[Caroline Gillott]

This is a hard question for me to answer at this time since I do not plan on starting something with SP right away. When the time comes, I hope to use my connections with a local college to spread the word. Fortunately the college is well aware of music therapy and already run MT programs but not for early childhood. I hope to spread the word to our library as well who seems to be reaching out more and more the community to bring people in. I do not believe that they currently have an early childhood program. I feel word of mouth is the most powerful advertising “tool”. Social media is also extremely helpful too.

[Caroline Gillott]

I must have overlooked this question! Here’s my answer:
Everyone pretty much hit the name on the head. If I answered earlier, I would have taken the literal approach as some did and agreed with–music SKILL vs Developmental LEVEL. So not to reiterate too much, I will say that I agree with musical skill being more performance based/more specified with a focus on MUSIC and LEVEL being more focused on the human, the body, the science and the ability of the person regardless of age.
I liked the comment of intent!

[Caroline Gillott]

Great news Elyse!
I’m not sure where I am going from here. I have a lot of questions that need to be answered (missed the conerence call and am behind on week 10 videos) before I start pursuing this further. What I would like to do is offer groups at our library or through our community outreach program but I don’t see that happening any time soon. I’m going to have a baby in May and like I said previously, I also have a young toddler. I’m definitely looking forward to using them as my guinea pigs until I can become a provider. I’m kind of in a scary place right now vocationally. In the past I’ve always known what I was going to do. I’ve always had a job and I”ve always had stability. Right now, I don’t have any of that… so I guess we will see where this leads to.

[Caroline Gillott]

Aside from working with children and families–I’m excited to start and grow my own program. I’m ready to be recognized as Caroline the music therapist or Caroline the SM provider and not just another therapist as part of large agency.
I’m excited to bring awareness to the benefits of a music therapy based early childhood program because there is nothing like this where I live. I see the need for it in my community. This in and of iteself excites me and brings joy to my heart because I want to be more integrated in the community while providing something that is needed!
I’m excited to be a resource for the parents and communities and also an employment opportunity for other music therapists interested in doing their own gig.

[Caroline Gillott]

Have a plan in mind but always keep in mind the dynamic of the group. Use other children’s positive responses to redirect non-preferred responses. Use music that is suitable for all ages–stimulating and challenging enough for the older kids, but basic enough for the young ones. Communication with group members is key–explaining to families what you are doing and what you “expect” but assuring them if their child isn’t doing “just that” that it is ok (usually). Educate families on child development–what is to be expected at each age.

[Caroline Gillott]

wonderful!

[Caroline Gillott]

Katie–I feel the same way you do. I do not have much confidence right now in myself. Mainly because I have a disability that some times gets in the way. I’ve struggled with sustaining my energy level when facilitating groups on my own. There are times when I am not able to be 100% mobile for more than 30 minutes at a time. So, I’m starting to think “this is NOT for me. However, I have kids of my own…so, if I can do it for them, then I should be able to do this. This is my biggest worry when working with children. I too am overwhelmed with the amount of information and am not sure how to put it all together into a class. Being “young” still and not having 25 yrs under my belt, I still have that low self confidence when starting something new. I shut down when parents are in the room because I am concerned about their feedback and criticisms. This is DEFINITELY something that I need to work out–I know that.

[Caroline Gillott]

o The biggest challenge is providing experiences that are simple enough for the younger child, but engaging and challenging enough for the older child. Other challenges would balance of energy and use of instruments, dealing/responding to tantrums of the older children.

[Caroline Gillott]

5 Words for SM3–
Intentional,
Active,
Creative,
Strong,
Push and pull

SM3 Plan:
• Gathering Greeting—“sit down with me” this song will gather all the kids together in one place whether they are moving around the room or already in their parent’s lap. The strong beat with gain their attention for receptive participation and the functional use of language will physically prepare them to begin
• Bonding songs—Brand New Friend—This song will bring social awareness to the child and provides the opportunity to do something with someone else other than the parent. The use of a scarf or other prop (maybe a parachute to do it as a group first) can be used as a visual connection. MT will be the first partner of the child and then allow the child to move on to others in the room as they feel comfortable.
• Songs About Me—Where is the Music- this song will eventually allow the parents to step back and allow the child to have control and independence when exclaiming the lyrics of this chant.
• Instrument Songs—both of the songs presented really spoke to me. In SM3 the children are ready to use 2 handed instruments such as drum w/ mallet, finger cymbals, rhythm sticks
• You Play a Little—this song will help the child understand the use of pronounce (I and You). MT will provide a safe boundary with the instrument by presented it to the kid (MT will sustain a hold on the instrument). Eventually MT will open up the environment hy setting instrument on the floor in a mutual area.
• Music Is The Way—Usually the parents will sustain the melody on the pitched instrument whlle the child explores
• Movement Songs- don’t always have to consist of being up and about
• Leaves Go Down—use scarves as a visual of something falling down. Encourage child to let go of the scarf as it is falling down so that they can watch it.
• Will You Come?—By at least 3 yrs of age children should be able to march jump and run (no skipping yet). To help child jump apply pressure on shoulders as they are stooping to give them a feeling of compression.
• Goodbye

5 words For Family Sprouts–
o Support
o Individuality
o Joyful
o Sharing
o Helping

Plan for Family Sprouts:
• Gathering Greeting—Hey Everybody Come and Join Me—with the strong steady rhythm, the child will all gather together to participate in music.
• Bonding songs—positioning is key for these songs in this group. Have older child close to parent with young child in arms or on lap or parent (?—not really sure—hard to picture)
• Hold On Tight—this song supports the older child while giving them a chance to sit and hold on tight with/to their younger sibling. It supports the younger child through surprise, simple movement and minimal dynamic changes.
• Songs About Me
• All of this is Me—provide an opportunity for every child to feel individual while still sharing meaning. Older children will point out body parts of younger sibling. For the older children—can add a faster version to give them a chance to show what they can do.
• Instrument Songs
• I Like This Song—this song is an open invitation for all to participate however they want. It is a safe choice for all levels. Even though each child will be exploring instruments at a different level they are all engaging in music together
• Movement Songs—the challenge is finding movement that everyone can participate
• I Can Move Around—Everyone can move to an extent whether it is running, jumping, turning heads, moving hands, etc.
• Goodbye—bring the energy level down. Can use props such as scarves.

[Caroline Gillott]

Yes this is great. I would love to hear from others too–even if they piggy back on what you said. I like to keep the music going as much as possible in my sessions. For many years, I did not talk at all, unless it was an absolutely necessary aspect of therapy. Recently though in the setting that I’m working in, I have started the tendency of talking TOO MUCH. And, with the very few EI clients that I have seen, I also had a tendency to talk a lot because the parents were talking! It all came down to my lack of communication of expectation and my goals for the session time. So, I’m worried that with a group of parents and kids that I could potentially allow talking to get excessive which could lead to a disconnect in the group, which could lead to chaos!

Thanks for your response!

[Caroline Gillott]

5 words: authenticity, spontaneous, exploration, observation, energy

Sentences: Sprouting melodies 2 will help promote health development and wellness in your child. During our time together you and your child will start to explore a variety of sensory experiences. Your child is welcome and encouraged to move around the room freely but may not yet approach other peers. Your child will discover elements of anticipation and surprise through playful experiences. You may notice that your child is more of an observer during the session but an active participant at home. This is completely normal for this stage of development. Next time you come in share with us what your child did at home. We love to hear that the skills are transferring to other aspects of their lives.

Plan:
Instrument Exploration: Families will check in and register with me. Music may be playing in the background. Instruments will be arranged in the group area for them to explore.
Hello: I would use a song with a strong march like beat at a moderate upbeat tempo. Words should be simple and repeititve

Bonding: Sing Wiggly Jiggly Car– this song will first provide a safe bonding experience for child and parent. But, the song will also allow the child to move toward gaining more trust and independence through waiting and movement

About Me: Can you see me?– I love this song and have used it in many sessions. My favorite part is the anticipation just before the chorus

Instrument Play: Dancing in the Middle– this song gives the child the opportunity to play with other children and then return back to “safety” with their parents. The changes in tempo provide excitement and foster anticipation. It’s okay if child doesn’t stop right away. That is not the goal of the song. This song is all about joining together and playing in the center with others.

Movement: Pick Your Hands Up High– I really liked this song because of the use of scarves. This song gives the child a sense of where things are in space.

Goodbye: This song should be in a similar format as the hello song but should be slower in tempo or should start fast and wind down to a slower tempo. The lyrics should b simple and repetitive.

[Caroline Gillott]

The youngest I work with are pre-teen age.
All of the instruments I use are supplied by my employer and most brands have been rubbed off. I am assuming most, if not all the drums that we have are remo brand. I think there are “egg head” egg shakers (if that is a brand). We have Yamaha and casio keyboards (I prefer Yamaha). We also have some Orff instruments–xylophone and bass bar. I would like to use more of my body and less instruments with younger age groups. When I did work with the younger kids, I found that sometimes the more stuff I had the less attention and focus I had. Whereas when we used our bodies, my kids were much more focused because of the authenticity of where the sound was coming from–AND–they didn’t have to figure out how to “use it (their body), or it didn’t take as long to figure it out. However, being someone who has been away from this age group for quite sometime, I’ve lost my confidence in the use of my body as an instrument. It has turned into a vulnerable experience that I do not always feel comfortable engaging in. I tend to hide behind instruments (piano/guitar).

[Caroline Gillott]

I agree with all. Elyse, I’m like you. I tend to figure out after the fact that there was too much stimulation. This is mostly because I work primarily with people on the spectrum and over-stimulation does not always present itself in the same manner with each person. I hate to be the person to piggy back on what others have already said, but I too have to mention about what Jennifer referenced with the dynamic level of voice. The dynamic of my voice often something that I am not very aware of but need to be. That section of the video has already helped me be more aware in my current sessions. I have also adjusted my timbre and dynamic with my young daughter. There have been times when my voice alone had unintentionally startled her. To me, I felt like I was speaking at a normal dynamic with a gentle timbre, but obviously to her, it was jarring. My daughter is my greatest teacher at this point. She is at the stage where she loves to be surprised and anticipates surprises. I am excited to try some things out with her to increase her anticipation responses but also to work on my delivery so not to startle or scare her.

[Caroline Gillott]

5 Words related to Sprouting Melodies 1
Other than what is stated: repetitive, nurturing, stimulating, warm, predictable

5 Sentences:
Sprouting melodies 1 will help promote health development and wellness in your child. Through SM1 you and your child will grow and learn how to bond together through a predictable, warm and nurturing environment. You will learn a new way of communicating that is interactive, fun and stimulating. You and your child will gain awareness of all your senses and be able to use them throughout the 6-7 weeks together. Most importantly, you will be able to take home and apply what you both have learned so that you can share your experiences with your family and friends.

1. Hello/gathering—purpose is to come together–song to incorporate child’s name. young child can be on lap of parent
2. Bonding songs—child to be in lap of parent. Movements can include bouncing, rocking
3. Songs About Me——parent can use props such as scarves—songs can be game-like such as in “where is my face”.
4. Instrument songs—best to use instruments that are simple and functional such as shakers with handles and plain drums
5. Movement Songs—For the young child—child can be propped on knees facing parent or cradled in their arms. Older children if they want to stand can do motions while standing or holding on to parent’s hands. Keep all movement on the floor
6. Goodbye—for the young child music should be softer and gentler (finger picking or arpeggiated on piano) for the older child—strumming chords and slightly faster tempo and louder dynamic w/ decreasing tempo/dynamic at end to indicate anticipation of closure.

[Caroline Gillott]

I do not have any clinical experience with kids at this age level. Since I can’t really contribute at length to this part of the forum I did want to add that I loved that you talked about the importance of practicing voice dynamic and facial affect. This was something that I struggled with (and still do but getting better) during my internship. I had no idea how loud/abrupt my voice was when singing to clients. I also did not realize, until I watched video clips how my affect was not always congruent to do the music and to the client responses. I believe that most of this was due to nerves and inexperience. I have gotten better over time, mainly through practice but also because I am more aware of it now. I found it very valuable that my internship director pointed it out to me (even though at the time it felt like it was an attack on how I looked and sounded–made me feel very vulnerable) and I continue to find value in practicing it. As MUSIC therapists is much more to practice than just the music–GREAT POINT LADIES!

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