Gesture and Music supported learning is an innovative way of teaching and developing communication skills with children and adults with communication and learning difficulties. The methods also support those working with these target groups to integrate the groups into learning. The methods have proved by using them in countries across the world such as the USA and Australia that this form of whole body learning is of benefit to all children and in particular those under the age of 6.

Using gestures and music therefore communication is extended to include not just the spoken word, but  whole body movement which engages the leader in the learning process and as such also supports the development of focus and concentration. The use of music (and for children also  puppets) is also engaging and fun for those learning and leads to improved communication for all. This means that all children benefit from learning these fun, innovative ways of learning and the methods can lead to more integrated classrooms.

However the methods can support children who have additional needs or whom are delayed in their language development. One out of 5 children will learn to talk or use words later than other children their age. Some children will also show behavioural problems because they are frustrated when they can’t express what they need or want. Using Gestures with Music can therefore aid the development of communication skills through using wider kinaesthetic whole-body methods of communication. This aids confidence and leads to improved communication skills.

The methods have also proved to be highly successful in the learning of a second language for children under the age of 6. The methods have been used both with migrant children and with groups of children learning English as a second language. The method uses signs and music as a bridge between languages and greatly provides confidence and knowledge in learning the 2nd language. Through the work of the teachers and childcare professionals, this can also contribute to a more integrated classroom.

Increasingly there has been interest in using the methods for children and adults with Intellectual disabilities. For example work with people with Downs syndrome has shown that communication skills can be improved. For example, the signs for identifying why the person is in distress and the main words which would help the carer to communicate the actions which are to follow with the disabled person.  Together with the professionals and carers  the key words while communicating with the people with intellectual disabilities can be used to greatly develop communication.

The use of signing and gestures is recognised as one of the Augmentative and alternative communication (AAC) methods of communication for people with speech and language impairments, including those with intellectual disabilities. There are however various methods and using gestures is one of them.

To summarise therefore the methods can be used for the benefit of the following groups

  • All Children up to the age of 6
  • Children with communication difficulties and additional needs
  • Migrant children who do not speak the language of the country they are living in
  • Children between the ages of 2 and 6 who are learning English as a second language
  • Adults with communication difficulties and their carers