Readiness Survey

Is my child (age 3-6) ready for piano or keyboard instruction?

Answer the following survey questions to determine your child's interest and readiness. Be as objective as possible. Check each box that applies to your child.

Survey results appear after the questions, and are calculated as you click each checkbox.

Interest:
My child has been asking me for piano lessons
My child goes to the piano or portable keyboard or toy keyboard on his/her own for "play" time
My child likes to sing a lot!
My child enjoys (wants to repeat activity) motion songs and singing games
My child likes to listen to music (e.g., listens to siblings play the piano, notices background music, listens to music to fall asleep, etc.)
My child responds physically to music (i.e., laughs, dances, moves to the sounds)
Cooperation:
My child sings along when I sing or when others sing
My child frequently follows my instruction the first time I tell him or her to do something
My child enjoys my helping him or her
My child reminds me of something he or she wants me to do with him or her
Attention:
My child can sit through an entire story read to him or her
My child enjoys playing hand and finger games (e.g., where is thumpkin)
My child's attention span is able to handle a five-minute activity
My child's attention span is able to handle a 15- minute activity
My child's attention span is able to handle a 30- minute or longer activity
Learning Readiness:
My child is able to follow simple verbal instruction (i.e., "can you copy me")
My child is able to follow simple visual instruction (i.e., watch and copy)
My child is able to copy me when I clap a very short rhythmic pattern (i.e., 2 or 3 claps)
My child is able to copy me when I clap a 4 to 8 clap pattern
Symbol Reading:
My child's eyes can follow my finger pointing on a page of symbols, pictures, words, etc. (it is not necessary that the child understands the symbols)
My child can already read words
My child enjoys searching and matching items (e.g., doing puzzles, playing where is Waldo, finding a list of objects in a jumbled picture page, etc.)
Music Writing:
My child can sing the "ABC Song" (using the "Twinkle, Twinkle, Little Star" tune)
My child can already write (letters, names, words, ethnic characters, etc.)
My child likes to copy words, symbols, or pictures he or she sees

Survey Results:

If your child scored strong or moderate in all categories, congratulations! your child is ready to begin class or private piano instruction.

If your child scored moderate or strong in the first three categories (Interest, Cooperation, and Attention) but low in the last three categories, your child is still ready for a music readiness or a keyboard readiness/preparation class. Private instruction is also possible with a teacher experienced in working with very young beginners in keyboard readiness/preparation. The last three categories are skills which can be acquired when the first three categories indicating interest and emotional maturity are developed enough to withstand the rigors of drilling (repeating an activity until learned).

If your child scored low in Interest, but moderate or strong in all other categories, your child may benefit from exposure to more music around the house (e.g., for very young children: play singing games with them, put on age appropriate music videos or programs that include singing; for older children: singing during Christmas, picnic at the free park concerts, background music playing at home while doing homework, etc.). Children gauge what is important to learn by observing what their parents do and to what their parents focus attention. Just as sports is important to many families, music can have its special place too when families take the time to deem it so. If you are already doing the above or like activities and your child still shows no interest in music making, then you can continue the exposure with the knowledge that your child may develop interest as he or she becomes older, or s/he may become one of those who makes a great audience of music (which music makers need!).

If your child scored low in all categories, your child may benefit from exposure to more music around the house (e.g., see above). Also, children's learning and interests change frequently at young ages. Do some of the activities mentioned above in the Readiness Survey with your child as a regular part of playtime, and take the survey again at a later date. It is also possible that an introductory music class at his/her age level might stimulate his/her potential interest in music and accelerate emotional maturity as well as skill development, since the excitement and fun of joining others in an activity causes learning to happen on its own. Choose classes which emphasize a variety of musical experiences and physical activity for those experiences.

If your child scored mixed among all the categories (i.e., high interest, low cooperation, etc.), your child may benefit from exposure to more music around the house (e.g., singing during Christmas, picnic at the free park concerts, etc.,) to enhance cooperation and build attention span. It is possible that an introductory music class at your child's age level might also help him/her build attention span. You as parent may also discover new ways in class to work with your child more effectively at home, or you may discover a greater bond with your child from having attended the music class experience together. Some children, especially the middle-born ones, blossom when they begin receiving more one-on-one attention from a busy parent. Choose classes which emphasize a variety of musical experiences and physical activity for those experiences; more physical interaction between parent and child (i.e., dancing together, playing music games together, etc.) help make the experience more vivid and memorable for the child.