[Christina Bass]

I have already shared some of the information I have learned with several family members, one of my cousins who recently had a child is very interested and plans on looking into if there is a Sprouting Melodies program or other early childhood music classes in her area. I hope to start making connections in my area, I loved all the tips for ways to advocate! I had not considered some of the suggestions and will definitely be looking into getting more involved in my community.

[Christina Bass]

This training has really opened my eyes to the different aspect of child development and I have learned so much! I have so many new ideas for working with my young clients as well as some of my older ones that are at similar development levels. I feel more confident in talking with the parents I work with as well as educating members in my community in how music can provide support for childhood growth. I have talked with a family friend who is part of a homeschooling community in town and she shared that there may be interest for music classes the parents with you children while their older kids are in classes and activities, I have not yet had the opportunity to look into all the details, but it would be a great opportunity to see if a Sprouting Melodies program would fit well with their needs.

[Christina Bass]

I am excited to possibly have to opportunity to provide early childhood music services for the community and share the new knowledge I have about child development. Like many others have said, I love that there is a strong support system that will help me grow as a provider and therapist if I choose to become an official Sprouting Melodies Provider.

[Christina Bass]

I think the most important thing to first consider is how your can make every session apply to any developmental level and be able to adapt and communicate with and support the parents (or aids in non-SM groups) in assisting the children that may be excelling faster or need a little more time. Another thing I think is important is to continually be communicating with the parents and other providers to see how they are doing outside of your session, this will give you more input to if what they are learning is transferring and if they require more support during the session.

[Christina Bass]

Sprouting Melodies 3: Independence, personality, creative, intentional, and self-control.

Greeting/Gathering: “Sit Down With Me” engage in movements as a group, clap, stomp, ect. Use social, functional language.
Bonding: “Swimming Together” use swaying and patting on legs with aspects of starting and stopping anticipation, use jumping, encourage bonding with other children in the group.
Songs about me: “That All Makes Up Me” encourage parents to model as well as let children independently identify.
Instruments: “You Play A Little” sharing and reciprocal play, allow the child to start. Encourage using two hands to play.
Movement: “The Leaves are Falling” use fall colored scarves to help facilitate moving within the different planes.
Goodbye: Sing a goodbye song that will stay consistent throughout the sessions and different levels.

Family Sprouts: Support, helping, cooperation, joy, and sharing.

Gathering/greeting: “I’m Glad You’re Here Today” engage everyone in the group to participate.
Bonding: “Wiggly Jiggly Car” include surprises, sways, and encourage physical bonding with parents and children as well as older sibs supporting younger.
Songs About Me: “All of This is Me” older sibs can help younger sibs, move faster for older kids to show their skills.
Instruments: “You and Me Makes… We” every child can explore instrument playing at their level.
Movement: “I Can Move Around” supports older kids to move around independently and parents can support the younger kids. Include instrument playing.
Goodbye: “Music Time is Over” Stay consistent with the song to support younger children, alow changes in lyrics and movements to support older kids.

[Christina Bass]

I agree with the majority of responses that the biggest challenge is making sure everyone in the group is engaged and getting something out of the experience. It can be easy to focus on the older members of the group since they will be providing the most visible participation. The great thing about have the older kids is that you can assign them tasks to assist the younger members which will benefit both of their developmental levels.

[Christina Bass]

I really enjoyed reading everyone’s response! This is a tricky question and I can see where parents may seek clarification since the word “therapy” can be intimidating. I agree that music for development is meant to support and encourage exploration of the natural developmental stages of the child, it covers many different areas as opposed to targeting one specific area in music skill building. Music skill building will target a specific need for the client and the music will be used to support change.

[Christina Bass]

Independence, energetic, spontaneous, active, and playful.

As your child is moving from the trust stage to independence it is great to have them come back to you, to be a home base, but also allow them to explore and build trust with others in the group. Your child is observing and taking in all the information, so don’t worry if they do not seem fully engaged by participating, they will most likely practice when they get home. Use the three second rule to allow time for your child to process information and initiate a response. The bottom of your child’s feet is a great place for them to take in information, so make sure to tap on the bottom of their feet instead of the heel. We clean the instruments after every group, so don’t worry if your child puts it in their mouth.

Gathering/Greeting: Have recorded music playing for when parents come in and get settled in the room. Once everyone is settle begin singing “Hey! Hey! Come and Play!” adding elements of predictable surprise with the “hey” to engage children into the session. Sing a hello song with some engaging predictable surprise and 1-2 words (hello, or hello everybody).
Bonding: Lead group in singing “Hold on Tight” encouraging children to bond with parents as well as other adults in the room as the child is ready.
Songs about me: Lead group in “Just Like Me”. Make sure to use the three second rule to wait for children to respond. Add some pitch matching.
Instrument songs: Provide each child and parent with a maraca and sing a Sh-Sh-Sh Shake or Sit with Me and Shake, encouraging children to explore different planes and anticipating starting and stopping.
Movement: Lead group in I Can Move Around encourage children to move all around the room and in different planes.
Goodbye: Sing a goodbye song that will stay consistent throughout the sessions and different levels.

[Christina Bass]

I work as an independent contractor and am still building my instrument library so it is great to see what everyone is using! Right now I use small maracas, egg shakers, small frame drums with and without mallets, and bells with the kids I work with at this level.

[Christina Bass]

I believe that this will vary from person to person and as a provider, it is important to be aware of the amount of stimulation being provided and how each individual child is responding. Like many have said stimulation is needed at this level to keep the children engaged, as long as it is anticipated, when it is not natural or predictable it can be too much.

[Christina Bass]

Community based music therapy allows for accepting all children and all families of various levels. Music is an important and consistent part of many people’s lives from lullabies to listening to music on the radio. This allows for the familiarity and predictability of the music to support non-musical goals and bring people together to create beneficial memories with their families and others.

[Christina Bass]

I have not yet had the opportunity to work with children at this age level clinical and overall have very limited experience. I recently saw my cousin’s infant for the first time in a few months, she is now 8 months old, and it was interesting to see the changes in her awareness interactions, and independence after learning more about this age group through this training. I have enjoyed learning more about working with this age group, it still seems a little intimidating at the moment with my lack of experience, but I feel the information provided by Meredith and Elizabeth and experiences from others in the forum has provided great insight.

[Christina Bass]

Bonding, trust, warmth, exploration, and joy!

“Take time for you and your baby to get settled into the space” “Your child recognizes your voice more than anyone else in the room, so I encourage you to sing along!” “I encourage you to get within 12-18 inches of your baby, that is the place they can see you best!” “Keep your scarf up high and move really really slowly so your child can follow you to the left and right” “if you tickle your baby with the end of the maraca in the palm of their hand the reflex will allow them to grasp their fingers around it.”

Session:
Have recorded music playing as you greet the families and allow time for parents and children to get situated in the room and ready for the session.
Gathering: Begin singing a Hello song, using just the word hello and a melody the parents can easily sing along with, encourage parents to pat their children with a steady beat. Sing through all the children’s names, having parents gently press on the chest of their child so they understand the group is saying hello to them.
Bonging Song:
Songs About Me: Have parents place child on their lap and sing “Just Like Me” going through various facial features.
Instrument: Lead the group in singing “In My Little Hands” while parents support child in grasping and playing small maracas.
Movement: Encourage parents to cradle their baby on their knees or hold them up if they are ready, sing through “Growing Up” encouraging parents to explore all the pains.
Goodbye: Sing a goodbye song that will stay consistent throughout the sessions and different levels. Have parents and children take breaths towards the end of the song and allow time for them to rest before leaving the session.

[Christina Bass]

In playing through “Are You Ready for Music?” I can really picture it being great for some of my younger kiddos to transition to the session. I also have a little guy that loves anything to do with automobiles, he really enjoyed “Wiggly Jiggly Car” and “A Car on My Knee” when I used them in a recent session. I look forward to implementing some more of these new songs as I grow as a music therapist!

[Christina Bass]

In both my clinical work and work as a paraprofessional in school districts, I have worked with a variety of young children at various developmental and learning stages. This will help me in adapting and understand that each child is different and being able to explain different stages to parents and provide encouragement. This training will defiantly support my work as a music therapist in helping me have a better understanding of the different developmental levels of children and the best ways to use music to support their growth.

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