[Amy Berggren]

One of the biggest differences is that Sprouting Melodies focuses on the child and their level of development/engagement where as other music groups can focus more on the music and learning the music. Children in our groups might end up learning the music we use, but that is not the main focus of what we are doing. We have a unique perspective in that we understand the developmental levels of young children and how we can influence/encourage development through the use of music.

[Amy Berggren]

1. Busy, Support, Individuality, Joyful, Cooperation

2. I’m Glad You’re Here Today, Row it Faster, Can You See Me, Dancing in the Middle, Will You Come, Music Time is Over

[Amy Berggren]

Providing programs for multi-age groups can be challenging; it can be difficult to find the balance between creating an environment that is appropriate for the youngest in the group, but it still engaging for the oldest in the group. One of the things Meredith and Elizabeth talk about in a lot of the videos is using changing tempo and dynamics in the songs and I think this can be a great way to keep all ages engaged.

[Amy Berggren]

1. Playful, Surprise, Spontaneous, Energy, Observation

2. “I love how much they are interacting with others in the group!”; “It’s ok that they are not playing their instrument, they are taking in the music how they need to.”; “It’s ok if they put the instrument in their mouth, it’s one of the ways they explore.”; “Did you hear them starting to sing with me? That was great!”; “They can move freely around the room if they want to”

3. Sit Down With Me, Wiggly Jiggly Car, Can You See Me?, I Like This Song, March with My Baby, Goodbye

[Amy Berggren]

I primarily use maracas and bells that are easy to hold on to. I also like using paddle drums and sound shapes that have a large surface area to hit. I also love using wrist bells for those kids that are not able to hold an instrument as easily. I tend to shy away from egg shakers since they are so small, but I am very interested in the larger egg shakers that Erika mentioned in response to Rachel’s post!

[Amy Berggren]

I think there is enough stimulation when the child is demonstrating they are engaged such as watching what you are doing or actively making music. Watching for signs of over-stimulation (crying, disengaging, pulling away from music experience) is also incredibly important to ensure the children are getting the best experience from the music.

[Amy Berggren]

One of my biggest takeaways is how a child’s relationship with and reaction to music changes based on their developmental level. Being conscious of that information can not only make the experience more meaningful for the child, but you are able to help the parents understand how their child should be interacting with the music based on their age and level of development. As an example, there is a parent at one of my groups who always gets mad when her child puts the instruments in her mouth; I am looking forward to starting to talk with the parents about how their child is interacting with the music and why that is appropriate for their age/developmental level.

[Amy Berggren]

I think setting up the environment so the children can be successful is so important; making sure they have space to move around and there are minimal distractions so they can fully engage in the music. Also, making sure the room is set up in a way that allows all the children and parents to interact with each other.

[Amy Berggren]

I’m really excited to bring what I have learned into my groups with moms and their newborn babies! The organization I work for is also getting ready to launch an online parent/tot class and I can’t wait to use what I have learned with them as well!

[Amy Berggren]

Attempting to meet the needs of everyone in multi-age groups can be challenging, especially when the ages present so drastically differently as in young children. It can be difficult to find a balance between activities that are possible for the youngest in the group while being engaging and motivating for the oldest kids in the group.

[Amy Berggren]

As I music therapist, I am able to adapt and modify my sessions to reflect the needs and developmental levels of the children participating. I also have an understanding of how music aids in development and the best ways to utilize music to encourage further developmental growth. Finally, I have training in observing the behaviors of the children around my and how it is related to the music.

[Amy Berggren]

1. Active, Strong, Emotions, Creative, Accepting

2. Sit Down With Me, Swimming Together, Watch Me Go, I Can Move Around, The Leaves are Falling, Time To Go

[Amy Berggren]

1. Cooperation, Busy, Support, Helping, Joyful

2. Hey Everybody, Wiggly Jiggly Car, Can You See Me?, I Like This Song, Will You Come, It’s Time to Say Goodbye

[Amy Berggren]

I have often felt over-stimulation and under-stimulation are very child specific so it’s important to watch for signs of both in each child. One of the great things about music is that it is able to be adapted to best support the needs of the children in the room; for example, changing dynamics, tempos, and instruments.

[Amy Berggren]

I usually use small maracas, wrist bells, frame drums, and sound shapes. I lean towards instruments that are slightly larger with a handle they can easily hold and ones that are sturdy and strong. I also have wrist bells for those that might have difficulty holding an instrument.

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