Very young children do not yet have a sense of expected classroom behavior, whether that be to cooperate, participate, or sit still when bored. They simply react to what is in front of them. A child sitting still is not bored, as a little child who might be bored will not sit still! Young children have a very polite way of showing you they are bored—they simply walk away, engage with the chairs in the room, mommy’s zipper, or want to go to the bathroom. Yet children very engaged in the aural content you provide might also walk away, engage with chairs in the room, or mommy’s zipper. Sometimes we wish these little free spirits would have a greater sense of “classroom behavior.” We cannot, however, impose classroom expectations on such young children, nor assume that the children are “bored.”

The process of music learning is not at all boring for a child, but rather, an enticing playground to explore. Appropriate songs and music activities feed that lust to explore and grow musically, just as appropriate toys feed other dimensions. If you feel that the children are “bored,” consider the following.

Might your class be unmusical? For example, you have forgotten to make communication non-verbal, or forgotten to create a lesson plan that assures a “seamless children’s play” from start to finish. The more musical your class, the more you will effectively engage children.

Might the succession of activities you chose not effectively manage the flow of children’s energy throughout the class? For example, perhaps you have selected several low energy activities without the contrast of a spark (that could be created by a song, prop, or change of movement), or perhaps pacing was slow, without effective transitions or energy momentum. The more you think through your lesson plan in terms of energy management, the more you will engage children effectively.  

Might you be using a single prop with individual turns rather than providing a prop for each child, or having the children take turns with something that leaves the rest of the class fidgety? Little children don’t yet understand that they have to share something enticing.  They want what they see. Providing a prop for each child invites each child to engage in his own way—to “play music,” and prevents the class from bogging down by having to share. [More musically developed children do fine with individual turns for interactivity. Rhythm Dialogue with Young Children]

Enthusiastic children feed the ego of the teacher.  Seemingly “bored” children bring on the teacher’s insecurity and self-doubt. Trust that a highly musical class with effective energy management breeds satisfaction for children, parents, and teacher. Effective techniques in classroom presentation and lesson planning assure engaged children, and the young ages of the children assure that boredom is not the problem!