1. Enhancing multi-sensory stimulation: Music naturally stimulates multiple senses, such as auditory, visual, and kinesthetic. This multi-sensory stimulation can facilitate learning and development in children with delays by engaging them on various levels (Register, 2001; Standley, 2008).
2. Improving communication skills: Music can serve as a non-verbal form of communication, providing children with an alternative means to express their thoughts and emotions. This can be particularly beneficial for children with developmental delays who may struggle with traditional verbal communication (Buday, 1995).
3. Encouraging social interaction: Structured music-based sessions often involve group activities that promote social interaction and cooperation. This can help children with developmental delays develop essential social skills, such as turn-taking, sharing, and collaboration (Kern & Aldridge, 2006).
4. Developing motor skills: Many music-based activities involve movement and coordination, which can help children with developmental delays improve their fine and gross motor skills. Rhythmic activities, for example, can enhance coordination, balance, and muscle control (Thaut et al., 2009).
5. Fostering emotional development: Music can evoke emotions and provide a safe and structured environment for children to explore and express their feelings. This can be especially beneficial for children with developmental delays who may experience difficulties in recognizing and regulating their emotions (Katagiri, 2009).
6. Promoting cognitive skills: Engaging in music-based activities can help improve attention, memory, and problem-solving skills in children with developmental delays. For instance, learning to play a musical instrument can enhance spatial-temporal skills, which are essential for mathematical and scientific thinking (Rauscher et al., 1997).

In conclusion, integrating music elements into structured sessions can provide numerous advantages for children with developmental delays. This approach has been shown to enhance multi-sensory stimulation, improve communication and social skills, develop motor skills, foster emotional development, and promote cognitive abilities.

• Buday, E. M. (1995). The effects of signed and spoken words taught with music on sign and speech imitation by children with autism. Journal of Music Therapy, 32(3), 189-202.
• Katagiri, J. (2009). The effect of background music and song texts on the emotional understanding of children with autism. Journal of Music Therapy, 46(1), 15-31.
• Kern, P., & Aldridge, D. (2006). Using embedded music therapy interventions to support outdoor play of young children with autism in an inclusive community-based child care program. Journal of Music Therapy, 43(4), 270-294.
• Register, D. (2001). The effects of an early intervention music curriculum on prereading/writing. Journal of Music Therapy, 38(3), 239-248.
• Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1997). Music and spatial task performance. Nature, 385(6617), 611.
• Standley, J. M. (2008). Does music instruction help children learn to read? Evidence of a meta-analysis. Applications of Research in Music Education, 27(1), 17-32.
• Thaut, M. H., McIntosh, G. C., & Hoemberg, V. (2015). Neurobiological foundations of neurologic music therapy: rhythmic entrainment and the motor system. Frontiers in Psychology, 5, 1185.