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From ages 3 to 4, children begin to develop a greater level of cognitive ability in terms of self-reflection and causality, starting to understand why things happen, and their own role in making things happen. At this stage, we begin to give children more independence when deciding the content of their musical learning. Words and language give relevant and easily understandable context for the learning of rhythm. Children unthinkingly learn how to pronounce words using the correct word rhythm. This can be harnessed and relayed through physical movement, while being combined with the appropriate fine-motor and bilateral coordination skills, so as to manipulate instruments correctly to create sound. Children will have also begun to vocalise opinions and preferences much more, which can again be used to create their own simple, guided compositions once again furthering their intrinsic motivation for the development of musical ability.