in tactile and parent assisted activities. With parental assistance, infants can partake in body movement and rhythm exercises to sung songs and recorded music and through play. As these children develop independent motor skills, they progress to doing these activities on their own. Infants and toddlers are often encouraged to sing and explore rhythm through body movements and percussion instruments such as egg shakers, drums, and xylophones. As young children progress, activities can include concepts that introduce counting, solfege, and notation. Some programs then allow for young children to shift easily into more formalized dance and instrumental instruction starting at a very early age. Many children like making very loud music respectively noise. In this case, it is common to use noisemakers like very loud maracas, pea whistles, the head joint of a recorder or vuvuzelas for rhythm exercises. This is usually only done private at home because of the noise regulations in school courses. Pedagogies of early childhood music education Several pedagogical approaches exist which promote specific methods of training young children in music, including Orff, Kodály, Dalcroze, and the Suzuki method. These are among the most widely recognized ones. Many of these pedagogies share commonalities, such as music and rhythm development through body movements, folk songs, aural training, and the belief that music literacy from an early age is beneficial. Each is known for particular characteristics, such as in Dalcroze Eurhythmics the use of lifelong body movement and expression through music and the Suzuki Method, which is based on the principles of "Mother Tongue", or the belief that music learning builds on the principles of language learning and therefore needs to start at a very early age. institutions and teachers often use a combination of these pedagogies even if they might be affiliated with only one. World music Studies done on children who have had a musical background, have shown that it increases brain function as well as brain stimulation. When children are exposed to music from other countries and cultures, they are able to learn about the instrument while at the same time being educated about a different part of the world. See also Music education Music and movement References Agardy, Susanna (1985), Young Australians and Music, Australian Broadcasting Tribunal, Melbourne. Music education Sociomusicology