[雙語翻譯]--音樂外文翻譯--- 用音樂培養(yǎng)嬰幼兒（節(jié)選）

1、3300 漢字， 漢字，1800 單詞， 單詞，9700 英文字符 英文字符出處： 出處：Parlakian R, Lerner C. Beyond Twinkle, Twinkle: Using Music with Infants and Toddlers[J]. Yc Young Children, 2010, 65(2):14-19.畢業(yè)設(shè)計（論文） 畢業(yè)設(shè)計（論文）外文資料翻譯 外文資料翻譯畢業(yè)論文題目學(xué) 院 專 業(yè)班

2、 級 學(xué) 號學(xué)生姓名 指導(dǎo)教師完成日期2Fine motor development. Finger plays like Where Is Thumbkin? or Open, Shut Them and interactive songs like “The Wheels on the Bus” (among many others) are perfect examples of ways music can support t

3、he development of small muscles in children’s hands and fingers—the same muscles they will use for writing and drawing when they are older.Balance. In moving one’s body to music, children can stand while swaying or shift

4、ing their weight from one foot (or side of the body) to the other—which means they can balance. Imagine that “Let’s Do the Twist” fills the room. Young toddlers try to copy their family child care pro- vider’s movements,

5、 twisting and shaking to the beat, while attempting to stay balanced and not fall over! (Of course, falling over is often the fun part.)Body awareness. Moving different parts of a baby’s body and encouraging toddlers to

6、move their own bodies as you sing a song—for example, “Head, Shoulders, Knees and Toes”—helps them learn that these body parts do, indeed, belong to them.Bilateral coordination or crossing the midline. Bilateral coordina

7、tion is the ability to use both sides of the body together, like when climbing stairs or playing a piano. This skill requires both sides of the brain to communicate to coordinate the body’s movements.Crossing the midline

8、—when a child uses one part of the body in the space of the other part—is an activity that requires good bilateral communication. Picture a child playing a drum with both hands, passing a maraca from one hand to the othe

9、r, dancing the Hokey Pokey (putting one leg in and one leg out). Teachers can also hold an egg shaker in a way that requires babies to reach across their bodies to grab it.Thinking (cognitive) skillsMusic quite naturally

10、 provides opportunities to practice patterns, math concepts, and symbolic thinking skills, all in the context of a joyful noise—which makes it an attractive, engaging activity for very young children. There are many ways

11、 to participate in music experiences. Thus, they are easily adapted for a range of developmental levels and abilities, making it perfect for mixed-age settings as well as family child care programs.Counting. Many songs i

12、ntroduce numbers and counting: “One, Two, Buckle My Shoe,” “Five Little Monkeys,” “This Old Man,” and “The Animals Came in Two by Two” are just a few examples. The rhythm and repetition of songs may make it easier for ve

13、ry young children to remember the name and sequence of number patterns (see the next paragraph for more about this concept).Discrimination or observation of differences. Through experience with different instruments and

14、types of music, children slowly become aware of differences in pitch, timbre, tone, and volume. Even young babies will look surprised when one egg shaker makes a different sound from all the others. In fact, a very inter

15、esting study asked mothers to record two versions of the same song—one version in which the mother sang directly to her child and one version in which she sang to herself (the baby was not present). Infants (ages 4 to 7