Sound before symbol is always how rhythm should be taught, but eventually there needs to be a connection to notation.
Dalcroze uses "dash-a-note" to begin to introduce rhythm notation. Children can draw horizontal dashes demonstrating what they hear and feel. The longer the dash, the longer the sound. These dashes are eventually converted into notes.
Kodaly starts notation by only writing stems instead of the stem with the head. This allows for quick notation because the students don't have to take time to fill in the head, so more rhythms can be taught in a class period. Teachers can use popsicle sticks, rhythm sticks, or wooden dowels to demonstrate these stems as well.
During kindergarten, rhythm notation should be mainly experimental. However, by 1st grade, students should be able to match rhythms to different representations of the notation.
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