SRMTA Member Gregory Chase
Regina, SK
Community Music Goes Beyond Music Making
Gregory Chase
Ed.M (Mus), B.Mus., ARCT, RMT
The Impact of Early Childhood Music Programs in Regina
“To me, music and love are the same things, you know. If our kids grow up with music in their lives, then there is no question that they will always, always, be loved.” — Whitney Houston
Community music is often thought of as singing songs, clapping rhythms, and moving to a steady beat. But in reality, it goes far beyond music making. In Regina, early childhood music programs led by my colleague, Sarah Frostad, and myself, are shaping not only musical growth, but also emotional regulation, language development, cognitive organisation, inclusion, and community connection.
These programs are currently offered at:
• Music Moves for Kids – an early childhood music program in the community. Four classes based on ages from newborn to age 5.
• First Years Learning Center (newborn to age 6)
• Montessori Schools of Regina (four campuses, Pre-K to Elementary)
• Seven Stones Community School – Kindergarten, Pre-K, and the Developmental Classroom; a specialised, intensive support program designed for students with multiple disabilities or severe neurodivergences.
Grounded in the research of Dr. Edwin E. Gordon and informed by the developmental frameworks of Jean Piaget, Jerome Bruner, and Lev Vygotsky, the program recognises that children learn music much like they learn language: through immersion, interaction, pattern recognition, and joyful repetition.
But the most compelling evidence of impact is not found in theory alone. It is seen—and felt—in the classrooms.
Seven Stones Community School: Music as Regulation and Connection
At Seven Stones’ Developmental Classroom, music has become a powerful regulatory tool for these nonspeaking children who use a wheelchair.
• One student, who can often be aggresive, smiles throughout class and can be seen moving the scarf to the music, or patsching loudly and purposefully on the major beats of the “Dorian Hello” song—demonstrating musical organisation and engagement. Being nonspeaking, this past week, with the aid of a tablet app, repeatedly greeted the instructor with “Hi Greg! I love music” and a huge smile.
• Another student is often seen smiling during songs, moving her upper body rhythmically.
• One child often laughs throughout the entire class—when this first happened, the educators commented they had never heard this child laugh before; now it’s a weekly occurrence.
• A substitute educator who initially appeared skeptical visibly softened within minutes, her tone and expression reflecting delight as she witnessed the students’ engagement.
• A student, deeply upset when class ended, expressed through her own communication style that she did not want the music to stop—a powerful indication of emotional investment and attachment.
In the Pre-K classroom, one nonspeaking child regularly approaches with books of animals he wants included in songs, demonstrating autonomy and creative ownership. To the point where he verbally came up and said “scrub” in reference to requesting a specific song and activity that is often sung using a scarf as a prop. Another child, who uses a wheelchair, radiates joy throughout class—her eyes fixed with sincere engagement and enchantment.
In kindergarten, transformation is evident. One child began the term shy and withdrawn. Frustrated when he had ideas but did not raise his hand to offer his suggestion, he gradually gained confidence. By the fourth class, he was running to greet the teacher with a hug, smiling, and eagerly contributing suggestions. Music created a safe entry point into participation.
Regularly observed by teachers, another child is not always visibly participating, but remembers the order of songs and chants and sings them frequently outside of class—evidence of deep internalisation. An example of how music is not just heard; it is carried beyond the lesson.
First Years Learning Centre: Music as Brain Builder
Over the three years at First Years Learning Center, Director Megan Schmidt shared how educators noticed that the impact of the music sessions spans developmental domains:
• Early math skills have emerged for all groups. Following rhythm patterns and tonal patterns has transferred over into beading, Lego construction, and fine motor tasks.
• Infants grow more comfortable interacting with unfamiliar adults.
• Shy toddlers come out of their shells during music time.
• Music days provide rich gross motor experiences, especially during harsh winter weeks when outdoor play is limited.
• Educators observe improved naps on music days—likely reflecting whole-brain activation and regulation.
• Music becomes a conversation bridge between parents and children (“It’s music day!”).
• Attendance increases on music days—lots of children who don’t come regularly always make sure they are present for music days because they do not want to miss out.
• Most importantly, the environment is inclusive. Every child—regardless of age, ability, or expressive language—can participate meaningfully.
In the very first class of this year, the educators exclaimed how an older toddler spoke for the first time during a song activity—it was the first time they heard this child’s voice. Music created the condition for voice.
Auditory neuroscience strongly supports what educators are observing. As Dr. Nina Kraus has researched, two years of consistent musical engagement measurably changes the brain, strengthening the neural systems that support listening, language, and learning. Dr. Debbie Davis, Doctor of Audiology at Eastside Audiology and Rehabilitation in Regina, shares that early childhood is a critical window for auditory brain development. Rhythm, pitch, and patterned sound organise the developing brain, building foundations for attention, coordination, emotional regulation, and communication—all through joyful engagement.
Regina Montessori Schools: Music as Joyful Belonging
At the Montessori School of Regina, directors and parents alike describe a shift in classroom culture since integrating weekly music sessions, in as little as four weeks.
Shyanne Inkson, Director of Early Years, observes that students aged 2.6–6 years are forming more meaningful peer and teacher connections. Even children with limited expressive language smile, clap, and participate fully. She notes a shared sense of joy across the campus—even teachers hum the melodies during quiet moments.
Cassandra Hickes, Pre-Primary Mayfield Campus Director, describes music class as a calm, joyful space where children explore rhythm and melody at their own pace within a carefully prepared environment. She consistently observes pure excitement, deep engagement, and emotional regulation during sessions. Children frequently ask, “Is it music class today?”
From a parent’s perspective, the impact is just as tangible. One mother shared that her daughter talks about music class every week—something she does not do with every part of her school day. She sings new songs at home, has begun talking about rhythm, using language and concepts she had not previously used, and demonstrates coordinated movement patterns learned in class. Enthusiasm, creativity, and confidence are clearly emerging.
Music as Love in Action
When children sing together, move together, and listen together, they are doing far more than learning songs.
They are:
• Strengthening neural pathways for language and literacy
• Developing early mathematical patterning
• Practising social reciprocity
• Regulating big emotions
• Building confidence
• Experiencing belonging
Community music creates shared joy. And shared joy creates safety. When children feel safe, they learn more naturally, focus more deeply, and connect more meaningfully (Shyanne Inkson, Director of Early Years MSR). Music becomes the thread that weaves together educators, families, and children across diverse abilities and backgrounds. It provides autonomy—children may participate fully, partially, or quietly observe without pressure. In that safety, growth flourishes.
Community music goes beyond music making because it shapes communities and builds connections. In classrooms across Regina, we see it in smiles where there were none, in shy children raising hands, in laughter heard for the first time, in confident hugs at the door, in children singing at home, and in teachers humming down the hallway.
If music and love are the same thing, as Whitney Houston suggests, then what we are witnessing is love in action—organising brains, calming bodies, opening voices, and building community one song at a time.
