Better Classroom Transitions Through Fun, Sound-based Activities that Support the Whole Student
Creative Sound Play for Young Learners Available Soon
A fun and engaging guide that invites you to use sound-making as a collaborative, play-based practice in your early childhood classroom―first to transform tricky transition times and ultimately to support your children’s executive functioning development and social-emotional learning.
Turn Lost Instructional Time Into Whole Student Education
Transition times account for as much as 15-20% of every school day. Inefficient classroom transitions lead to countless waisted hours of lost, instructional time every year. The Creative Sound Play core system Quick Start Guide turns all transitions into short, fun, play-based learning bursts that develop children’s executive function ability, social-emotional skills, mindfulness, active listening, and more!
A Powerful Tool In The National Head Start Association’s Toolkit
Creative Sound Play joins The Academy, National Head Start Association’s online resource for professional learning in early childhood development and education. The course focuses on the importance and best practices for effective classroom transitions from the Creative Sound Play curriculum.
Educators Love Creative Sound Play!
“[Creative Sound Play] builds in a lot of the executive function—the cognitive development especially. Promoting active-listening, focusing skills, all of those things. It really helps!”
— Lashaunda, Lead Teacher
“In the environment we work in we have many dual-language learners. We have children with language delays. We have behavioral issues in the class. [Creative Sound Play] is a way to reach every child in the room regardless of where they are in their language development.”
— Jennifer, Assistant Teacher
“It helps me too. It makes things easier. You get frustrated when the kids are not listening to you, especially at the beginning of the year. There’s so many rules and routines they need to follow. I feel like this will make it easier for the teachers as well to engage the kids.”
— Serra, Lead Teacher
“I’ve worked at a lot of schools and we’ve never done sound and the elements of sound. We have music class but it’s not to the level that we did it. So I feel like it was really a privilege to see the students here that are so young evolve.”
— Melina, Assistant Teacher
“[The] Method provides all non-music pre-school teachers with the tools necessary to work with sound and silence in their classrooms in very substantial, musical ways.”
“Sound is ever-present and it’s simple. You don’t need anything expensive. So out of something so simple, there's a world of infinite possibilities.”
— Adele Diamond, Professor of Developmental Cognitive Neuroscience at University of British Columbia, Vancouver
“A fun and engaging set of activities for kids that is solid gold!”
— Clancy Blair, Professor at Steinhardt School of Culture, Education, and Human Development, NYU