[Ayelet Weiss]

Depending on where my next step of finding places that can benefit from this program leads me, I will share this information with other parents or the administrators that I come in contact with. I thought the suggestion of contacting libraries and daycares was a great place to start!

[Ayelet Weiss]

And learning all of the music!

[Ayelet Weiss]

This course has really helped align child development and musical development and has equipped me with strategies of how to speak to parents, how to represent what we do, how to try to start programs, and of course how to run successful groups! I am still figuring out the next step, but I have just switched to part time at my non music therapy job to free up some time to try to figure it out! I will probably start by researching and finding where there is a need for this in my community.

[Ayelet Weiss]

This course has been so helpful for me in revisiting early childhood development and appropriate musical activities and goals. As others said, I think it is so great to be able to provide a community based program where parents are supported by a professional and also get a chance to meet and support/be supported by their peers. I am looking forward to taking the next step in getting back into Music Therapy (meaningful work!) and having the opportunity to work and also be there for my own child.

[Ayelet Weiss]

I think as others said, the children in the group will be successful if you as the provider creates an environment that is set up for success. Such an environment would include a safe and contained space, unconditional acceptance of each child, flexibility, and appropriate song choices and activities for each developmental level. If a child leaves the circle the provider should be accepting and flexible and either let the child stay out of the circle or try to re-engage using the music. The provider must definitely intervene if a child is demonstrating harmful behavior.

[Ayelet Weiss]

Great question and great answers! Definitely helpful in putting it into words to then use with parents…

Music for development is using music to support typical and healthy child development. For example, using a bonding song to encourage caregiver and child to practice and take part in the very necessary stage of bonding. Promoting healthy bonding in a musical context will set the child up for healthy development into the next stage of Trust and Independence.

Music for Skill Building is the use of music to practice and help master a specific skill (which also will be important for development in a different way) such as crossing midline, clapping hands, socialization, language etc. These skills can be turned into specific goals in a clinical setting once the child is assessed.

[Ayelet Weiss]

Sprouting Melodies 3: Active, Push and Pull, Personality, Accepting, Emotions

Gathering- Sit Down With Me, Bonding- My Brand New Friend, Songs About Me- Where is the Music?, Instrument- You Play A Little, Movement- The Leaves Go Down, Goodbye song and Thank You Very Much

Family Sprouts: Cooperation, Sharing, Connecting, Bonding, Inclusive

Gathering- Hey Everybody, Bonding- Hold on Tight, Songs About Me- All of this is Me, Instrument- I Like this Song, Movement- I Can Move Around, Goodbye song and Thank You Very Much

[Ayelet Weiss]

I agree with what everyone shared so far. The biggest challenge seems to be finding a way to appropriately engage everyone while being careful not to overstimulate or under-stimulate some. I liked what Beth said about using the musical elements to make even a soft timbre song exciting for the older ones such as how you use your voice to emphasize, starts and stops, rhythms etc, while also keeping it appropriate for the younger ones. I also think that since Sprouting Melodies is about supporting parents and giving them tools and references to use to use at home (and many Family Sprouts parents have this multi-age dynamic at home), maybe the provider can include the parents and suggest ways to accomplish this same goal of keeping everyone engaged. This can be a tool for the provider in getting some help from the parents with one age group while being able to give a little extra attention to another age group (while also modeling for the parents what they can do at home). I also agree with giving the older ones an opportunity to act as role models and helpers to the younger ones.

[Ayelet Weiss]

When choosing instruments for this group I would keep in mind size, weight, material and timbre. Jumbo Chiquitas and chiquitas, Maracas, Jingle Bells can all be explored by holding, shaking, dropping. Different sizes of nesting drums can accommodate children at different levels. I would also play the guitar and encourage the children to come and strum with me. Scarves are fun too, but I would make sure to have enough for each group so that the used ones don’t have to be reused until after they are washed.

[Ayelet Weiss]

Exploration, Expected Surprise, Independence, Energy, Playful

Sprouting Melodies is a music group for babies 6-18 months old in which music participation will support the development of language and communication skills, motor planning, and social skills. Children are encouraged to face inward toward the caregiver as well as outward toward other adults and peers. Children at this age and development stage love surprises that are able to be anticipated and spontaneity within a safe structure. In this class, we welcome and encourage your child’s movement around the room, as the movement away from and then back to you is important in his or her development to the stage of Independence. Feet are very important for information processing and organization so when you are helping your child jump, you want to make sure that the bottoms of the feet are really hitting the floor.

Session Plan:

Gathering- Hey Hey Come and Play, Bonding- Wiggly Jiggly Car, Songs About Me- All of This is Me, Instrument Song-Dancing in the Middle, Movement- Pick Your Hands Up High, Goodbye song and Thank You Very Much.

[Ayelet Weiss]

As everyone above mentioned, this has to be assessed on an individual basis. Everyone has a different baseline and threshold, which can be assessed as you get to know each child. Of course there will also be outside factors such as hunger, tiredness, health etc. Enough stimulation should keep the child engaged in the music by exploring instruments, movement to the music, and even listening and watching. Over-stimulation can either present as negative responses like crying, and destructive behavior or just an internal withdrawal. This is why structuring the session with a natural flow of energy in mind is so important (ex: meet the group where they are- increase energy gradually-decrease energy-cool down).

[Ayelet Weiss]

What resonated with me regarding the role of music therapy in a community based setting is that, as Beth said, “we are looking to promote healthy development vs. getting rid of symptoms of disabilities”. This emphasizes health and wellness in the use of music to support the healthy development of children so that they can create strong interpersonal connections and bonds. A community based model of music therapy also gives music therapists the opportunity to showcase what we do and what makes us special to a wide range of people that may never otherwise encounter us.

[Ayelet Weiss]

Bonding, Awareness, Calm, Gentle, Joy

1. SM 1 uses gentle music to support the development from the stage of Awareness to the stage of Trust.
2. Try to maintain a distance of 12-18 inches from your face to your baby’s face as this is their typical field of vision and the optimal distance from which your baby can process his/her environment.
3. Your baby prefers the timbre of YOUR voice so you are encouraged to sing along, learn the songs, and sing them at home.
4. Please feel free to gently tap a steady beat on your child’s body and push gently on your child’s chest during the Hello Song so that he/she knows we are singing to him/her.
5. Sudden starts, stops, and changes in timbre may startle baby, which is a normal part of development.

Session Plan:
recorded music and instrument exploration while settling in
Gathering- Hello Song
Bonding- Row it Faster (lap ride)
Instrument Song- In my Little Hand
Movement- Pick your Hands up High
Goodbye

[Ayelet Weiss]

Most of my experience with this age group is pretty recent with my own son. It has been so amazing to watch him grow and develop. Musically, he always responded to my singing and vocalized on pitch. He’s had a strong pincer grasp pretty early on and loved exploring the xylophone with a small mallet. Something that really stood out to me during this stage was that he would recognize one specific song on the radio and whenever it came on he would literally stop what he was doing, crawl closer to the source of the music and dance by swaying back and forth, side to side and eventually the “baby bop”

[Ayelet Weiss]

I agree with everyone above. Some qualities of music therapists that I think make us stand out from others when working with children and families are: unconditional acceptance of the child and the caregiver, the knowledge and training that enable us to support each group member where they are, the ability to support and promote development within the music, the ability to be flexible and respond in the moment, the knowledge and tools which enable us to carefully and purposefully choose appropriate musical activities. As stated above, we can also share our knowledge about development and our musical choices with caregivers to help support the child at home as well.

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