every child has the capacity for music-making
If a child grows up in an environment where language isn’t modeled, language acquisition becomes nearly impossible after a certain age. The potential is there at birth, written into the nervous system—but without nurture, it fades.
Music works the same way.
imeetswe exists to nurture musical nervous systems—in children, caregivers, and communities. Our particular focus is the years that matter most: birth through age seven, when the foundations are being laid and the window is wide open. But really, this kind of music-making is for everyone.
We believe music-making is a birthright, not a privilege. The kind of community you live in—or choose to build—makes all the difference.
“Some of my closest friends today are the ones I made in those music classes. They were authentic bonding moments for us in those raw and delicate times of being new mothers and building our families.”
a parent
participation over performance
We are not here to perform for children. We are here to make music with them—and with each other.
adults model, children absorb
Children learn by watching adults do things with joy and intention. In our environments, adults sing, play, and move together—not to instruct, but for their own enjoyment. Children enter at their own pace, in their own way, on their own terms.
low demand, high access
There is no correct way to participate, no performance expected, no timeline to meet. A child who spends an entire session crawling under the table is welcome. A caregiver who sits quietly in the corner and hums is participating fully.
“As someone who missed out on learning music and instruments as a child, I’ve enjoyed learning it as an adult—and hear music differently as a result.”
a parent
mixed age is the point, not the accommodation
When a toddler watches a seven-year-old, and a seven-year-old watches an adult, and an adult rediscovers their own musicality in the presence of a child–that is the whole model working as intended.
cooperation embodied, not taught
In these environments, everyone is listening. Different roles, different expressions–but listening together is the cooperation. Children feel that before they can name it.
neurodiversity-affirming by design
These environments welcome every nervous system. No social script, no small talk required, no single right way to engage. Parallel play belongs here. So does stimming, wandering, and watching from the edges. When we design for the full range of human experience, everyone is more comfortable—and the music is richer for it.
“Having older and younger kids together, along with parents, grandparents, and other caregivers, showed us all that making music can be for everyone and doesn’t require a lot of special skills.”
a parent
In this country, access to musical environments in early childhood is shaped by the market. Enrichment programs exist, and many are excellent — but they are priced accordingly, and designed for families with the income and scheduling flexibility to participate. Public schools, where music exists at all, rarely reach below third grade. Preschools and daycares may or may not offer music-making as a core value.
The result is a gap that falls hardest on the families who can least afford it — and on the children who would benefit most.
imeetswe exists in that gap. We operate on a sliding scale, design programs for a range of settings and circumstances, and treat access to musical community as a public good—not a lifestyle choice.
“My daughter continues to have a deep love of and connection to music and we are so grateful for starting her on her musical journey.”
a parent