The number of little children in a class poses not only a practical concern, but a lesson planning challenge as well, as class size affects energy. The more the merrier, the fewer the less cheerier. A class that is too large presents the challenge of containing energy, whereas a class that is too small presents the challenge of sustaining energy. Optimum class size is different for various ages and stages, and absences any given week can reduce class size to one that is too small.

Beginning classes of children 0-5, with parents, function comfortably with 20-25 children signed up.  The family grouping is lovely, and the music content is the same for beginners, whatever the age. The recommended musical content and techniques for sculpting energy, the use of the step ladder to remove the teacher from the parent/child interaction, and the teacher not yet engaging with individual interaction creates an environment in which many children and parents can happily function together. Captivating the musical minds of so many little children, immersing them in such rich rhythm and tonal content, while joyously engaging parent and child together in Play Songs create a most impressive, welcomed oasis from day to day life with a little child. There will always be an occasional drop-out, and a few children out for illness, travel, or weather, but with 20-25 signed up, there will consistently be enough children in attendance to keep the energy flowing through the recommended choice and ordering of activities. Larger classes can be had, but about 22 children are optimal, assuring generally about 18 children.

Classes fully ready for interactivity function best with about a dozen children signed up. The smaller size provides for one-on-one response and meaningful use of props, while providing enough bodies to sustain energy. Even if four were absent, 8 children are enough to keep the energy flowing. Classes larger than 12 can be had, but a dozen children at this level are optimal.

The process of lesson planning recommended in this coursework results in effective lesson plans for all class sizes. The “seamless children’s play” goes on, no matter how many children might be in attendance. The same amount of time can be used for immersion, whatever the number of children, and one-on-one response can be continued repeatedly with the children in attendance to keep each activity at a similar length as it is with more children.

Sign up enough children in a class so that a few can be absent without affecting the feel of a full class. Small and dwindling numbers of children diminishes energy—the teacher’s energy as well as the children and the parents, making it harder to teach. More parents and children charge the teacher and reinforce parents for their wisdom in signing their child up for your class. Dwindling class size can imply that some must be dropping out, which can then affect the attitude of other parents.  A class with too few children deadens the cumulative energy, and can drain the energy of a teacher, who needs energy to sculpt energy. Generally speaking, it is easier to teach a group of children that is too large rather than one that is too small.

A teacher starting a new early childhood music program or stepping into an existing program may not have a choice as to class size. Rather, you teach whomever shows up and are grateful for all who attend, building a program that will eventually have children to fill the classes. Whatever the size of the group signed up, you will experience smaller classes as the flu hits or the weather becomes difficult, and you may discover first-hand the energy challenges with a group of just one or two families. You will learn from the experience and better understand the importance of sculpting energy in lesson planning to assure a satisfying class with whatever number of children are in attendance.