turned a screaming infant into a sleeping angel. Even before they are born, babies respond to and are comforted by the steady heartbeat and rocking motions of their mother's bodies. After birth, rhythm continues to be a comfort.

Children learn to respond to music very early and soon begin to involve themselves by moving their bodies and swaying; later by imitating rhythms and sounds.

Through music activities, children learn pre-language skills naturally -- listening, paying attention and concentrating -- which leads to anticipating what comes next and being able to follow directions. All these things form the foundation for learning conventional communication. The magic of music comes from sharing music activities which encourage: physical contact; repetition; taking turns; nonverbal responses; vocal play; action as well as speech; an awareness of the appropriate timing for action and/or words.

In addition, music has advantages over other play activities. The rhythm and melody of the music help our children to anticipate and recognise when it is their turn. As they become more experienced, they will be ready to take their turn. This "timing'' is a very important conversational skill. Music really is special in helping our children move forward in communicating. We can create music whenever the spirit moves us. It can be done anywhere and at any time, at bath time, driving in the car, walking in the park, cooking dinner, or at bedtime.

Let's not worry if we don't have a voice like Barbara Streisand or Whitney Houston. Our children will not be critical of tone, key and range. They will respond to the rhythm of our speech and the love and affection with which we sing.

If we are feeling hesitant about singing we can begin with the songs we know well, the ones our mothers sang to us or with thymes that we can recite in a singsong voice. By trying different types of songs, we will soon find out what we are most comfortable singing.

We can expand our repertoire by asking our children's teachers what songs they sing at school, listening to children's programmes on the radio and TV or buying children's cassettes.

Our children can learn many more actions and words if we sing slowly and at their speed. This means slowing down and enunciating very clearly, so that our children have a chance to hear the words. Then, when they begin to anticipate the action or sounds, the slower pace gives them the opportunities to sing their part.

We can't expect them to know what to do the second time we sing a song, but if we keep repeating, giving them chances and letting them know what is expected, our children will take a turn singing when they are ready.

If you cannot think of a song that fits the occasion then you and your child can make one up. You can start with a familiar tune and then change the words to fit the situation. "Here we go round the mulberry bush'' can become "This is the way we wash our hair or walk to school''. "Jesus loves me this I know'' can become, "On the table put a spoon''.

We can make music a part of our children's day from morning till night. Our adaption of songs are limited only by our imagination.

For more information on `The Magic of Music' or other issues relating to speech hearing and language please call the Speech Language Services of the Health Department at 236-0224 Ext. 325.

YVONNE WEST Speech Language Pathologist