Musicaliti Preschoolers strip op

Age Appropriate

Musicaliti Preschoolers is for children from 3-4 years old. We use songs and games to appeal to their adventurous nature!

For example, their hysterical sense of humour means we can make up and sing songs with funny or surprising endings! They become braver in trying new things, and love opposites, like fast-slow, high-low and loud-quiet!


Children in preschool find experiences meaningful and significant when they involve physical movement and imagination. They get more precise with their movements and more confident in their reactions, so they begin to explore the relationship between reality and fantasy. Although they demand that we recognise their fantasies as reality, research shows that other actions show that they are actually aware that there is a differences! This is a great age to create opportunities to develop empathy. Children are more open to exploring other views and feelings, but may become frustrated when they are still unable to express themselves the way that they want to. Group games that allow children to join or leave help children to learn to work together in groups. Children use physical experience to develop their personal knowledge, so it is easy to see how they copy, analyse, understand and try out new experiments. At this age, they love making up original songs and performances!


Instruments used in preschooler sessions are familiar because they are also used in baby and toddler sessions, which helps to develop their sense of independence and responsibility.

  1. Sandblocks are the number one favourite instrument because of the way they can be played and manipulated
  2. Jingle bells are the next favourite because they look similar – but they jingle!
  3. Sticks are the next most exciting although they are slightly limited
  4. Egg shakers are very clearly baby instruments that bring back fond memories but are also too limiting
  5. Character instruments (jingle bugs, shaker fish etc) are interesting but limit the way they can be played, so multi-instrument boxes (triangles, tambourines, cabasas, guiros, monkey drums, wood blocks) and pass-around instruments (large drums, xylophones, ukuleles) should involve demonstrating and playing instruments correctly, using techniques of opposites (loud/quiet, fast/slow, high/low) with/without passing on so that all can play. Click here to link to our instrument shop!

Musicaliti Preschool (3-4y)  is the perfect introduction to Musicaliti Primary Infants (4-5y), where instruments, games and skills lead to beginning to read and write musical notation, all based on their development:

  • Playing simple circle games turns into stepping forward and backward in a circle
  • Memorising sequences turns into playing partner games
  • When leaving out the last line of a song, singing the last line turns into completing the song by singing the last two phrases
  • Tapping and beating smaller instruments turns into tapping and beating instruments requiring more finesse and control
  • Acting as song/game characters turns into understanding funny/clever lyrics
  • Following in a line and spiral turns into walking in a line and creating bridges
  • Recognising quaver (eighth note) and crotchet (eighth note) beats turns into recognising dotted (skipping) rhythms
  • Recognising and imitating songs with minor third and perfect fifth notes turns into recognising and imitating songs with major 6th and major 3rd notes
  • Walking to the beat turns into matching pitches on body parts
  • Hopping and jumping turns into skipping
  • Children recognising and reproducing 12-28 full songs turns into reproducing 16-35 songs
  • Music sessions with familiar people can continue for 20 minutes at a time, turning into 30 minutes at a time

This experience develops their musical interest towards instrumental music grades!

“This is the only session where he will stop and join in”

“This is the first time she crawled”

Said at a baby session for 0-2 year olds

“This is where he started singing”

“He’s started holding his ukulele just like you hold your guitar”

“She’s memorised the words to that new song, here’s the video”

“The huge variety of instruments is the biggest reason that we love having you”

“She’s suddenly stopping herself and giving other children a turn”

“He got the whole family to sit in a circle and pass the instruments in turn”

“She’s always talking about you, so mum wanted to get you a Christmas gift”

“Could you recommend a ukulele book? I had to get her one for her birthday”

“After attending your nursery music and then afterschool music club, he is in year 6, doing grade 6 music exams”

“Could you please consider teaching private guitar to my 6 year old and ukulele to my 4 year old – this is such an accessible way into music”

“She was so anxious and frustrated, and that all seems to have been channelled into practise”

“He’s changed to a private school and they are so impressed with his maths ability – I credit your music teaching”

“Could you also teach my secondary school child? You must be so good, I (dad) may have to book a few lessons with you”

“He was so uncertain about doing anything in public, and this session has given him so much confidence that he wants to perform for his school”

“Please can you hold another session, he would like them every month – or fortnightly”

“She’s going to enter Britain’s Got Talent, she won’t put her guitar down”

“Aah, brilliant, this is the best bit, you brought the ukuleles!”

“That was so cool, the way we played it all together at the same time”

“Can he start guitar lessons with you? He loved trying out the electric guitar”

“I felt awful before we got here but now that we’ve sung, I feel so much better, you just forget your problems”

“Choir has really improved my confidence, there was this job going and I decided to go to the interview – and I got it”

“It’s so good to forget about your day and just sing”

“After your music training, one of the students taught herself ukulele and planned her demonstration lesson around it”

“The students got a great feel for not only holding the session, but what it would feel like as a child in a session”

“We would love you to teach with us more often, could you apply for a job here?”

“It was really good singing all those old songs – are you coming again?”


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