[Becca Van Wechel]

Key takeaway: Consider the child’s developmental level when creating musical interventions. Remembering to use this as a guide for my students in looking at where they are currently, what they need, and the direction I want to guide them. Like Marly, I have often been bogged down in really refining what I want to measure long term (we often have students from their 3rd birthday to their 22nd birthday) and this really helps me better focus my brain and my data!

I am SO lucky that I took this course with my colleagues so that when we meet weekly, we can talk about what we have learned! We also want our new hire music therapist to come and take the course so we all can use similar language when talking with teachers, parents, and administration.

[Becca Van Wechel]

It is always invigorating to learn something new or be reminded of something that we haven’t thought about in a while. I love thinking about the music developmental levels and wish that I had taken this course a few semesters ago when I was working on my degree in early childhood!!

[Becca Van Wechel]

Like others have said, it’s important to be authentic and engaging. I also try to make sure that I directly interact with each students multiple times throughout the session. I use their names frequently and try to recognize them in a way that makes them feel successful and seen. Whenever possible and appropriate, I try to make sure that I make a physical connection with every child. Maybe a high five or a squeeze of the hand. Taking the time to build a solid caring relationship with the student means that if the child is losing interest or needs something else, I am more attuned to what is happening and will be able to make adjustments to draw them back in.

[Becca Van Wechel]

Oh I’m so picky about my instruments! In fact, this is the case for all the students that I see. I don’t like instruments that sound cheap. It is so important that our students have the opportunity to hear and make music with instruments that have rich timbres. I have lots of brands that I prefer for different instruments.

I love Hohner Kid’s instruments, especially their tambourines which have the zills all encased. (http://hohnerkids.com/shop/products/toddler-12-to-24-months/toddler-tambourine/) I use them for all ages because they stand up to hard/rough play much better than any other tambourine. They also have a much nicer sound than most. AND I’m not concerned that a piece of something is going to come off in to their mouth – which has happened to me with a different kid tambourine where the nail for the zill and the zill ended up nearly being swallowed!!

Nino percussion also has some great children’s instruments. Once camp I work at has their nesting drums, which are wonderful for hands or a lollipop mallet. We are only 2 summers in with these, so I don’t know how they will withstand over time. However, they have a wonderful sound. They also have a wonderful child sized cajon that has a beautiful sound (https://www.meinlshop.de/en/nino-percussion-cajon-orange-nino950or?c=244)

LP Percussion has the best chick-itas – I have been very unhappy with the Basic Beat version of them. I actually prefer using Hohner maracas for this age because the chick-itas are so small and I feel nervous about that them. I do love the LP mini Cabasa. This is my favorite instrument of all time and the LP one is so worth the extra money because it doesn’t come apart! https://www.lpmusic.com/products/percussion/cabasa/afuche-cabasa-mini-bk

Remo drums are some of my favorites, specifically the Rainforest kids collection. I bought the Remo Floor Tom 15 years ago and you’d never know. The floor tom, https://remo.com/products/product/kids-percussion-floor-tom/, is the perfect size for this age. They use it like a chair, a stair, and a drum. They hit it with maracas and sticks and sippy cups and anything they can hold.

[Becca Van Wechel]

5 Words: Energetic, Exciting, Joyful, Active, Creative

Plan: Sit Down with Me, Swimming Together, Just Like Me, Music Is the Way, The Leaves are Falling, Time to Go

[Becca Van Wechel]

5 Words: Bonding, Joyful, Relationships, Teamwork, Helping

Session Plan: Come and Join the Circle, Row it Faster (a favorite), Who’s That, Dancing in the Middle, Can You Follow (such a favorite!), Music Time is Over

[Becca Van Wechel]

This isn’t a scenario that comes up a lot when you’re working in the schools. I think because we are the experts in music therapy and developmental practice, it is important that we talk more about what we are doing (and why) and less about what “the others” aren’t doing. Sometimes we are approached with a “which one is better” question from our parents. I think it’s important to find out what the parent is looking for, as a more music education approach might actually be their goal.

[Becca Van Wechel]

I think it depends on the students. I think, as Marly mentioned, It’s very important to know your students and understand what overstimulation looks like. Music therapists, I think, are very good at reading a room and understanding what is too much. Also, there’s a good chance that we might make a mistake and provide too much stimulation, but we also have the tools to bring a group back down again if we do! I think stimulation is one of those things where we want to find the “just right” of that day. It will likely look different every week.

[Becca Van Wechel]

5 Words: Playful, Watching, Investigating, Energetic, and Moving

5 Sentences: They’re exploring with their mouth! Don’t worry, that’s how they learn. They’re learning from watching you. Look how well she can hold the maraca and shake now. Even when it looks like they might not be listening, they are still engaged in the music.

Plan: Sit Down With Me (a favorite!), Wiggly Jiggly Car, Just Like Me, In My Little Hand, March with my Baby, As Big as Can Be, Thank You Very Much (another favorite!).

[Becca Van Wechel]

Marly, that’s a great observation about how MT developed their musicality and pointed out the musicality. Also I really LOVE that you’re able to reframe your thoughts about our FFS that provides so much MT service to their children. I know that your bigger concern has been one of equity for our students – but I’m sure being able to reframe it in your mind feels so wonderful.

[Becca Van Wechel]

Music therapists provide a very unique and important perspective for families. First of all, music therapists understand developmental level and how to work with children in ways that are developmentally appropriate. This includes music selection! In one of our modules someone mentioned in the video how Head Shoulders Knees and Toes was often used way before it was even possible for children to do. It made me smile because I can’t tell you how often a parent has asked me to use that song with a child who isn’t capable of doing it!!

Music Therapists also are capable of changing on the fly and responding to what the children need *right* then. Marly mentioned Music Together – I also attended a Music Together training (which is wonderful and interesting). As part of it, you watch a couple different teachers lead sessions. In one particular session I observed, a brand new child attended and they were scared and overwhelmed and crying. The teacher asked them to go out to the waiting room to calm down. The child tried to come back in again after (somewhat) calming down. They started crying again, and the teacher asked for them to go back out. The whole situation left a bad taste in my mouth (and made me sad, to be honest). Music therapists are much more comfortable with crying babies and crying children. They are able to adjust their music to meet the child(ren) where they are at and then hopefully help them get to a place where they are ready to be in the group. But even if they aren’t, I do believe music therapists are much more tolerant of crying and fussing, and able to help parents feel comfortable and safe – even when their child isn’t participating in the way they would like.

[Becca Van Wechel]

Five words: Calm, Accepting, Gentle, Joyful, Peaceful

Five Statements:
1. Look how your baby is watching your face.
2. Move the maraca slowing so they can track it.
3. It’s okay if your baby puts the maraca in/on their mouth! This is a way that they are exploring their world.
4. Keep singing! Your baby loves to listen to your voice!
5. Repeat that silly sound your baby just made! They’re communicating with you.

Sprouting Melodies 1 Session Plan:
Hey, Hey, Come and Play (Gathering)
Hello (Greeting)
Row it Faster (Bonding)
In My Little Hand (Instrument)
As Big As Can Be (Movement)
Goodbye (Goodbye)

[Becca Van Wechel]

I am a parent of 4, so I have had experiences working with my own children. I was lucky to be able to bring them to my music therapy private practice when they were nurslings, so I learned a lot about how to keep them asleep and still make music with my clients. Right now our nanny has a 1 year old (today!) baby who comes with her to work. I have also spent time making music with him throughout this year and been able to learn more about how a baby who isn’t mine responds to music. I haven’t had the opportunity to work with a group of babies as a music therapist. I have worked with 2 year old children with special needs who are moving from awareness to trust, however most were physically more capable than an infant in ambulating, etc.

[Becca Van Wechel]

A music therapist can provide not only the musical skill, but also the developmental knowledge that new parent are craving. The music therapist also knows how to select developmentally appropriate and interesting music that they can use with the young children. A music therapist also can structure music and activities right in the moment as they observe and react to what the children are doing.

[Becca Van Wechel]

Yes! I love that you are able to provide hope to families who are feeling lost and discouraged by failures in other venues. You’re able to connect to them with music as well as your overall knowledge and help give them confidence and encouragement!

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