1. Arts integration engages students and offers a variety of ways to construct and demonstrate understanding, arts integration helps teachers rethink the roles they play and their relationships with students so Art's of integration is not a waste of time.

2. What did you find challenging?

Intergration of arts in other subjects was too difficult for me I had to learn in the most hardest ways to understand 

Only to find out learning arts integration in other subjects in foundation phase can actually make learning more easier.

In early childhood learning songs and finger plays encourage learning about rhyming , letter sounds and counting , the following are the benefits of learning and responding to music in foundation phase

-MUSICAL TRAINING HELPS  DEVELOP LANGUAGE AND REASONING : students who have early musical training will develop the best brain related to language and reasoning

The left side of the brain is better developed with music and song can help imprint information on young minds.

LEARNERS WILL STAY ENGAGED IN SCHOOL

an enjoyable subject that includes music can keep kids interested and engaged in school,.

DEVELOPMENT IN CRITICAL THINKING

kids who study arts can learn to think creatively. This kinds of education can help them to solve problems by thinking outside the box and realise that the are more than one right answer.

RESPONSIBLE RISK TAKING 

Performing a musical piece can bring  fear and anxiety , doing so teaches kids how to take risks and deal with fear , which can help them become successful and reach their potential.

Each stage in Erikson's theory builds on the preceding stages and paves the way for following periods of development. In each stage, Erikson believed people experience a conflict that serves as a turning point in development.

 “pathways.”

Children begin to think symbolically and learn to use words and pictures to represent objects.

Children at this stage tend to be egocentric and struggle to see things from the perspective of others.

While they are getting better with language and thinking, they still tend to think about things in very concrete terms.

Music draws on body, space, time and relationships to offer a sacred experience. Musicking makes personal, social, emotional and spiritual connections with people. Cultural identity is formed through the arts, and the spirituality in music is a medium through which people explore their identities. This study examines how music facilitates the holistic development of two Melbourne-born Chinese-Australian Christian musicians. The Confucian Evolving Self Model, Maslow’s Hierarchy of Human Needs, and music education aims offer conceptualising scaffolds to illuminate their self-discovery. Interpretative Phenomenological Analysis was used to report on multiple semi-structured interviews undertaken over three years. This study considered the interaction of various value systems – the fusion of Confucianism, Christian and psychological cultures in the process of musical development and identity formation. It fills a research gap and complements existing approaches to understanding the social contexts influencing the acquisition of musical skills and musicians’ occupational choices. The permissive parenting that both participants experienced might account for them being able to follow a career in music without familial resistance. The current findings can advocate for music education because the spiritual aspects of musical experiences were perceived as a mirror in fostering the holistic development of both participants.

The zone of proximal development (ZPD), or zone of potential development, refers to the range of abilities an individual can perform with thguidance of an expert, but cannot yet perform on their own.

Developed by psychologist Lev Vygotsky, this learning theory may be observed in a classroom setting or anywhere else where an individual has the opportunity to develop new skills.

Stages of ZPD

There are three distinct categories where a learner may fall in terms of their skill set. For learning to take place, it's critical that the expert understands the learner's specific ZPD stage.

Task a Learner Cannot Accomplish With Assistance

Tasks that are outside of the learner's ZPD are those that are unable to be completed even with the help of an expert.

If the task isn't within the learner's ZPD, the expert may look to decrease the level of difficulty and find tasks that are more appropriate given the learner's skill level.

Tasks a Learner Can Accomplish With Assistance

When a learner is close to mastering a skill set required to complete a task, but still needs the guidance of an expert to do so, they are considered to be in their zone of proximal development.

In this situation, an expert may use various techniques to help the learner better understand the concepts and skills required to perform a task on their own.

Tasks a Learner Can Accomplish Without Assistance

In this phase, the learner is able to complete tasks independently and has mastered the skill set required to do so. The learner does not need the help of an expert.

When a learner has reached this stage, the expert may increase the task difficulty level in order to find the learner's next ZPD and encourage further learning.

Key Factors

There are several core concepts developed by Vygotsky and expanded upon by others following him that have helped round out this learning theory.

The success of this learning process involves:

The presence of someone with the knowledge and skills to guide the learner

Supportive activities, known as scaffolding, provided by the expert that help guide the learner

Social interactions that allow the learner to work on their skills and abilities

 Influential Theories About How Children Grow and Develop

The "More Knowledgeable Other"

The "more knowledgeable other" is someone who has a higher level of knowledge than the learner and is able to provide them with instruction during their learning process.

While a child might not yet be capable of doing something on their own, they are able to perform the task with the assistance of a skilled instructor, which may include a parent, a teacher, another adult, or a peer.

Scaffolding Theory

When a child is in their ZPD, an expert will provide them with appropriate assistance to help them accomplish a new task or skill. Activities, instructions, tools, and resources that are used to aid in this learning process are known as scaffolding.

Examples of scaffolding that educators may use include:

Asking a student what they think should be done next, what their thought process was, or if there are other ways the problem can be solved

Modeling how to solve a similar problem or complete a similar task

Putting students in small groups and having them discuss a new concept before engaging in it

Using visual aids to help students conceptualize a task prior to engaging in it

Asking students to use prior knowledge to better understand more complex topics

Using meta-cognitive online tools such as self-assessment of material and self-correcting to help students learn concepts1

Eventually, scaffolding can be removed and the student will be able to complete the task independently.

While scaffolding is most often associated with the zone of proximal development, it is not a concept that was initially introduced by Vygotsky. Instead, this term has been put forth by other researchers who have expanded on his original theories.

Social Interaction

For learning to take place, Vygotsky believed that social interaction between a more knowledgeable other and the learner was critical. While the expert may be an adult, Vygotsky also emphasized the power of peer learning.

For instance, when kids are learning a new concept, social interaction between the adult expert and all of the children is initially crucial. But, if some children grasp the concept, while others are still in their ZPD, peer interaction may create the most conducive environment for learning.3

ZPD Applications in the Classroom

The zone of proximal development is a moving target. By giving children tasks that they cannot quite do easily on their own and providing the guidance they need to accomplish them, educators can progressively advance the learning process.

Some examples of ZPD

A teacher in an experimental psychology course might initially provide scaffolding for students by coaching them through their experiments. Next, the teacher slowly removes the scaffolding by only providing brief descriptions of how to proceed. Finally, students would be expected to develop and carry out their experiments independently.

A teacher may provide traceable worksheets to students learning how to write the alphabet. The teacher may also use a whiteboard to model the steps it takes to write letters. If some students get stuck, the teacher may have them practice on the whiteboard together until the skill is mastered.

For children learning another language, a teacher may write a sentence on the board, read it aloud, then encourage the students to take turns reading it aloud themselves. The teacher may then split the children into groups to practice reading together before assigning reading homework to do independently.

Music draws on body, space, time and relationships to offer a sacred experience. Musicking makes personal, social, emotional and spiritual connections with people. Cultural identity is formed through the arts, and the spirituality in music is a medium through which people explore their identities. This study examines how music facilitates the holistic development of two Melbourne-born Chinese-Australian Christian musicians. The Confucian Evolving Self Model, Maslow’s Hierarchy of Human Needs, and music education aims offer conceptualising scaffolds to illuminate their self-discovery. Interpretative Phenomenological Analysis was used to report on multiple semi-structured interviews undertaken over three years. This study considered the interaction of various value systems – the fusion of Confucianism, Christian and psychological cultures in the process of musical development and identity formation. It fills a research gap and complements existing approaches to understanding the social contexts influencing the acquisition of musical skills and musicians’ occupational choices. The permissive parenting that both participants experienced might account for them being able to follow a career in music without familial resistance. The current findings can advocate for music education because the spiritual aspects of musical experiences were perceived as a mirror in fostering the holistic development of both participants.

 summary asystematic observation of young children’s musical behavior reveals a rich and diverse pattern of development and musical competencies. Although development may be faster or slower for particular individuals, there is sufficient evidence to suggest that, with appropriate support, all young children can achieve a degree of mastery in the contemporary musical idioms of the maternal culture. Moreover, a child’s present mastery level is always subject to qualitative change, especially in a supportive environment. The complex interaction between the basic structure of the human intellect and the opportunities provided by the socio-cultural environment determine the nature and extent of musical development in early childhood and on through the lifespan. Observed differences reflect individual developmental “routes” along the socially constructed musical “pathways.”