One child or siblings
In-Home Music
A familiar, low-pressure setting with space to follow one child closely, repeat favourites, explore instruments and let the session move at their pace.
Explore In-Home Music
Music · Birth to six
Music the child can shape.
Live music, movement and shared listening with room for choice, repetition and the child’s own way of joining.
A child may sing, play, dance, watch closely, choose the same song again or stay nearby until they are ready. I prepare the musical space; the child helps shape what happens inside it.
North Brisbane
Birth to six
In-home and small groups
Why music matters
Music begins in relationship.
Before a young child can explain what they enjoy, they can lean closer, repeat a rhythm, reach for an instrument or choose the same song card again.
A shared song can become a place to meet, communicate and settle into one another’s company.
The same song again
A hand goes straight back to a familiar card. Repetition tells me what has caught the child’s attention and gives them another chance to join in.
A beat in the body
Feet tap, shoulders bounce or a hand finds the drum. The body can meet rhythm before anyone asks for a formal response.
A gesture before a word
A reach, glance, sign or pause can become part of the musical conversation, even when spoken language is still emerging.
Quiet listening
The last vibration of a chime fades and a child waits for it. Not every musical moment needs to be filled with sound.
Choose your space
Two ways to make music together.
The musical approach stays the same. What changes is the size of the social space around the child.
Small groups
Music Circles
A shared musical space where children can notice one another, move together, listen, choose songs and influence the direction of the group.
Explore Music Circles
Child-led does not mean unstructured
Choice is built into the session.
Choice is easier to understand when a child can see what is available.
Photographic song cards, familiar props and visible instruments make the possibilities concrete. Sometimes the choice is a card. Sometimes it is the drum already within reach. A child can ask for a favourite again, join through movement or simply watch until they are ready.
ChooseRepeatMoveListenWatchReturn
A recognisable rhythm
The session has shape, but not a script.
A familiar sequence helps children know where they are. Within that structure there is room for the group or child to influence what happens next.
01
Gather. A familiar opening brings us into the musical space together.
02
Listen and breathe. We hear the tingsha chime, take a slow breath, and listen as the sound fades.
03
Choose. Song cards and visible materials give children a genuine way to influence what comes next.
04
Play and move. Guitar, ukulele, percussion, voice and movement expand from the choices in front of us.
05
Close. A recognisable ending lets the musical experience feel complete.
Methods and materials
The materials are there for a reason.
The materials change with the child, the group and the musical idea. The musical approach draws from Kodály, Orff and Dalcroze alongside Montessori principles of observation, choice and active participation. I use what fits the musical moment rather than asking the child to fit a method.
Live instruments Guitar, ukulele, percussion, tongue drum, bells and other acoustic sound sources.
Song choices Handmade photographic song cards make musical choice concrete and easy to revisit.
Voice, movement and signing Singing, rhythm, dancing, gesture and Key Word Sign using signs from Auslan give children different ways to join a song.
Musical foundations Listening, beat, pitch, pattern, solfa and repetition are introduced through lived musical experience.
Growing musicianship
The music grows with the child.
There is no rush from one stage to the next. Familiar songs, movement and repetition remain useful while increasingly conscious musical ideas become available as the child is ready for them.
Voice, listening and movement
A baby or young toddler may first meet music through voice, body movement, repeated sounds, shared attention and the pleasure of listening together.
Voice · listening · movement · pulse · imitationChoice, repetition and contribution
As children become more active participants, they can choose, anticipate, repeat, move deliberately and begin adding their own gestures, rhythms and musical ideas.
Beat · choice · repetition · gesture · languagePattern becomes more conscious
Older children can make musical relationships increasingly explicit through rhythmic language, solfa, pattern, ensemble playing and simple composition.
Pitch · rhythm · solfa · pattern · ensemble · composition
Music with Kym
Montessori and music have both been part of my life for a long time.
I was a Montessori child myself, so Montessori was part of my life long before it became my profession. I have spent more than 13 years working in early childhood and Montessori environments across Thailand, the UK and Australia, alongside more than 15 years teaching through music.
I hold a First Class BA (Hons) in Montessori Early Childhood Studies. My final research explored the relationship between music, movement and early childhood development, something I had already been noticing with children for years.
Montemusic grew from bringing those worlds together.
BA (Hons) Montessori Early Childhood Studies, First Class · Blue Card · Public liability and professional indemnity insured
From another music educator
Professional testimonial
“I have seen Kym at work with children and observed someone who cares deeply about children’s well-being and who is also genuinely passionate about education. Kym is a joyful, enthusiastic and multi-skilled music educator of young children.”
Ian Ross WilliamsMusic Educator & Songwriter
Not sure which fits?
Tell me about the child or group you have in mind.
If you are unsure whether home or a small circle would suit best, you do not need to decide before you enquire.