20 Important Concepts Parents Learn in Suzuki ECE

Concepts Parents learn in Suzuki

Last week’s article was all about skills that young children learn in Suzuki ECE classes (Read it here). It created lots of discussion about what parents also learn over the course of attending classes with their children. So, today we’re talking all about the benefit of SECE classes for parents!

When parents ask what the best thing for them to do to get their young child ready for lessons is, I always recommend these classes to them – they really are the best way to prepare for the instrumental studio.

And that’s not only true for the students.

SECE is also the best way to prepare as a parent for your child to begin music lessons.

It can’t go without being said that SECE classes develop so much more than music readiness skills, as you’ll see from the points below.

As Suzuki taught us “Charactor first, ability second” and that is reflected in all we do in classes each week.

We are developing musical skills, language skills, and small motor skills (to name a few) but even more so, we are developing wonderful people with empathy, sensitivity, and the ability to treat people and instruments in class with care.

That parents in class develop the concepts below, is both a natural consequence of the class, and also something we quite deliberately work to help develop as teachers. Parents start to discover these concepts through the things we say as teachers, careful observation of their child through our example, and through the journaling process at the end of each class.

SECE really is an amazing source of development for children and for us, as their parents.

Here are 20 important concepts that parents learn in SECE Classes:

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The Impact of Music from Birth [A SECE Parent Interview]

Parent Interview Music from Birth

Teaching Suzuki Early Childhood Education (or SECE) classes is truly one of the highlights of my week. The development in the children we work with happens literally before our eyes and there’s no doubt that music is having a wonderfully positive impact on both the  students and families.

Have you ever wondered what it’s like to be a parent in a SECE class? How young is too young to start attending? What might your child get out of Suzuki ECE that sets it apart from other programs?

I am excited today to share an interview with a parent in our SECE program who started attending classes with her daughter when she was just 7 weeks old.

At the time of this interview, Summer is just over two years old. I was excited to ask Heather, her mom, about their experience in the program, how it has impacted Summer over these past two years and why SECE is still an important part of their lives two years later.

Enjoy!

Christine: What interested you in signing Summer up for the Suzuki ECE class at such a young age? 

Heather:  At around a month old, Summer could be quite fussy and I noticed when we would go out around others it seemed to help comfort her.  We went to a musical instrument themed play date at a friend’s house and after Summer cried for twenty minutes solid in the car, the door to the house opened and a clear triangle sounded out.  Summer stopped crying and was interested and content as she listened to the other simple instruments.

On our first day of Suzuki ECE class, Summer was 7 weeks old.  She heard the instruments and quietly listened and took it all in.

I could tell each week that she had a lot to think about from class.  She was unable to stay awake the entire class time or needed feeding intermittently but we could step out or sit to the side of the room while she napped.

It’s truly amazing to me that it didn’t matter what her mood was like earlier in the day or in the car, when class started she listened and thought. As she got older, she became more aware of and interested in her classmates too. Read more

Success Breeds Success

“Success Breeds Success” is a well know Suzuki concept that many people have heard before. On the surface it makes logical sense, but what does it look like in practice?

It’s easy to nod our heads, say: “yes that is so true” and totally forget about it when we are teaching our students or practicing with our children.

I see this concept in action in the most obvious of ways when I teach Suzuki Early Childhood classes (SECE). New students who are old enough to play an instrument with the teacher’s help, may not want to at first. Instead they often choose (and need) to observe for a number of classes.

Eventually the come up for a turn, sometimes bringing a parent up with them for reassurance.

After a time (which varies depending on the child) they start to come up for a turn, maybe quite tentatively at first.

Lots of praise is given at each of these stages. Success with observing closely leads to success on being able to do the task with help. Success at this step leads to success with independent turns.

An instrumental student goes through a similar process but sometimes it happens more slowly, and is harder to see as clearly.

success breeds success

I may have a young violin student who is learning to hold the bow. At first their fingers struggle to form the shape of a bow hold at all and we just notice the effort they put into trying it.

Over time they make a bow hold with parent help and then eventually independently (sometimes with varied success at first).

Again we praise each level of development.

Success at the effort to make a bow hold leads to success of making bow holds with the parents help. All the repetitions of that process equal success at independent bow holds down the line.

“Wow your muscles are more relaxed today!” is much more motivating for future effort and future success than pointing out the 5 things that (in fact) may still need work.

Criticism breeds insecurity and fear of failure.

Success (and celebration of that success) breeds more success.

How have you noticed this concept at work when working with your own children or students?

Have you purchased your copy of Beyond the Music Lesson: Habits of Successful Suzuki Families? Purchase and email your receipt before August 1st 2017 to Christine@Suzukitriangle.com to get bonuses including parent discussion questions, a printable PDF, and access to a facebook community where we’ll discuss topics from the book and go through a book club this coming fall. 

Dispelling a Myth about Suzuki ECE

Suzuki Early Childhood Education (SECE) is a big passion of mine. I am always excited to talk to other teachers and new parents about why I love it so much.

My background is in Early Childhood Education and I consider teaching young students my specialty. I have taught in other ECE music programs before and there are lots of great things about them. I don’t have anything negative to say about them and I think that having a young child in any Early Childhood Music class is a wonderful thing.

However,  I think there is an idea out there that Suzuki ECE classes are the same as all those other classes and that there is no reason to teach it over any other program.

Having experience teaching both, I have to say from the teacher’s perspective this couldn’t be further from the truth. When I first watched a Suzuki ECE class I was so excited to see what was happening (and how different it was) that I knew someday this was something I needed to do.

I noticed that the parts of teaching other ECE music classes that I found frustrating or counter- productive (like the chaotic environment that I felt didn’t prepare students well for the environment of music lessons) were not happening in this class – and that everything flowed in such a natural way. I just had to find out more about it.

Now that I have taken training and started teaching SECE classes I have been thinking about how to explain what it is that makes SECE so unique. Here are five things that stand out to me that set it apart from other programs:

1. Mastery : Unlike other programs where the music (both in class & listened to at home) rotates often: in SECE we always rotate between 2 set weeks of curriculum. The repertoire we use is built upon in layers and made more advanced for the students as they master it (much like instrumental playing and review pieces) but we keep coming back to the same curriculum we know in order to build mastery.

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