1. From a
neurobiological point of view the early years of childhood are
crucial for the development of synaptic connections in the brain.
This is reflected in simple terms by the German proverb "Was
Hänschen nicht lernt, lernt Hans nimmermehr" (what Johnny
doesn't learn, won't learn John any more").
2. However, we must not
overestimate the first years (as John Bruer has mentioned in his book
"The Myth of the First Three Years, 1999). It is not that John stops
learning at an older age. Humans never finish their learning process.
It is impossible to abstain from learning (we cannot not learn)
because of the structural plasticity of the brain. However, it is
much easier to learn during the flexible developmental phase of the
brain. Therefore, the most important faculties (as upright position,
verbal speech, logic thinking, abstract formal operations etc.) are
developed during the first years of life.
3. Learning is based upon the
plasticity of the brain which is most powerful in the early years,
however, it keeps going over the entire life span. From a human,
neurobiological, educational and ethic perspective early childhood
education is important. Famlies and pre-schools (kindergartens) are
the first and most crucial agents to present a stimulating enriched
environment for learning.
4. Brain development is basically
determined by its genetic disposition, but its individual structure
depends on its use. The brain develops according to how we use it.
All experiences are stored in the brain and influence its neural
structure.
5. Recent findings in animal
research have demonstrated that emotional deprivation and loss of
social contact negatively effect the deep structure (limbic system,
amygdala) of the brain. This has promoted "neuro-didactics" because
of the obvious impact of neurobiological processes on teaching and
learning. Afflictions such as hyperkinetic and attention deficit
syndrome (ADS) refer to a possible interaction of emotional care and
brain development.
6. This supports the social and
educational demand on policy makers to strengthen families for their
educational duties so that they can offer the best possible learning
environment for infants. Pre-schools and schools can only support,
but not replace parental care. Music learning as any other learning
needs individual social interaction and informal guidance.
7. Music plays an important role
at that early age. In its own unique way, musical practice activates
rhythmic processes. The experience of time and space in childhood is
different from that of adults. Children explore time and space by
body weight and flow of movement whereas adults count and measure.
Therefore, it is obvious and reasonable that children need music as a
means of rhythmic repetition and structured movement. And they
respond to music very sensibly.
8. Music stimulates the growth of
brain structures and connects many activated brain areas. Musical
practice calls for fine motor coordination, and enhances the
phonological loop. It is not a question of whether music is processed
in the right or left brain hemisphere, because music fosters a strong
interconnectivity and coherence of both hemispheres. As shown by the
treatment of cochlear implant children, music functions as a highly
differentiated stimulation for the underdeveloped auditory cortex.
9. Research on music aptitude has
demonstrated that every human being is born with a certain level of
musical potential which holds its highest degree right after birth
and can never exceed this level. Without any informal environmental
stimulation a child's musical potential will decrease and finally
disappear. Therefore, it is extremely important to expose the brain
to various musical stimuli so that it can develop musical
representations. The learning window for the musical brain opens at a
very early age. Parents and educators should aim to develop each
child's given potential.
10. Music learning already starts
at a prenatal stage (as Kodály mentioned: Music education
starts nine months before birth - of the mother!) and continues
informally after birth depending on parental musical activities.
Children learn music as they do with language, i.e. they do not start
with grammar and theory, but with practice. They develop knowing-how
before knowing-about. Action knowledge represents the most robust
representation of musical knowledge. The vital need for music
facilitates learning by practical approaches. Music, then, becomes a
natural means of communication and expression.
11. In view of the above, an
international umbrella organization such as ISME is extremely
important. It shares the responsibility of humans to provide all
children with the best possible education corresponding to general
human conditions and individual cultural properties. Exchange and
interaction of different cultures can be seen as the best way to
prevent the clash of cultures and to establish a peaceful symbiosis
of people in the global world. The most powerful neural networks and
behavioural attitudes are developed during childhood. A general
acquisition of knowledge of the surrounding world (which is called
"Weltwissen" and "Welterfahrung" by Donata Elschenbroich) governs our
feelings and thoughts, our practice and knowledge. Music education
plays its particular role in children's education. It fulfils an
ethic doctrine to support and develop a given potential to the best
possible extent.
