[Carolyn Keenan]

Jen, I am right there with you as an “educated parent who needs support.” — Which might also be a good time for me to apologize to everyone for being a little bit behind in the discussion. ;). My own thoughts and questions about the logistics of the program are very similar to yours and I am happy to see Erika’s reply! I look forward to learning more. I often hear complaints from some of my mom friends who work full time that they never have the opportunity to do these types of classes with their children because they are scheduled on weekdays.
The parents in my community are looking for a program that is fun and enjoyable, that stimulates development, that allows them to spend time with their children, and that provides them with opportunities to meet other parents. Kimberly, I absolutely agree with what you said about the qualities that parents are looking for in an instructor.

[Carolyn Keenan]

Almost every music therapist I know is passionate about what they do, and that passion can be so contagious when working with families. When the mom in the video spoke about enthusiasm, I found myself nodding in agreement (as others have posted about as well). We also tend to have patience, flexibility, the ability to adapt, which are characteristics which help families feel connected to us because we are really working to bring songs to them in a way that everyone can feel welcome to participate.

[Carolyn Keenan]

I am working in a very similar music environment to the one in which I grew up and I use a lot of traditional folk songs, nursery rhymes, lullabies and children’s music. I find that using the familiar favorites is a great launching pad to introducing new but related music. The preschool where I work is suburban and primarily caucasian. Kimberly, I definitely want to check out that book you suggested, along with Rachel’s song. I had classical training in college and I try to integrate that into my practice as well, with listening and movement activities.

[Carolyn Keenan]

I use all four of these music experiences in my practice, and I tend to do more with singing and movement than instruments. The children rely on and listen for the familiarity of a consistent greeting and closing song; these often become the first songs that they sing along with. During preschool groups, I often do one movement song with actions to imitate and one which is more free. I found Meredith’s comments about expectations for starting/stopping instrument play to very helpful, as I realized that I often expect some of the children to be able to follow that direction and they might not be there developmentally yet. I will be more aware of that moving forward.

[Carolyn Keenan]

I worked with a 3 year old child who has autism and watched him transition from the trust to the independence level. It was really exciting to see him become more communicative, begin to demonstrate preference for instrument choices, carry over between individual and group sessions, and develop some changes in vocal inflection.

[Carolyn Keenan]

Alison, I have been singing them around the house, too! I want to echo what you said about the flexible approach. Elana, I tried the songs out with my son, too! I think I remember reading that they are about the same age. This past week, I tried a few with him (Wiggly Jiggly, Good Morning to You) and he loved them. He watched me intently and nodded his head, bounced, swayed, smiled — all of the responses I was hoping for! Today was my first day back at work after the school’s spring break, and I tried a few songs with the preschoolers. I started out with the “Where Is the Music?” chant and observed what a great attention grabber it is! I will continue to use this at the beginning of my sessions because it really hooked everyone in, which doesn’t always happen after a weeklong break with this population! The kids quickly caught on to the hand motions and words.

[Carolyn Keenan]

I don’t mean to echo exactly what Mabel said, but my gentle and patient nature has helped me build rapport with this age group thus far! I know I already spoke during the introductions about my experiences as a new parent related to this training, and that comes into play again as I reflect on my work in early childhood music therapy.

[Carolyn Keenan]

It was really helpful to have a thorough review of the developmental levels. Although I have a 1 year old and I primarily work with ages 3-5, it can be easy to forget what these little ones are capable of! It is so important to have appropriate expectations.

[Carolyn Keenan]

Hi everyone! I thought I posted an introduction last Wednesday…but I am looking through right now and I have no idea where it went! I am guessing I did not do it right the first time, so here is my second try. :). My name is Carolyn Keenan and I am in Albany, NY. The focus of my internship 10 years ago was in early childhood, and that’s where I find myself working today! The integrated preschool where I work is very supportive of any ideas I bring in, so I am hoping to start some classes there once I complete the Sprouting Melodies training. I became a mother last year and my son is now 15 months. I think my new mom perspective has added to my interest in taking this training. I was inspired to sign up after attending Beth’s presentation at the MAR conference in Rochester last month. The thing she said that really resonated with me (and it was covered in the video as well) was about the importance of support for new parents regardless of education, background, socioeconomic status, etc. through a class like this. Between my own experience as a new mom and my experience as a therapist with this population, I felt like Sprouting Melodies was calling my name. I am very excited about the next several weeks and learning along with everyone!

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