- By Isaac
- Van Wesep
The Sound of Music: Building Executive Function with Rhythm Play
This article is part of our weekly series Executive Function Tips for Families.
What is Executive Function?
Executive function (EF) refers to a set of mental skills that includes working memory, inhibitory control, and cognitive flexibility. These skills are essential for planning, focusing, and managing multiple tasks. By building EF skills early, we set children up for long-term learning success. Read on to find out how this game supports EF skill development.
Let's Make Some Music!
Put those hands together for quick pattern playtime that helps develop your child’s executive function (EF) skills. In this game called “Music Patterns”, children practice clapping and tapping patterns which improves their ability to focus, control impulses, and think flexibly—all while having fun.
This Activity Builds the Following EF Skills:
- Impulse Control: Regular pauses in the game help your child practice stopping when necessary, keeping them in the moment.
- Working memory: Your child needs to remember to focus on the rhythm patterns you produce, tuning out other distractions.
- Cognitive Flexibility: As the patterns change, your child will need to adapt, predict, and keep up with new sequences, which builds mental agility./li>
What You’ll Need
- Duration: 15 minutes
- Environment: You can do this activity anywhere in your home!
- (Optional) Materials:
- Rhythm sticks
- Percussion instruments
- Tambourine
Ready To Dance? Activity Levels and Step-by-Step Instructions:
This activity is suited for individual and group play. Choose the starting level based on your child’s age and be sure to give them enough time to think. If a level seems too easy or difficult, then adjust as needed. You can move up or down a level at any time! Check out Executive Function Stages and Ages for more information on your child’s cognitive development.
Activity Level 1 – Clap and Stop (2-3 years)
- Sit down with your child and explain, “Can you follow me? I’m going to clap, clap, clap, and then STOP.”
- Demonstrate clapping a few times and stopping.
- Encourage your child to mimic your clapping and stopping.
- Repeat with varying numbers of claps before stopping until they can follow along with ease.
Activity Level 2 – Basic Pattern (3-4 years)
- Sit with your child and introduce a simple pattern, such as, “Clap my hands and tap my knees.”
- Create an A/B pattern and repeat, gradually increasing complexity as they get comfortable.
- Ask your child to stop and model the “stopping” sign. The stopping sign can be whatever you want to indicate that you and your child should stop clapping (e.g., making a specific hand motion or funny face.)
- Continue until they can switch between the patterns without hesitation.
Activity Level 3 – What Comes Next? (4-5 years)
- Begin with clapping and tapping in the A/B pattern and then introduce slight pauses in the rhythm.
- Freeze your hands after one clap and ask your child, “What comes after a clap?”
- Encourage your child to notice and predict the pattern changes. The child should be asked to guess what action or beat comes next in the pattern that they have learned.
- Introduce additional movements and reduce repetition before asking what comes next.
- Gradually make the pattern more challenging (e.g., AAB/AAB, ABA/ABA).
Talk & Reflect
Once you are done, ask your child questions like:
- “Was it easy or hard to remember to stop clapping?”
- “How did you remember to tap your knees after clapping?””
Additional Ideas & Resources
- Try using various instruments to create patterns, or use a drum to strike a specific number of times and invite your child to mimic the pattern with claps.
- For older children, make the pattern more complex or let them come up with their own rhythm.
Have fun clapping and tapping your way through pattern play!
