[Ashley Carroll]

I currently living in one of the largest Naval communities in the country (Norfolk, VA) so there are lots of young military families with children, with little resources. As a military spouse and mother myself I have come to realize there is not much in ways of music programming for military families. It is also often a struggle financially for many families, so that is another area that I would need to look into. (possibly grant-writing opportunity!) I am involved in Mom-centered workout community and a lot of the moms were interested in the possibility of a new music program. The existing music programs offered leave much to be desired. When Meredith mentioned the performances for young children it was like she was reading my mind. I have been searching for something EXACTLY like that for my own child, but have come up empty handed. The phrase, “if you want it done right, you have to do it yourself” comes to mind! These videos have really lit a fire in my belly about getting out in my community.

[Ashley Carroll]

I agree with everything that has been written above. I full-heartedly believe that music therapists can bring something unique to families of young children from preemies and beyond. We have the knowledge and experience to wield music in a way to create bonding, learning and growth, for children and their families; while also providing compassion, support, and education about development. We are able to observe and assess needs quickly, providing individualized service, creating an environment of success for all levels within our group. Showing parents what their child CAN do, especially children that have delays or other significant needs, when other healthcare providers may focus on what the child CANNOT do. We as a community are very passionate about our work and the benefits of music therapy for all people. As a music therapist and a new mother, I yearn for this in my community. I’m very much in the “if you build it they will come” mindset of starting groups in my area!

[Ashley Carroll]

I currently am not actively practicing, however, I am creating my business plan and focusing on what is next in my career. That being said, this course has given me a direct and concise way of looking at how to plan and implement different music experiences in the early childhood groups I hope to have as part of my practice. In the past, my work in hospice has given a lot of opportunities for listening and singing, less so for instrument playing, and even more rare was movement (usually with spouses dancing). This course and this lesson in particular have given me a refresher. I have been using this in my daily life with my own daughter. I took to heart what Elizabeth said about being with the children in the movement. Letting go of our adult ego and just being silly. Being free in movement does make it so much more effective. As I read everyone’s responses about their practices, it makes me even more eager to get back to my practice, even though I love being at home with my daughter! One thing I know that will be a big part of my budget is instruments (esp. drums) as I don’t currently have much at my disposal at the moment, but I work with what I have (pots and pans and wooden spoons make awesome drums and mallets!)

[Ashley Carroll]

Singing: Awareness-Looks toward/makes eye contact with caregiver during song. Trust-vocalizes with caregiver, may match pitch at times. Independence- babbles melodically especially with familiar songs. Control-Begins to follow melodic contour and singing more words. Responsibility-incorporates and experiments with pulse and meter.

Playing: Awareness-Shows interest in instruments (may explore with mouth/hands. Trust-Begins to grasp instruments. Independence-Intentionally exploring/playing various instruments. Control-Starts and stops playing within music. Responsibility- Able to sustain a steady beat through song.

Movement: Awareness- Instinctual, repetitive movements. Trust- Will start and stop with music. Independence-Will isolate body parts in movement (i.e. clapping hands OR stomping feet). Control- Able to imitate learned movements within a song. Responsibility- Able to use movements in sequence.

Listening: Awareness- Responds to changes in timbre (loves Mom’s/main caregiver’s voice). Trust-Recognizes familiar songs. Independence- Begins to actively attend to music source. Control- Stops activity to listen. Responsibility- Peer music sharing/turn taking within music.

[Ashley Carroll]

As I read through the other submissions, I miss working as a clinician, though I wouldn’t trade the time with my daughter for the world. That being said, she is my “client” for all these experiences, she particularly loved “Hold On Tight”. And I have began to greet her with “Good Morning to You” with a bit of variation. I had been doing a singsongy voice in the morning to greet her, but she LOVES, being actually sung to! Also watching the video, and listening to Elizabeth’s beautiful playing reminds me I need to get back to playing piano everyday!

[Ashley Carroll]

I am relatively new to the area I live in now, not working, and honestly not very knowledgeable on the cultural make up. While working in hospice in FL I worked with mostly folks over the age of 70. However, I did work with a wide range of cultures, from Jamaican to Jewish. It was an educational experience every day, being introduced to musical artists I probably wouldn’t encounter on my own. As well as learning different interpretations of traditional Christian hymns with a Caribbean sound is rather spectacular.

[Ashley Carroll]

I think back to a little girl I worked with 1:1 in a hospice capacity. She was chronologically 4 years old, but developmentally under a year old. My goal on her “good days” was to create a fun, musical environment where she could explore and interact. When I started working with her she responded by looking toward the music, maybe reaching for me or the guitar. I know realize those are musical choices from the Awareness stage. As we continued to work together, and build report, I witnessed her growing within the Awareness stage and into the Trust stage. She began to respond differently to favorite songs, and began exploring instruments. Although she had physical and cognitive delays (unable to sit up on own, no expressive language skills), she was still able to meet me in the music and benefit from the interaction. At the end of our time together, she was playing instruments, especially the drum, and using some vocalizations. Her interaction may have seemed minimal, but I saw such great change and celebrated it as such with her family.

[Ashley Carroll]

I plan to create a space of support, learning, compassion, and fun for the children and caregivers. I will bring my knowledge of early childhood development as well as my ever growing musical knowledge and repertoire. The programs I have seen offered or have heard about from other parents locally seem to be lacking structure and effectiveness (read chaos). I want the caregivers and children to feel safe and able to explore, but within a structured environment catered to each child. My training as a music therapist allows me to provide this, where other programs may not have the education and/or training or resources to provide this type of holistic and inclusive approach. I’m excited to embark on this journey into early childhood music therapy!

[Ashley Carroll]

I had a few “aha” moments going through the material. As my role as a professional has taken a back seat this past year, and the role of “mom” has taken over, my biggest takeaway, similarly to what others have stated, is that these are estimated timelines of milestones. It is important to be aware of the ranges, that way if there is a 9-month old with the motor skills of, say, a typical 3-month old, I will be able to notate that as well as look for other signs of delay. As a therapist I will then be able to address it with the parent, so they can give a fuller picture of the child’s overall development, and not just one skill. As others have said, children often excel in one area and are “late bloomers” in others. I know my own child has been hitting physical/motor milestones early, however she is a bit behind on the language timeline. It is also important to remember to be compassionate when addressing parents about possible deficits.

[Ashley Carroll]

Hello everyone! My name is Ashley Carroll. I currently live in Norfolk, VA. I graduated from Eastern Michigan University in 2010, and completed my internship at Bethany Lutheran Village, a Continuing Care Facility in Centerville, OH (near Dayton). After I completed my internship I moved to FL (to be with my now husband) and started working in hospice. I worked there for a little over 3 years until January 2015. My husband joined the Navy in March of 2014 and was completing his training. In the midst of this enormous life change we found out I was pregnant in September 2014. So, in the final weeks before the big move from FL to VA I decided to spend some time with my family in OH. I left my job at the hospice agency, and have been out of the field for a year. My daughter has kept me VERY busy since her birth in May. This leads me to what I’m looking forward to most in this course: I have had some training with children in a music therapy setting, but it is quite limited. I would love to learn more in terms of songs and getting more information on musical development. My “five year plan” is to build a private practice focusing on early childhood as well as pre/postnatal music therapy. Having a Trademarked and marketable structure will definitely help when it comes to the marketing journey of a new practice. Can’t wait to “meet” everyone. 🙂

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