[Brenna Sheaffer]

My key takeaway from this course is the reminder of the impact that music can make on early childhood development. This learning has opened my eyes and provided a different perspective on how to observe and view in real time the stages and changes of development for young children. This work has provided me with even more methods and content that I can use with all of the children that I work with and provide the confidence that I wasn’t willing to share before with administrators, staff members and families to provide responses as to the big “why” of music therapy services and why I am here. I have already started to share and advocate about some of these aspects in the PreK classrooms and social/emotional groups that I run in schools. I have also grown more confident in sharing that I’m not afraid of “tantrums” or “escalations” from children that’s why I’m there; to help work through those moments musically. So overall, it has really provided me with the reminder that I am knowledgable and capable of providing growth and support to children.

[Brenna Sheaffer]

I am excited to be able to communicate with families, caregivers, and staff members about developmental and sensory needs through all stages of development. This has been something that I have noticed throughout the pandemic as such a large need for children and families as there may be delays due to isolation and not having a lot of opportunities to socialize and interact with others. I’m looking forward to being a comforting and judgement free resource that families and caregivers can utilize as support. I’m also looking forward to developing that resource for the families and caregivers and providing a community support of others that are going through similar situations.

[Brenna Sheaffer]

I totally agree! It is so exciting to be able to be a confident and knowledgable support for the families and caregivers.

[Brenna Sheaffer]

In some of my PreK groups I have found that lots of enthusiasm and praise work well to get all of the children engaged and redirect towards tasks. If I point out to certain children “Oh, I can tell you’re ready and super excited because you’re shaking the maraca!” is an example of something that I do. Or I say, “Oh I can tell that most of my friends are ready for music and are excited because they’re seated in the circle and ready to play!” I also just observe and respond to children as needed throughout the group. I do a take away if it is needed approach and then reintroduce the item to allow the child to “try again” in lack of better terms. In my social emotional groups, it is also just pointing out to the child as well as the staff, that although the child may not have been engaging in the group and the circle the entire session, there were moments that were engaged and attentive and it is something that will continue to build and grow until eventually they are seated and engaged the entire time.

[Brenna Sheaffer]

5 Words: Support, Connection, Collaboration, Joyful, Silly

Hello Song, Gather Round, Move Around and Make Some Music, Train Ride, Are You Ready for Music? I Like This Song, Row Your Boat with Scarves, Sit Down with me and Sing This Song, Just Like Me, Wiggly Jiggly Car, You Are my Sunshine, Goodbye

[Brenna Sheaffer]

5 Words: Accepting, Intentional, Strong, Independent, Creative.

Plan

Hello Song, Sit Down with Me, Do You Want to Be My Friend, Fire Truck Song, Will You Come, I Like This Song, Wiggly Jiggly Car, Hold on Tight, Goodbye

[Brenna Sheaffer]

I think it goes back to what we’ve heard throughout the course, we are leading by the child and the music and not by the book. We can explain to families that this is child led through our extensive training and expertise of music and developmental. Because of that training and background, we are able to observe and respond in the moment, both musically and non-musically, to meet the needs and goals of the child/children.

[Brenna Sheaffer]

I agree. I think the language that we use when advocating for music therapy and explaining how we are using the music to do all of these things is what makes the difference.

[Brenna Sheaffer]

When providing services for multi-age groups you have to remember the various age levels and abilities of each child and how the music needs to touch upon everything. You also need to be aware of all children’s responses to the group and how you can tailor the music so that each child has developmentally appropriate responses to the music and opportunities for exploration and growth.

[Brenna Sheaffer]

My supervisor is in charge of selecting instruments for our clinic’s supply; however, I can request any instruments that may be a good idea to purchase and I also clean them in between uses. We have various instruments for various developmental levels and abilities from shakers, tambourines, bells, hand bells, press bells, castanets, drums, boomwhackers, rain sticks, clatipillars, etc.

[Brenna Sheaffer]

5 Words: Playful, energetic, curious, exploratory, Silly

5 Sentences: It’s okay to be silly in here! You child is totally open to move around the room and to explore. Kiddos come up to my guitar and touch it all the time! Everybody stays, everybody plays! It’s okay to let your child explore the instruments. We can hold on to the instrument and use it for the next activity if we don’t want to let it go just yet.

Hello/Gathering, Instrument Play: Are You Ready for Music? Can I hear You Shake? Movement: March with my Baby Sit down with me and sing this song Where is the Music? Bonding/Song about Me: Row Your Boat, Coming to Getcha, All of this is Me Goodbye Song.

[Brenna Sheaffer]

I agree that observing and providing pauses/space to absorb what is happening and then to move on is very important. We can observe the reactions of the children and quickly shift what we were doing to provide those moments of pause/space as needed.

[Brenna Sheaffer]

In terms of stimulation and how much is too much or enough depends on the child and the age group that we are working with. Stimulation and levels of tolerance of stimulation vary for age groups as well as developmental levels. I think that’s something that we can observe and tailor throughout the music. We have the ability to shift and shape the music if it is becoming too over stimulating for the group or for the child.

[Brenna Sheaffer]

5 words to describe Sprouting Melodies 1: Gentle, nurturing, soothing, support, exploratory

5 Sentences: You are the most important voice to your babies, so sing to them often! Make sure you continue to sing the songs that we have sung here at home to continue to bond with your child and support development. It’s okay if your baby is asleep, they are still getting a lot of things out of time together. You are here and we are here to support to you in anyway. We are here to foster the connections between you and your little one.

Gathering/Hello-Good Morning, Good Morning & Gather Round Instrumental Exploration: In my Little Hand & Are you Ready for Music? 3. Bonding-Row Row Row your boat & Coming to getcha, Movement: Pick your Hands up High and wiggly jiggly car Cooldown- You are my sunshine with cuddling/rocking, Goodbye

[Brenna Sheaffer]

I completed my internship at Penn State Hershey Medical Center and was fortunate enough to facilitate experiences with this age group in the NICU, the Hem/Onc unit, the PIMCU (intermediate care), and the general care units. Much of my work on these floors included developmental work because many of them were experiencing developmental delays due to hospitalization and diagnoses. It was so much fun to work with some of the trach-vent infants and observe them reaching developmental milestones such as vocalizing when they were learning how to use their valves on their trachs that allow them to communicate. Other milestones included grasp, reach, gaze/eye sight, and of course lots of bonding with their caregivers. Focusing on the bonding and psychosocial aspect of music therapy was very important with these infants to show them that they could still connect with their caregivers and not every interaction was going to be a ‘work’ interaction or a poking/prodding interaction which can often occur in the hospital setting.

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