turns performing a simple rhythm for the group.

As with all activities, inclusion matters. Some children may be sensitive to noise or may feel overwhelmed in a large group. A person-centred approach might include offering a quieter instrument, allowing the child to watch first, reducing volume, or using a smaller group. Music should feel safe and enjoyable for everyone.

As you work through the links on this page, keep your answers grounded in age-appropriate practice and realistic early years routines. By the end of CFC 23, you should be able to list suitable musical activities across the age ranges, explain the benefits, describe how to make a simple musical activity or game, and identify the value and learning that can take place for young children taking part.

1. Know the benefits of musical activities for young children

2. Know how to make musical activities or musical games for young children

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