[Caitlin Kauffman]

As some others have said, I do not currently work in early childhood and also am not working at this time, so there have not been opportunities to make changes since beginning the course. That being said, there are endless examples of uses of singing, playing, moving, and listening in work that I have done in hospice (both in work with patients & families, as well as in my grief groups with campers).

Singing was one that I used most clinically, as such a large part of what I offered was patient-preferred music and encouraging the patient (and family members, if present) to sing along. This would sometimes move into playing instruments, when appropriate. At camp, we did more instrument playing with the kids as a way to process and share feelings. We also did a songwriting project, which led to listening to others and contributing ideas, in addition to singing the song for their family members. All of these types of experiences are essential to the practice of music therapy in any setting. This encourages me to look more critically at how responses change over time and how each can be used specifically for a purpose.

[Caitlin Kauffman]

Singing:
Awareness – Infant sounds are rhythmic and they use pitch, though parents often have trouble recognizing this.
Trust – Begin to vary pitch and begin early forms of communication. May even be able to match pitch about half the time!
Independence – Start to experiment and explore sounds, and even make up their own “songs” as they explore intervals.
Control – Here they are more proud and like to perform, and are starting to follow whole songs, rather than just intervals.
Responsibility – Songs are becoming more organized and children are proud of themselves, as they are able to sing familiar songs with more accuracy in melody, pulse, and meter.

Playing:
Awareness – During this stage, infants will explore or reach for instruments. As was said in the video, “listening to instruments is really the beginning of playing instruments.”
Trust – Here, infants are starting to become more intentional in that they know an instrument will make a sound.
Independence – More exploration of instruments intentionally through touch, feel, and play. At this stage, there is less mouthing of the instruments.
Control – In this stage, children love to be in charge of the stopping/starting of music. They find joy in making some of these decisions on their own.
Responsibility – Children make connections by playing together in a steady tempo and matching what others are doing around them. This contributes to feeling successful.

Moving:
Awareness – Babies are very rhythmic in their movements, and movement is instinctual and reflexive to them.
Trust – During this stage, children are making more purposeful movements, though not synchronized to the music. Repetitive movements are more appropriate than specific movements.
Independence – Increased awareness that they are moving their own bodies, and are able to isolate particular body parts to move with the music.
Control – Here, imitation can be a very fun thing to do in a group! Children in this stage like participating together and may choose whether to move or not to move.
Responsibility – Now, children can start to sequence movements together and come up with some simple ideas of their own.

Listening:
Awareness – Infants recognize changes in vocal timbre and can be easily startled! They may turn head toward a sound source.
Trust – Use of familiar songs helps promote feelings of safety and security if a baby is upset.
Independence – Children start to match facial expression to the intensity of the music. Responses (physical, emotional) change as music changes.
Control – Children may make an intentional choice to stop playing or moving in order to listen to the music. Here they are making a purposeful choice to listen rather than engage in another behavior (whether on- or off-task).
Responsibility – By this phase, children are learning to respect other children and listen to others while waiting their turn.

[Caitlin Kauffman]

How are you planning on sharing this information with colleagues, administrators and families?

I appreciated this program and the information offered within it greatly. I would absolutely recommend this to any colleague who owns, or is considering owning, their own business – and to anyone interested in early childhood, of course. With administrators and families, I would encourage them to consider Sprouting Melodies by accentuating the focus on the whole child and the qualifications of the SM providers. In our phone conversation, Meredith and I talked about how important it is to be confident in sharing this information with families – and that we have valuable information to share with them. I would meet with administrators and offer demonstration sessions if needed. I think a good way to get information to families is through fliers and maybe even something like a meet-and-greet at a coffee shop where people can drop in and ask questions. These days, with social media, I think that word can spread quickly (for better or worse, I suppose) so having a positive presence in your community is KEY!

[Caitlin Kauffman]

Let me start by saying that I found this entire training incredibly interesting and valuable. As a clinician whose primary professional experience has been with adult hospice patients, this course has really expanded my knowledge base and my ability to provide appropriate services to young children. I do believe every music therapist who works (or hopes to work) with young children should take this course. As for my future Sprouting Melodies plans, I am preparing to move from Ohio to North Carolina in a couple of weeks. A friend and colleague of mine has started a business in the area and I think we hope to start some SM classes in the area. I anticipate that the focus on development will continue to impact my work as a music therapist in any setting, honestly. I can see that it has made me more aware in general, and I hope that will carry over no matter what the population may be.

One of the most valuable takeaways for me has been to “know your value.” From the very first time that was mentioned, I remember sitting there for some time brainstorming what I found valuable in myself and what value I could bring to others. I can absolutely say that is a struggle (probably for many of us), and I have really come to appreciate the skill and drive that it takes for a person to start and build their own business. That may never be the path that I take, but I hope to continue working toward embracing my own value and contribution to the field. When self-doubt creeps in, as it inevitably will, I hope I reflect on that moment several weeks ago – a moment where I was really able to recognize its presence.

[Caitlin Kauffman]

Multi-age groupings definitely present some challenges, and I can relate to some of these difficulties when working with older adults as well. Thinking of grief groups, I know it would be challenging to work with multiple ages at a time, which is why the groups are divided the way they are. That being said, in SM Family Sprouts class, I would anticipate a challenge with creating appropriate music experiences for young babies and 4-5 year olds in the same room. When babies can become so easily overstimulated, or if there are children with developmental delays or sensory issues, older toddlers and young children can be quite rambunctious. This is a great opportunity to educate the parents AND the older kids – maybe by having them be “helpers” and to “see how quietly they can do things” if the babies are becoming overstimulated (for example). I echo Amy’s question though – if you reach a moment where two very opposing needs are present, whose needs do you prioritize?
There is so much opportunity for learning and growth in a scenario where a wide age gap is present, I would think it takes more careful planning, more flexibility in the moment, and astute observational skills. If intergenerational groups can be so successful, I would imagine Family Sprouts could be a truly magical journey when done well!

[Caitlin Kauffman]

The ways Lauren and Amy both describe music therapy in general are similar to things I have used to explain what it is that music therapists “do” over the years. I like both of their one-liners! I would encourage parents that outcomes for their child (or children) will be better because the focus is on the WHOLE child and using age-appropriate materials and music to support healthy growth and development. Will there be growth of musical skills? Quite likely. Could this identify an aptitude for music? Of course. But is the focus of Sprouting Melodies on the development of musical skills? Not at all.
All of the SM activities use music that is created and chosen specifically to meet the children where they are, and as they grow, the music changes and adapts to their increasing abilities and skills. The music and lyrics are written and used intentionally to build skills in all domains! We can utilize particular examples of song selection to show how it targets certain behaviors/skills, and that the musical outcome is secondary to that.

[Caitlin Kauffman]

Use 5 words to describe the music experiences in Sprouting Melodies 3:
Growth, Creativity, Bonding & Independence, Active, Emotional

Use 5 words to describe the music experiences in Family Sprouts:
Joyful, Supportive, Busy, Transformative, Cooperative

Create a plan for songs and music experiences to use in a Sprouting Melodies 3 session:
Gathering/Greeting: Gather Round Bonding: My Brand New Friend (with behavior modeling from parents) Song about Me: Book “Hand Hand Fingers Thumb” (with drums) Instrument: You Play A Little (turn taking) Movement: Will You Come? Goodbye: Music Time Is Over (transition to what they do next)

… and in Family Sprouts sessions:
Gathering/Greeting: Come and Join The Circle (engaging rhythm, appropriate for all ages) Bonding: Hold On Tight (with both children in lap, holding baby in the front so older child can also ‘hold’ the baby) Song about Me: Can You See Me? Instrument: Music Is The Way Movement: I Can Move Around Goodbye: Music Time Is Over

[Caitlin Kauffman]

Everyone has made such good points! I definitely agree with Lauren that paying attention to a child’s behaviors will tell you a lot about whether there is too little or too much stimulation. My experience in working with older adults with Alzheimer’s Disease has helped with some of those observation and assessment skills, and I hope that those will carry over with some of the little babies in SM1! I think that overstimulation and understimulation can look similar as far behaviors go, and adjustments can be made in the moment to determine what the child needs. In a group with multiple children, it will take constant assessment to determine how to balance the stimulation needs of each and every child.

I would not have thought so much about the environment (ie colorful and full of things vs neutral). I remember a group I did with K-2 age kids, we used a colored rug as our “group space.” While that happened to be in a classroom, something like that could be useful to offer a clear idea of where the content is happening and to draw attention, while avoiding the extra stimulation of brightly colored things on the walls and in the room.

I imagine that keeping it more simple, still offering choices while keeping a smaller variety of instrument types, could help to avoid overstimulation. Like Amy said, in SM2 timbres can be expanded and more varied, though I would avoid “too much, too soon” and gradually introduce new sounds and instruments.

[Caitlin Kauffman]

I don’t have a lot of specific knowledge about this as far as brands go, other than what I have read here in the comments and instruments I have used – such as Remo drums and small maracas. With young children, it is important to use maracas with handles that are easy enough to grasp, as well as instruments with bright colors for visual stimulation and interest. Instruments that make sound easily, and of course instruments that can be disinfected!

[Caitlin Kauffman]

5 words to describe SM2:
Playful, exploratory, high energy, exciting, observing.

5 sentences you can use when talking with parents about musical responses of children in SM2:
1. It is normal for children of this age to test out new people and they might want to sit with me or even with another parent at times! 2. Your baby might like the opportunity to “explore” and observe their surroundings by facing toward the other parents and children. 3. Do not worry if your child is crawling or walking around to explore the room – this space is set up safely for them to explore! 4. Even if your child is not actively engaging, mirror neurons are still helping them learn about what they are watching and observing. 5. Using silence is an effective tool to create an “anticipated surprise” that will grab attention and that your child will learn to expect.

Create a sample session plan for SM2:
Gathering/Greeting: “Sit Down With Me” – I love that this is a familiar song melody that is a great attention grabber.
Bonding Songs: “Wiggly/Jiggly Car” OR “Hold On Tight” – this is a nice variation of tempo, exaggerated side-to-side movement, hugging and letting go, as well as introducing that anticipated “stop” at the end.
Songs about me: “All of This is Me” – A bit of a change of pace and a way to focus on several body parts
Instrument Songs: “I Like This Song” – brings the group back together and has very few words so the children and parents can be very successful in joining in both with playing instruments and singing along
Movement Songs: “I can move around” – with this one, I would have them get up off the floor, and have them jump, spin, stomp, etc, as well as playing with the tempo some to work on fast/slow movements and following directions
Goodbye: “Music Time is over” – plus some hand shaking!

[Caitlin Kauffman]

I have not led an early childhood group since my very first semester of practicum in college (eek! so long ago!) but have had some group experience with kiddos since then, both in my internship (also a while ago) and in the past four years through several grief camp opportunities. So the settings have been quite different, though many strategies would surely carry over. Some major strategies I have found when working with kids (especially in group settings) are positive reinforcement, vicarious reinforcement, and redirection. Truthfully though, sometimes (in grief groups) I have absolutely had to take a moment for some obvious behavior correction and clear setting of boundaries. With short attention spans and a lot on their minds, it is sometimes a task. I often will focus on the kids who are eager to participate, but will intentionally seek responses and ideas from all of the kids in the group. I also keep the adult volunteers with us so that behavior can be addressed if needed and I do not have to leave the group. Positive reinforcement and redirection are the ones with the best results I think – when you can say something to a child that makes him/her feel successful, I really think it does wonders! If they give some off-the-wall answer to something, validate that you appreciate they said something but then offer a more appropriate alternative. In my groups, this could be something like “I think we would all agree that superheroes are so brave! What about someone that you know personally who might not be in a movie?” Or in a SM setting… “Hitting the maracas together does make a big sound! But we want to be extra careful not to break our maracas, so why don’t we just shake them as hard as we can? aaaaand… GO!”

[Caitlin Kauffman]

I look forward to continuing to learn about working with young children and seeing so many of the things we have discussed and about which we have been learning actually unfolding before my own eyes! I agree with what Kristen said about how wonderful it is that we, as music therapists, really do look at the whole child and that the family comes with that child. That is reminiscent of my work in hospice, where so much of it is about education and working with the family unit toward a more successful and fulfilling time at end of life. I love that as Sprouting Melodies providers, we get to be a part of that on the other end of the spectrum, helping parents navigate the overwhelming waters of parenting. There are so many resources out there that I imagine parents often feel “how could I ever do this parenting thing ‘right’?” I think that we can help parents feel encouraged and more prepared – and (as Lauren said) be better prepared ourselves (for those of us that do not yet have children)!

[Caitlin Kauffman]

Amy, I can’t wait to hear all about your experiences in Jamaica and with these songs!! Have a wonderful time!

[Caitlin Kauffman]

I have been pondering what to say here, as I am not currently working at this time. I lost my job back in January due to budget cuts, and now we are preparing to relocate. I am working on potential job opportunities, and this training will hopefully be a good starting point. I will be assisting a colleague with marketing meetings to set up contracts for her business so my hope is that I will know more before too long.

Meredith, so glad to read your answer above! That was a question I had been meaning to ask but had not written it down. Great information!

[Caitlin Kauffman]

I loved SO MANY things said above! This particularly struck me – “Our training also gives us the tools to engage groups but to also diffuse challenging situations while still being inclusive.” While watching the video last week, I wrote down a number of things that I (and other music therapists) bring to the table when it comes to offering the Sprouting Melodies program or other services. With SM, our knowledge and training in MT is key, as there are other similar groups but without the required training that we have. We offer a high quality of music, enthusiasm, and a love for children and people in general. If we did not love people, we would definitely not be in this field! We have the ability to connect with people and to connect people with other people. Our ability to build therapeutic relationships promotes an environment of safety and support. While in school (and beyond) we gain experience in group leading and encouraging participation from all who are present.
Currently, I bring three years of hospice experience to the table, during which I was working closely with patients and families and encouraging connection and mutual experiences. I see this carrying over, though in a much different forum. I bring a love for, and a comfort level in being with, children. I bring counseling skills that might be very helpful when encouraging and supporting parents who are feeling overwhelmed and afraid. Above all, I think I bring a genuine heart that is open to learning and serving others.

(Is it weird that it feels a bit uncomfortable to write all of that for others to read? This feels like a journal entry I wrote a long time ago when I needed to remind myself of my own worth. I wonder if anyone else thought the same!)

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