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This a great question for me. I often struggle with this and that is part of the reason I was drawn to this course. I realized during Conference that I have not been considering what I have to offer as a music therapist.
As a music therapist, I personally, have a strong background in child development, both typical and atypical. I use music to facilitate change and build skills. I am confident in communicating with parents about skills development and sharing positive observations in their interactions with their child. I am able to assess strengths and skills to anticipate.
Laura makes a great observation in noting our ability to individualize a group setting and give each parent and child a personal experience.
ParticipantSing. Play. Move. Listen.
I use all 4, but feel I need to use “move” more. I have found myself focussing on attending with children and insisting on more “sit down” play rather than getting up and moving. In a group setting, for some reason, I find it easier to get up and move, but with one on ones, I end up sitting for the time and doing more instrument “play”. I would like to get back to incorporating more movement.Singing and listening are probably my strengths. To bring more focus to singing and listening I have reduced my use of guitar and often don’t bring it to sessions. I have found for several of my kiddos that get over stimulated that this has increased listening and allowed me to be more involved and interactive as I don’t have the guitar as a barrier between the child and myself. Musical space is so important! I started with a new family today and their uncomfortableness was a reminder that waiting, space and slowing things down is ever important.
ParticipantSinging: Awareness: the baby alerts to singing and looks between care provider and the therapist. Trust: The baby may make eye contact as she vocalizes occasionally. May even be able to take turns. Independence: Certainly able tot ake turns, imitates sounds. Control: Make choices between songs or request independently. Responsibility: The child is able to independently sing a song.
Playing: Awareness: Looks toward the sound and may reach toward the sound. Trust: Reach and grasp instruments, bringing to mouth. Independence: Now the child is able to grasp an instrument and shake it, or hit a drum. Control: Begninning to follow directions for “Ready, set, go” for instrument play and follow music play Responsibility: Attend to instrument play for longer periods of time
Moving: Awareness: The infant calms with rocking. Trust: moving to music as body responds. Independence: particiapte with whole body movment such as running, jumping, walking Control: Follow “Ready, set” go” sequence and directions related to whole body. Responsibility: Able to follow bi-lateral movement directions
Listening: Awareness: Turn and focus with previously presented and familiar music. Trust: Alerts to change in the way a song is sung, fill in the blank, or silence. Independence: Able to select or recognize familiar songs to make choices. Control: Beginning to attend to music without playing stimuli. Responsibility: Able to attend more independently
ParticipantI am terrible and very ignorant to music around me. I wish I would take more time to experience and learn more about what my community has to offer. I’m exposed mainly to Laurie Berkner and now with my own children Top 40 chart music. I have a parent with Latino heritage that I recently asked to share some of the music that she shares with her son. This is most certainly an area in which I need to be more assertive!
ParticipantI had so much fun today! I’d already been using a couple of the songs, but I added 4 more today. I voice recorded these new songs for my families, stressing and “practicing” singing them with their child. As this was change in direction from my typical sessions, I jumped right in discussing with the moms when to use the songs and why. When I introduced the “Good Morning” song I asked them to think about when they could use it during their day with their children. One mom right away smiled and shared that she wants to use it when she pretends with her son to be asleep and they play “wake up”. This is how she is going to greet him this week as they play. I am excited to hear how it goes when I return next week. I am looking forward to continue adding new songs throughout the week. I have to admit I did not add any of the minor or other modes. That will be my challenge!
ParticipantWhen I met “Ben” at 18 months he was “lost”. Having just met him it was difficult to know whether it was a sensory processing disorder, on the spectrum or something else all together. He still does not have a diagnosis, though his treatment team obviously has thoughts. What struck me during the lesson was that even though he was not an infant when I met him, he was only working towards the “awareness” stage. Since that time, a year and a half ago, I have watched him move through stages to imitiating learned movements to music in the “control” stage, just recently. He mainly demonstrates skills in “trust” and “independence”. There are days that “awareness” is our focus, looking for that eye contact, looking for the musical interval that will spark his attention, the joint attention and I love the phrase facial presence. Today I was able to look at each the kiddos I see in a different light and assess in a different way than HELP assessment skills and I enjoyed the using these stages.
ParticipantMy experience as a parent personally supports my music therapy practice in early childhood. My knowledge of child development and experience in working with children for many years prior to having my own kids was obviously important, but there is a completely new appreciation for families and parents after you have children your own. I feel that I am better able to communicate with parents and have empathy for them. Having multiples, I am often able to support families of multiples in a way that other professionals may not be able to. I have awareness of resources in the community….or lack there of…..and am able to provide parents with what they they need to aid their child development. I feel that I have a strong base of rapport building, child development, and interaction with families. I need to increase by ability to support my use of music and become more confident in discussing evident based practice.
January 18, 2013 at 8:26 am
in reply to: What was your most valuable takeaway from this weeks’ content?
ParticipantAfter reading Ming Loi’s post it reminded me of how I enjoyed hearing other remarks and phrases to incorporate into therapy to explain how and why what their child is doing is important and encouraged. I need new phrases!
January 18, 2013 at 8:22 am
in reply to: What was your most valuable takeaway from this weeks’ content?
ParticipantI really valued the bold points in each stage of development. Often as a professional working with little ones we become caught up in all of the things the child is not doing, especially when we are doing assessments. With many of my clients I am doing a HELP assessment everything 3-6 months. I find myself nit picking all the little details in my mind and feeling guilty as how to approach the delays with parents. Beth’s bold areas of concern or red flags will help me prioritize development so I can share the more important delays with parents. I also really benefitted from new models of how to phrase the delays when speaking with parents. MUch of this course for me is helping to refresh myself and this week has provided me new ideas on how to discuss child development with parents. Wonderful! Because I have burn out with parents More than I do with the children!
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