Phase 1 - Instrumental Sounds


Considerations for practitioners working with Aspect 2 •


If a child is reluctant to attempt to copy actions with an instrument, spend a little time building confidence and interest in copying games. Present the child with a set of instruments. Have an identical set to hand. Allow the child to explore and copy back what the child does. Copying children’s actions can build confidence and make them feel their contribution is valued. If the activity results in an enjoyable copying game, the adult can subtly attempt to switch roles by taking up a different instrument and making a new sound for the child to copy.


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It will take a little while for some children to make a link between an animal and a corresponding instrument sound. Where necessary to support this, allow plenty of time for the children to play with the animal puppets or toys and talk about the sounds the animals make.


• Provide a variety of animal puppets or toys and a range of instruments. Sit alongside the children to play the instruments and encourage discussion about choices of instruments appropriate for the sounds the animals make.


• Encourage discussion with the children about why they have chosen the instrument to represent their particular animal.


• The activities in Aspect 2 also provide opportunities to explore with the children their experience of music at home. Ask parents or carers whether they have any instruments they can bring in, either to play for the children or for the children to look at.


Adapted from Letters & Sounds: Principles of High Quality Phonics (2007) first published by DfES, UK.


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