Music is a powerful tool for learning, and its impact on language development is well-supported by research. From lullabies to nursery rhymes, music plays a crucial role in helping children develop speech, listening, and communication skills. But how exactly does music support language development? Let’s explore the science behind it.

1. Music Enhances Phonological Awareness

Phonological awareness—the ability to recognize and manipulate sounds in our brains—is a key predictor of reading and language skills. Songs, especially those with rhymes and repetitive patterns, help children identify sound patterns, syllables, and rhythms in speech. Studies show that musical training can enhance phonemic awareness, making it easier for children to decode words when learning to read (Gordon et al., 2015).

2. Rhythm and Prosody in Speech

Speech has its own rhythm and melody, known as prosody. Music helps children tune into these patterns by emphasizing stress, pitch, and timing, which are essential for understanding spoken language. Research suggests that children who engage in musical activities tend to have better rhythmic perception, which correlates with improved reading and speech processing (Tierney & Kraus, 2013). This is further enhanced with the use of actions such as clapping, signs and dancing!

3. Vocabulary Growth Through Songs

Songs introduce children to new words in an engaging and memorable way. The repetition in lyrics reinforces word learning, and pairing words with melodies enhances recall. Studies have found that children who participate in music activities show greater vocabulary development compared to those who do not (Patscheke, Degé, & Schwarzer, 2019). We can also use familiar songs to encourage language development by building up anticipation of a word and having children “fill in the blank”. For example: “Twinkle, twinkle little….” I bet your brain filled in the blank already, probably in tune as well!

4. Music Engages Multiple Brain Areas

Music stimulates both hemispheres of the brain, strengthening neural connections related to language processing. Neuroimaging studies indicate that musical training activates the same brain areas responsible for speech and auditory processing, reinforcing language skills through shared neural pathways (Zuk et al., 2013). Nothing like some bilateral neural stimulation to get those young minds motivated!

5. Singing Encourages Social Communication

Singing and musical play create opportunities for turn-taking, imitation, and joint attention—key skills for social communication. Music therapy has been particularly effective in supporting language development in children with speech delays, autism, and other communication challenges (Geretsegger et al., 2014).

6. Music and Emotional Expression in Language

Language is not just about words; it also conveys emotions. Music helps children express and interpret emotions through tone, pitch, and tempo, enhancing their ability to understand and use expressive language.

How to Use Music to Support Language Development

• Sing nursery rhymes and action songs to build phonological awareness.

• Use rhythmic clapping or drumming games to reinforce syllable segmentation.

• Play call-and-response songs to encourage turn-taking in conversation.

• Introduce new vocabulary through themed songs (e.g., songs about animals, colors, or numbers).

• Encourage musical storytelling to improve comprehension and sequencing skills.

Final Thoughts

Music is a natural and enjoyable way to boost language development. Whether through singing, playing instruments, or listening to music, engaging children in musical activities can support their speech, vocabulary, and communication skills. So turn up the music and let the learning begin!

References

• Geretsegger, M., Elefant, C., Mössler, K. A., & Gold, C. (2014). Music therapy for people with autism spectrum disorder. Cochrane Database of Systematic Reviews.

• Gordon, R. L., Fehd, H. M., & McCandliss, B. D. (2015). Does music training enhance literacy skills? A meta-analysis. Frontiers in Psychology, 6, 1777.

• Patscheke, H., Degé, F., & Schwarzer, G. (2019). The effects of training in rhythm and pitch on phonological awareness in four- to six-year-old children. Psychology of Music, 47(3), 376-391.

• Tierney, A., & Kraus, N. (2013). The ability to tap to a beat relates to cognitive, linguistic, and perceptual skills. Brain and Language, 124(3), 225-231.

• Zuk, J., Benjamin, C., Kenyon, A., & Gaab, N. (2013). Enhanced syllable discrimination thresholds in musicians. PLoS ONE, 8(12), e80546.