[Amanda Braden]

Since our agency is in the very early stages of looking into beginning a Sprouting Melodies program, I will definitely be sharing with my bosses and co-workers about the value of community-based programs that support parents and the development of their children. Our company currently provides therapies of all kinds to individuals and families. So, a community-based or wellness program would be quite a different venture for us, and it would take some education to ensure that all understood the distinction between the wellness and clinical models that we’ve discussed so much in this training. I’m sure I would also be sharing that with families as well as administrators and leaders of childhood programs and organizations that our company may partner with since our therapy-based agency will be providing the services. Our company is currently contracting with a local center that provides activities and programs for children in our town, and we’ve been using their space to provide a summer camp for children with autism. My supervisor and I have been thinking about reaching out to this center to utilize their space for Sprouting Melodies classes. It’s well-known in the area for childhood programs and would be the perfect place to get connected with families. So, I’m thinking of starting there as well as the local libraries and getting their feedback on other organizations, etc. that I could connect with in the area. I also know some people who are directors at our local YMCAs who may be able to connect me with their organization as well as others, and I will likely be reaching out to them as well. Another great way to share information with families and organizations in the area might be to set up a table at our local festivals and hand out fliers or get email addresses for an e-newsletter as Meredith recommended. There’s a local store that sells organic products for babies where I might be able to set up a table as well. So, there are a lot of opportunities out there to spread the word, and I’m excited to begin reaching out, developing relationships with organizations in my community, and spreading awareness about the value of music in the lives of young children and their families!

[Amanda Braden]

Well, I would like to become a Sprouting Melodies provider and begin providing services when I’m able, which won’t be for a while yet. My supervisor and I’s hope is to work together to begin providing Sprouting Melodies through the agency we work for once my supervisor has completed the training herself. She would like for me to take the lead and role of managing the program under her supervision, which is exciting for me as I feel ready to move into a different role at our agency. So, that will definitely impact my work as a music therapist. Aside from that, I have already been able to utilize much of the knowledge gained regarding development and even some of Beth’s great songs in sessions with my current caseload of adults and adolescents with developmental and intellectual disabilities who are developmentally at a young level. My clients have responded with smiles to the new songs I’ve brought into sessions and when I throw more elements of “surprise” into our music-making together. I plan on continuing to utilize the knowledge I’ve received through this training with my current clients before I’m able to provide Sprouting Melodies classes to our community. Thank you to Meredith and Beth for sharing all of this great knowledge and advice with us!

[Amanda Braden]

I am still not 100% sure that I will become a Sprouting Melodies provider at the present time, but if I do become a provider, I think I’m most looking forward to bringing music into my community for families of young children. As I’ve said before, there is definitely a need in my community for services like Sprouting Melodies, and I think we can all agree that they’re very valuable services. Also, over the past few years, I have developed a great desire to serve and help meet the needs of the people in my community in some way. I interact with a lot of parents of young children at my church, and they have shared with me and others in our church the struggles that they face as new parents and the lack of education and support that they feel they have in the area of their child’s development. As we know, Sprouting Melodies is a great service that can be used to empower parents with support and education about where their child is developmentally and how they can support that through music. So, providing that support to families in need in my community is what excites me about becoming a Sprouting Melodies provider.

[Amanda Braden]

I agree with all the strategies that have been shared so far! I’m going to share some strategies I’ve used with older children when they are engaging in negative behaviors that I think would also be helpful with our little ones. Since I work at an agency that provides behavior therapy as well as music therapy and often co-treat clients with behavior specialists, I have learned some valuable things from my behavior specialist colleagues about managing negative behaviors. I’ve really learned that while redirecting negative behaviors, it’s best to use simple, short instructions such as “It’s time for music now” when children are having a difficult time transitioning or “Pick up the maraca” when it’s been thrown. Using simple instructions gives children clear expectations that are easier for them to process. Another tip that behavior specialists have shared with me is to never use instructions in the form of a question or a suggestion like “Will you put the maraca away?,” especially when they’re misbehaving. Instead, it’s best to use statements like “It’s time to put the maraca away now.” While I’ve led group sessions or taught Sunday School, a strategy that has proven to be really helpful is to praise specific children for their positive behavior when another child may be engaging in a negative behavior to help the group understand my expectations, give praise to children who are behaving appropriately, and attempt to help the children who are misbehaving redirect without drawing attention to them. For example, if a child is laying down on the floor and not paying attention, I might say, “I really like how Jacob, Susan, and Joe are sitting on their bottom, listening, and are ready to sing.” Sometimes, children misbehave in order to seek attention. By giving attention to positive behavior and ignoring the child engaging in negative behavior in this instance, I am trying to reinforce positive behaviors rather than negative behaviors. I have clients in individual sessions that will engage in negative behaviors just to get a reaction out of me or gain attention from me. Often when this happens, I will remove direct eye contact (while still monitoring them and ensuring they and others are safe) and will interact minimally or not at all with them until they have redirected their behavior, and then I will praise them for their positive behavior and reestablish direct eye contact and interaction. This typically works each time within about a five minute time frame or less. Another strategy I’ve used when this occurs in individual sessions is to remove eye contact and say aloud, “I really wish (client’s name) would use his/her nice hands right now.” –I have a client who will attempt to bite her hands to gain attention from me, and this always helps her redirect and put her hands down and away from her mouth within minutes.

[Amanda Braden]

Well, I too have struggled as the rest of you have said to see the distinction between these two concepts. I was also thinking the same as Jacquelyn – that music for skill building and music for development go hand-in-hand and that music for development might be focused on broader goals like using elements of music such as texture, harmony, pitch range, tempo, steady pulse, dynamics, surprises like starting and stopping, etc. would be used to support the child where they are developmentally. I too thought that music for skill building might be more specific – like using music and music experiences to help children develop skills like social skills, developing healthy bonds with parents, following simple instructions, turn-taking, body awareness and coordination, cognitive skills such as counting and color identification, and communication skills. I’m also looking forward to hearing from others on this since I too feel like I may not be understanding the question fully.

[Amanda Braden]

Jaycee, I am not yet a parent, so I can not help you on that end. However, I can give some examples of some things that I have done in multi-age groups that may be helpful. The very first practicum that I led as a music therapy student was in a special needs classroom with children between the ages of 3-8 years. So, that was a great opportunity for learning how to facilitate multi-age groups. The biggest challenge I faced was keeping the older kids engaged because they were “too cool” for the songs for the little ones and would often appear a little bored. At the suggestion of my wise professor, I had the older children in the group act as models or asked for their input as to what we should do next. That was a big help since the older ones really started to engage more with the group because they were able to contribute and feel more connected with everyone. Also, I allowed each child in the group to have a “solo” time during one of our songs in which I would pass an echo microphone around and let them sing for the group for a minute. The older ones loved this, and the younger ones wanted to participate like the rock star big kids – the older ones would often play “air guitars” while singing, and it was so much fun for everyone! So, I agree with Beth and Meredith that it’s important to allow the older children in our groups to take some leadership in the group by modeling and teaching the younger ones to help them not only gain independence and responsibility, but to feel more connected to the group and engage. Also, using the older children as models or teachers really helps the younger ones connect with their siblings and with the other children in the group as well.

[Amanda Braden]

-Sprouting Melodies 3: jumping, opportunities for child contribution, peer interaction, moving away from and back to parent, reciprocal play

-Family Sprouts: flexibility within structure, leadership (in regards to the older child), everyone together, learning from each other, busy

-Sprouting Melodies 3 Session: 1.) Hello/Gathering – Using “Hello Everybody” the group would be encouraged to sing each child’s name to encourage the children to acknowledge their peers as they’re entering into more peer interaction during this stage. 2.) Body Percussion – The children would be allowed to sit or stand where they’re most comfortable, whether that’s in mom or dad’s lap or across the room, and using an original song I developed called, “I Really Like to Move Around,” the children and adults would clap, stomp, pat their knees, etc. in each verse. 3.) Lap Ride/Tickles – I really liked Beth’s “Swimming Together” song, and I would utilize that at this time. 4.) Instrument Play – Beth’s “You Play a Little” song is awesome, and I would use this with drums as we saw in the video to encourage peer interaction as well as interaction with parents. 5.) Gross Motor Movement- I would use Beth’s excellent song “Will You Come?” to give the child an opportunity to pull back “in” a little and to jump and move. 6.) Cool Down – I would encourage the children and adults to sing “Old MacDonald.” During each verse, I might hold up a visual like a picture or a stuffed animal to enhance learning as well as to keep the group engaged. 7.) Goodbye – As I have done with the previous groups, I will continue to utilize my original song, “It’s Time to Say Goodbye” to provide some consistency and security.

-Family Sprouts Session: 1.) Hello/Gathering –I would use Beth’s song “Come and Join the Circle” since I would imagine that it may be a little overwhelming for children to enter this environment, and the language used in the song can really bring everyone together as a group right away. 2.) Lap Ride/Tickles – I would use Beth’s song “Row it Faster” since I think this song really lends itself well for the real little ones as well as the older ones, especially when the elements of surprise are used. 3.) Instrument Play –I would have the older children pick out at least one maraca for themselves and one for their sibling and take a maraca back to their younger sibling. The group would sing Beth’s song “In My Little Hand,” and I would ask the older children to suggest which body part they’d like to shake around next. 4.) Gross Motor Movement –I would have the older children either put their sibling’s maraca away or hold onto it while the group moves to Beth’s song “I Can Move Around.” I would make sure to let parents know it’s alright if their older child moves away from them during this time as they hold and sway their little one. 5.) Cool Down – I would use Beth’s “Just Like Me” song here and have the older children suggest which body part to sing about next. 6.) Goodbye – I really liked Beth’s idea of ending the session with a scarf activity to bring everyone together. I would probably use her song “It’s Time to Say Goodbye” with the scarves as we saw in the video.

[Amanda Braden]

I’m in the same boat as you, Jacquelyn. I really appreciate everyone’s responses and am glad to learn that Beth and Meredith have resources for instruments on their website since I don’t have much experience working with very young children either and definitely need to invest in buying more instruments for this age group. So, all of your suggestions will be a big help when I start making those purchases! Thanks!

[Amanda Braden]

I agree with everything all of you have said about catering to the responses of the children in the room and adjusting the music and interventions based on those responses. Again, I agree that we must have a good balance between action and calm music experiences as well as “outward” experiences between peers and “inward” experiences between parent and child. I’ve led sessions in the past that have been too stimulating for clients in which they would lay on the floor to express that they were tired and wanted a break from all of the moving, instrument play, or time to explore the instruments around the room. They wanted to come back, sit down, and sing a song about animals. I’ve also experienced the opposite when clients are fidgety in their seat and want to get up and move around to express that they’re finished sitting and singing animal songs. So, I too think it’s important for us as music therapists to be paying attention to the children’s responses and making the proper adjustments in the music and experiences. Also, I think that it’s important for us as the facilitators to make sure that we have a good balance of action and calm in the flow of the session as we’re planning sessions to help avoid too much stimulation or not providing enough stimulation.

[Amanda Braden]

-5 words: moving, secure base, freedom, fun, surprises

-5 sentences: 1.) It’s completely normal and even healthy for your child to be exploring this space and moving away from you. They need to be given opportunities to start gaining some independence, but it’s also important that they come back to you when they need some security. You’re their home base to run to. 2.) Make sure the flat part of your child’s feet are flat on the floor when they’re moving because they learn through their feet and it better supports their development of coordination. 3.) Your child loves these surprises in the music at this age. Use these elements of surprise at home for a fun time of interaction with your child. 4.) It’s okay and normal for your child to be standing still right now. They’re actively absorbing all that they’re observing right now, and you’ll probably see them do this later at home. 5.) Have fun! Let’s play together. Move around and sing with your child!

-Sample Session: 1.) Hello/Gathering – I would use Beth’s “Hey! Hey! Come and Play!” and make sure to provide surprise moments as was suggested in the video. 2.) Body Percussion – I would have parents set their child on their lap and place their child’s arms over their own as was suggested in the video for those who may not yet have the ability to clap their hands or pat their knees. I would use a song I developed called, “I Really Like to Move Around” and lead the parents and their child to clap their hands, pat their knees, touch their nose, etc. in each verse of the song. 3.) Lap Ride/Tickles – I really like the “Wiggly Jiggly Car” song, and I would use this song during this time. 4.) Instrument Play – I would make sure each child has at least one or two maracas and using Beth’s song, “I Like This Song,” I would encourage the parents and children to play, pause, shake fast, slow, up, down, etc. with the music. 5.) Gross Motor Movement – With maracas still in hand, I would lead the group in Meredith’s “March With My Baby” song as we saw in the video. – I really like this song and the way you’re utilizing it! 6.) Cool Down – After putting our maracas away, I would use the song “Matilda the Gorilla” and encourage the parents and children to sing along, especially during the “ooh-ooh-ooh, ah-ah-ah” phrases to encourage clear, articulate vocalization. 7.) Goodbye – I would use my original song “It’s Time to Say Goodbye” and encourage parents and children to wave goodbye to one another.

[Amanda Braden]

-5 words: close, connect, calm, steady pulse, rocking

-5 sentences: 1.) Listen to that vocalization. Did you hear that pitch? 2.) It’s important that we don’t use instruments or objects that can startle or overwhelm your child at this age. Let’s use the maracas and avoid that lollipop drum for now. 3.) Please sing. Your child prefers your vocal timbre because that’s what they’re most familiar with. 4.) Do you see your child moving their mouth? They are working toward vocalizing right now. 5.) At this age, your child is going to prefer higher pitches.

-SM1 Session: 1.) Hello/Gathering – I would use Beth’s song “Good Morning to You” and encourage parents to sway their child to the music and either tap on their child or point to them when singing the phrase “to you.” 2.) Lap Ride/Tickles – I would use Beth’s song “Wiggly Jiggly Car” and encourage parents to place their child on their legs and bounce them during the song. 3.) Instrument Play – I would make sure each child and/or parent had a small maraca and use an original song that I developed in my own practice called “Shake it Up.” I would ensure to pause at times in the music. Depending on the children in the group, I might accompany the song on the guitar or just sing it a cappella. 4.) Movement – Using a song that I developed called “I Really Like to Move Around,” I will encourage parents to move their child in various ways in each verse such as up and down, swaying side to side, touching toes, touching nose, etc. Again, I would ensure to pause the music at times or encourage parents to hold the first movement like up for an extra beat or two before moving down. 5.) Cool Down – I would use Beth’s song “Just Like Me” and encourage parents to gesture to the children in the room and to their child as we saw in the video. – I really like this song and how you’re utilizing it! I don’t feel a need to modify it at all. 6.) Goodbye – Using an original Goodbye song of mine called “It’s Time to Say Goodbye,” the group will sing together while waving goodbye to one another.

[Amanda Braden]

While I do not currently work with children at this age or have children of my own, I recently babysat a young girl at 9 months of age for some friends of ours. We don’t have a lot of toys at our home, but I pulled out my small maracas for her, and she loved them. Immediately, she reached out for them, grabbed them, and placed them in her mouth. I took one and shook it, and she quickly began to follow my lead and shook. She lit up with huge smiles as we shook the maracas together and I sang “shake-a-shake-a-shake.” She made a lot of vocalizations, and many of them were short, descending melodic phrases. Also, while vocalizing, she said, “dadadada” repeatedly. She also said, “ma” at one point. Her eyes seemed to be fixed on my husband for the few hours she was with us – I’m not sure if this was due to his voice having a lower timbre than her own father’s timbre, but she watched him a lot throughout the evening. She was definitely on the move as she has become quite a strong crawler. Also, she was trying to pull herself up to stand – I’m sure she’ll be walking before we know it! She thoroughly enjoyed playing with a wicker basket that sits on our living room floor. She often mouthed it, and she enjoyed turning it over to one side. She was the perfect size to fit inside of the basket. So, we took out the books that were in it, and placed her in it, and she enjoyed that. I’ve also watched this same little girl in our church nursery, and while around children just months older, she often stared and watched them closely. Also, when her mother can’t be seen (her mother also works in the nursery), she immediately begins to cry, but will stop once her mother reappears. So, she’s definitely going through that stage of trust now.

[Amanda Braden]

I agree with each of your thoughts on this. I really believe that it’s very healthy and valuable for people to be out in their community and connecting with other people, especially those who are in the same stage of life. As some of you have already mentioned, I think it’s very important for parents of young children to be able to connect with other parents in order to support each other and receive validation as they raise their growing children. Community based groups like Sprouting Melodies can provide that opportunity for parents with young children in the community. Also, it’s very important to provide education to parents about development to better understand where their child is and how they can connect with them as they develop. It’s also important to provide parents with tools and resources that they can use in their child’s daily life to support them as they grow. So, I think that as music therapists providing these community based groups, we can offer that to parents and families. Also, in providing community based services, we can utilize it as an opportunity to advocate for clinical music therapy and help develop education and awareness of music therapy and its value and effectiveness as a service. In participating in groups led by music therapists, our families will receive a greater understanding of music therapy and can become music therapy advocates in our communities.

[Amanda Braden]

As I’ve mentioned before, I don’t currently work with any young children – I work with teens and adults with developmental and intellectual disabilities. For the families that I’m able to interact with, I know that they really value and seek out support from the outside community as well as us, their therapeutic providers, and other parents of children with special needs. The mother of a client of mine and the mother of another music therapist’s client have really become good friends while sitting in the waiting room at our office during their child’s session time. So, I think one of the needs that my clients’ families have is just to have the emotional support of others that care and can understand what they are going through as families of children with special needs. Also, I have caregivers and parents ask me questions about my opinions on various day programs for their teens aging out of school, whether or not their child should get evaluated for new behaviors that may display another possible diagnosis, etc. So, I think some more needs that the families I work with are having support from professionals as well as having more education and information about what is available for their children with special needs in their community.

In regard to the needs of my community, I have mentioned before that there seem to be no quality early childhood music groups for young children and their families. So, I would say that my community is definitely in need of Sprouting Melodies! I was also informed by my boss recently that an agency that provides programming for children has been in contact with our company because they want to provide more programming for children with special needs in the area because they have identified a great lack of programming in this area. So, again, I’m seeing a great need for programs like Sprouting Melodies in my own community!

[Amanda Braden]

As music therapists, we are trained to work with such a wide range of people with all kinds of needs. I think that is one thing that really sets us apart as providers and can be a real asset to families that have young children. As we’ve discussed before, parents want to be assured that their child is developing in a typical and healthy way, and when their child is not, they want the support of professionals like ourselves that have the knowledge and experience to help their child progress and grow despite developmental delays, etc. that they may have. When they know that we have the background and experience in working with a variety of people with a variety of needs, they can feel more confident and assured that we can give them and their children the quality support that they need, whether they have a typically developing child or not. So, as music therapists, the support that we can provide for families of young children as they develop is truly unique and valuable. Also, as music therapists, our primary focus is on the child and seeing them grow in all domains of their life –socially, emotionally, cognitively, physically, and in their communication skills. A music educator providing music groups for young children and families may be more concerned about how the child is growing musically. While we want children to enjoy the music we’re making, and it is wonderful to see them label and identify instruments and playing simple rhythms, etc., we want them to grow as human beings as well. That being said, as music therapists, I think our ultimate goal for the children might be more in line with that of their parents and family members. As we saw in the parent testimonial video, the mother was so glad that her daughter was growing developmentally, and that’s exactly what we aim for as music therapists. So, I believe that as music therapists, what we’re providing and how and why we’re providing it is exactly what parents want for their children.

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