Yes! but not straight away…

When children are learning to speak their mother tongue they are not expected to learn to read words at the same time they learn to speak them. It is accepted that babies learn to talk first, then learn reading much later when their eyes and analytical skills are more developed. Trying to learn to read music at the same time as learning to play would slow young children down. For this reason music reading is taught separately from playing. During book 1 I usually do some clapping of rhythms and learning about how music is written down. During book 2 I usually start the children music reading with their instrument.

The Suzuki books contain a set repertoire of mostly classical pieces for each instrument. All Suzuki students start by learning these same pieces. The first piece on both piano and violin is "Twinkle, twinkle little star". Later, when the student can read music they can also learn pieces from outside the Suzuki repertoire. Because in the early years, they all learn the same pieces, Suzuki students can easily play together in groups using these common pieces.

Daily! (or as often as possible)  - ideally for a few hours each day. This might sound like a lot, but the goal is to mirror the kind of language immersion young children naturally experience. Before they speak, babies are surrounded by the sounds of people talking. In the same way, your child doesn’t need to sit still and concentrate on listening to the Suzuki music. Just like background conversation, the recordings are played quietly as part of the everyday environment.

I use google meet for my webcam lessons. When you are logged into the website, you'll be able to see a link, which you can click on to join your lesson. It's best to use a laptop for lessons but an iphone/tablet or phone can work as well.

For piano, sit the device at one end of the keyboard so I can see the pianists hands and face.

The younger the child, the more naturally they develop a musical “ear.” Children learn differently from adults—especially before the age of 7. At this stage, they absorb information like sponges, through watching and doing rather than thinking. What they learn at this age sinks in deeply and often stays for life. Their bodies grow with their instrument, and they tend to look and feel very natural when playing. They also develop strong listening skills, learning music as a first language by imitating what they see and hear—the essence of the Suzuki “mother-tongue” approach.

Adults can absolutely learn music too (it’s never too late!), but we tend to learn through thinking and analysis—more like acquiring a second language. Older children (around 7–13) use a mix of both approaches: imitation and reasoning.

With very young children, early progress may seem slow. Much of their early effort goes into building focus, coordination, and the many small skills needed to play an instrument. It might take a few months before they play a recognizable piece—but that foundation is incredibly valuable.

So why begin during the preschool years? A few great reasons:

• Young children learn deeply and naturally by imitation.

• Regular practice with a supportive parent helps build focus, coordination, and self-esteem.

• Their natural eagerness to please parents can make motivation and daily practice easier in the early years.

• Starting young often leads to strong skills for their age, which boosts confidence and enjoyment.

• Early exposure often fosters a deep, lasting love of music—more so than for those who begin later

For children aged 0-2yrs I recommend attending a preschool group music class and listening to the Suzuki mp3s regularly. This will provide a good foundation for future instrument lessons. 

For children aged 3yrs or older, a big part of readiness is your readiness as their parent. Consider whether your child is able to engage with a teacher for short periods of time—and just as importantly, whether they will respond to you in that role, since daily practice together is an essential part of the Suzuki method. Ask yourself if you have the time, energy, and motivation to support your child in learning an instrument through regular, encouraging practice.

While it’s understandable to want to “try it and see”, there is a risk: if lessons stop after a short time, the child may later remember only that they “tried music” and didn’t stick with it. They might assume they weren’t good at it—when in reality, it may have simply been that the parent didn’t have time to support regular practice, or that the decision to stop was based on the child saying “no” when asked if they wanted to continue. That’s why I believe it’s best for you, the parent, to make the decision about starting—based on your values and goals for your child, rather than waiting to see if your child takes the lead.

That said, you don’t need to decide in isolation. The first steps toward learning with me are a free introductory chat and a one-hour parent education session. This preparation will help you feel informed, confident, and committed before lessons begin.

Learning music is a long-term journey. Progress comes through regular practice, and while all the children I’ve worked with are glad they can play music, few would have kept going without their parents’ steady support. Parents often ask if it’s okay to “make” their child practice when they don’t want to. My answer is that part of parenting is deciding what’s important for your child’s growth.

Think of music practice like brushing teeth—both should happen regularly, and neither should feel like a punishment. Your role is to guide good habits with gentle persistence, trusting that your adult perspective can see the long-term benefits that your child might not yet understand.

Suzuki lessons aren’t the right fit for every family…

The Suzuki method involves a significant time commitment from parents. A parent attends every individual lesson, takes notes, and then practices daily with the child at home. Just as important is listening to the Suzuki recordings every day—this creates a musical environment similar to how young children naturally absorb language.

This level of involvement often leads to greater enjoyment and steady progress for the child, but it may not be the best fit for families who don’t have the time or flexibility for daily practice and listening. If consistent time together isn't possible right now, there may be other musical approaches that better suit your family better.

In a sense, it doesn’t. The Suzuki method is just a different way to begin learning music. As students learn to read music, progress beyond the official Suzuki books, and branch out into the wider world of music, the differences between Suzuki and traditional lessons become less noticeable.

What stays with the student, though, is the strong foundation in listening, memory, and—most importantly—a deep love of music that the Suzuki approach fosters from the very beginning.