Children need music
The affinity and fascination that emanate from music and dance is ultimately independent of age, intelligence, culture and also of perceptual deficits and disabilities. 
Music is seen as a universal language. People let themselves be emotionally “captivated” by music and like to move rhythmically to it, even if it is perhaps only with the big toe!
Musical education is one of the most important areas of education for children, not just from birth, but also before. The mother’s voice and singing, coupled with appropriate rocking movements and petting, are the best sedatives for the first years of early childhood. Singing is to be regarded as an emotional bath of sound in the truest sense of the word. If you are listening to music and encounter idp.generic then you might need an expert to help you with this.
The following areas are promoted in rhythm
Basic musical skills such as rhythmic and interpretive playing on instruments, singing and the implementation of music in movement not only promote musical expression but also personality. Increasing and sensitizing the hearing ability through the differentiated hearing of sounds, noises, volume and tempos is an important skill for children especially in today’s time of acoustic irrigation in order to become or remain audibly receptive at all.
Intelligence through the promotion of sensory, motor, language and cognitive abilities and their networking in rhythm lessons. Experimentation and improvisation are self-creating activities that promote creativity and intelligence through curiosity and positive emotions.
Concentration: The varied, emotionally appealing and sensory interesting offers encourage children to concentrate in a playful way. The child is motivated by curiosity and is completely involved.
Improvisation and experimentation: the creative potential of every child is promoted through imaginative experimentation and improvisation with movements, language, materials and simple instruments. The children experience self-activity and self-affirmation in the implementation of their ideas, which in turn have a positive effect on personal development.
The development of language and the networking of the hemispheres of the brain are stimulated by singing and speaking songs and rhymes in combination with movements. Rhythmically spoken language particularly promotes the ability of children to separate syllables and prevents dyslexia. However, sensory integration, which is the basis of language development, is also promoted by playing forms with feeling, touching and moving.
The social and emotional intelligence and competence is promoted in the rhythm lessons through the various interactive group constellations.
