[Cindy Humphreys]

Another thought, if members wanted to share email addresses it would be great to connect at the AMTA national conference and talk face to face. There may be enough people providing Sprouting Melodies to have a specified session to network!

[Cindy Humphreys]

I hope to share the information about Sprouting Melodies with the other school music therapists I network with. I also hope to do some in servicing of early childhood staff about music and development.

[Cindy Humphreys]

I hope to become a Sprouting Melodies provider if we can work out the details for it to be a part of my practice as a school music therapist. Regardless, the training has given me skills which I can use with all the children I service. I am looking at my students with new eyes in terms of music developmental level. For example, the other day during My MT group for young ASD children, I brought streamers to move with the music. One of the six year olds began running with his streamers outside of the circle around the room. The teacher was going after him to bring him back, and I asked her to let him go. As we watched he was engrossed in moving the streamers in various ways, arms stretched out, then spinning, then up and down to the music. As the music ended he was able to rejoin the group. As I was watching him, I was thinking about the level of control, and the sheer pleasure he was having in the moment. I also recognized that althought he was not with the group, he was definitely engaged in the music.

[Cindy Humphreys]

I have certainly enjoyed the training and the material which is very relevant. The music therapy community should be proud that both of you have taken the time to develop a program for early childhood based on the principals of music therapy. I felt the material was clear and presented in a logical progression. I wasn’t sure how the on-line format would work and if it would be too impersonal. On the contrary, I was able to focus on a small chunk of material each week which was not as overwhelming as a two day training would be. It was interesting to hear where other music therapists are working, the differences in clinical practice and the diverse client backgrounds.

Thank you for always responding quickly when I had a question or technical computer problem. And of course the extra CMTE credits was a bonus!

It may have been nice to have some of the songs that Meredith presented during the training in an mp3 format, so I could go back and listen to it. I would forget which week it was that I had heard a song I wanted to use. I have Beth’s book which I have been using regularly.

Thank you both for sharing Sprouting Melodies!

[Cindy Humphreys]

Creating a rapport with each child, connecting with them through respect and reciprocity are key strategies to success. Also being able to be more aware of our own presence is important. One child may need a calm hands off approach, where another may need an up beat playful approach which we can modify the music to address both.

A couple of ideas for Tamara which I have found helpful: proximity is often an issue for children with sensory needs. I sometimes have the child sit away from the group with an aide and participate from a distance. You can still be very aware of their level of engagement and bring them closer over time. Sometimes it is just too overwhelming for some kids. Some other strategies I have used are giving the child a fidget toy , or a weighted lap animal to help with anxiety. A transitional picture or object paired with a transition song is helpful. I had one little guy who needed to carry a maraca to music while the staff member sang the transition song. I have another who needs to see my picture on the classroom picture schedule and who receives a token for remaining in music.

[Cindy Humphreys]

I am excited about using the Sprouting Melodies format for my group sessions, and including the parent education piece. Already I feel more confident when talking with parents about their child’s responses to music and development. I too am looking forward to having access to the Sprouting Melodies community for additional support and future training.

[Cindy Humphreys]

In Sprouting Melodies we recognize that every child is musical. Music is a natural way for children to explore the world around them, and we are here to give them opportunities to reach their potential through music play. Along their journey they will achieve some musical skills, but our focus will be on individual development and not on teaching music. We are here to provide you and your child a fun, joyful and meaningful experience.

[Cindy Humphreys]

In responding to your question Beth, I can tell how I approach mixed age groups now and why I am eager to have Sprouting Melodies in the future. Currently the children and care giver come to one of our play groups which include 10 minutes of music followed by fine motor, gross motor and language activities. Today we had 20 children, with some having more than one parent with them! Because of the size of the group it leaves very little time to really talk to parents. I usually touch base with some of them before group if there is something in particular I have noticed about their child. Before each song/activity I explain that there are different levels of participation depending on the child’s developmental level. For example, today we were keeping a beat with paper plates with Irish music. I mentioned before we started that there is no right or wrong way to move, that tapping on the legs is what we would anticipate the younger children to do, moving in different ways spontaneously for other children, and imitating some complex sequential movements for the oldest children.

Why I am anxious to provide Sprouting Melodies is to control the size of the group to make it more individualized. I also feel that we have some parents who would prefer a smaller group, and one that is music based. This training has come at such an opportune time! I also like the 6-7 week format for group consistency and cohesiveness.

[Cindy Humphreys]

Five words to describe Family Sprouts: active, engaging, bonding, playful, accepting

Plan: I think my plan would be similar to SM 2 and SM3 with some modifications made as to address each developmental level. The hello song may be quieter or with a steady beat as to not overwhelm the little ones. Bonding songs that encourage siblings to interact like “Hold On Tight” foster family cohesiveness. Setting up opportunities for success of all participants in instrument play with a variety of instrument choices. Movement songs that encourage parents to rock or dance with the little ones and independence of older children as in “Will You Come.” Making connections with literacy would be a great way to transition to the close of group. Singing a song with a book followed by a goodbye song.

This is the typical type of group that I currently work with. It can be a challenge, but I also see the benefits, particularly in the younger siblings watching and learning from the older children. Some of the younger children are more likely to move away from mom and join in the movement songs when they see the older children in the middle of the circle. If a parent has one young child who is sitting on their lap watching, I make sure that I reassure them their child is watching and taking it in, and developmentally on target. This type of group can get very busy, so I think it is our job to observe and change if the milieu is becoming overwhelming for the little ones. I always have a plan, but I am always aware that the plan may change at any moment.

[Cindy Humphreys]

Five words to describe Sprouting Melodies 3: energetic, dynamic, emerging independence, creative

Plan: I would begin with a gathering song to bring everyone together. I use a song that I wrote “it’s Time For Music” that has a strong meter and tapping on the legs. I would then sing hello to each child in the group. Moving into the bonding songs, I would use “Swimming Together” for the child and parent to have the experience together of a lap ride. I really like to use the song “Brand New Friend” and it could be used as either a bonding song or a movement song. It could be varied by reflecting how the children are moving, perhaps singing “dancing all around with my brand new friend,” or “holding hands with my brand new friend.” For songs about me I would use “I Know Just How It Goes” that is in Elizabeth’s book, it not only addresses self, but action as well. Instrument songs may include “All Night! All Day” singing about whatever instrument the child may be playing, or gathering around the large gathering drum to play together. A movement song that I like to use called “Clap Your Hands” incorporates different movements. I would also use a prop of some type for a movement song, either scarves, a large canopy scarf, or theraband. Then transition into t a goodbye song “Time To Go.”

[Cindy Humphreys]

I use a variety of plastic maracas and chickitas. I am always thinking of durability, child safety and cleaning when I order instruments. We have to use a particular disinfectant at our school and it can be hard on drum heads. I do have several Remo drums of various sizes, but do not yet have the hand drums. I also like the small bean shaped tambourines that fit well in small hands. Ialso use bells on the velcro bands for particular songs where I want them on the child’s ankle. I have the large gathering drum, but I find it is sometimes too much for this age group, and the size and sound can be overwhelming.

[Cindy Humphreys]

I think assessing how much stimulation depends on the group and how long you have been together. It is something we as music therapists are always observing and making changes accordingly. As you mentioned in the video, a calm and child friendly presence is one of the most important qualities to have, so both children and adults feel that they can approach you.

Five words to describe SM2 are fun, exploring, free, observing, affirming

Five sentences: 1. Children this age take about 3 seconds to respond, so when we sing a song to encourage a response, we will make sure to give the child enough time to process and respond. 2. It is okay if your child is in and out of the music circle, he is becoming more independent in his exploration. 3. We want to encourage independence, so try placing your child on your lap looking at the others in the circle for the lap ride. 4. Your child may look like they are not participating, but she is observing and learning. You might see of hear her singing some of our songs later on the car ride home. 5. You as the parent are the most important model for your child. He is watching you and learning how to shake the maraca.

Plan: I like to begin a group with a gathering song I call “Come Together.” It is a transition song that brings everyone to the circle area. Then a hello song naming each child. Moving to the bonding songs of ” Wiggly Jiggly Car” and “Horsey Carry Me.” I would then transition into a song “All About Me” that identifies body parts. Thinking about the flow of tempo and energy, I would move into an instrument song “Dancing In The Middle.” A movement song “The Colors are Dancing” with scarves and “Pick Your Hand Up High” can move into a slower pace and dynamic level as we prepare to end the session. A goodbye song with each child’s name ends the session.

[Cindy Humphreys]

Our community currently has one music program for young children and their care givers. I don’t know much about it, other than the woman who provides it has a background in performing. She holds it at the local community center. I know from conversations with parents and teachers that there is a need and a desire to have quality experiences for families. Our school district runs the Starting Strong program which is grant funded. We also have the Early On program for young children identified with special needs. Currently any child may enroll in one of the several Starting Strong playgroups. This is where I see Sprouting Melodies fitting in, giving parents another option.

I live in a different community than the one I work in,and am also considering providing Sprouting Melodies here as a more typical group with parents paying for the service. The need is great, and I think sprouting Melodies has so much to offer.

[Cindy Humphreys]

Five words to describe Sprouting Melodies 1: caring, gentle, soothing, accommodating, welcoming.

Five sentences:
1. In Sprouting Melodies 1 we are focusing on the child’s awareness of music and the bond between you and your baby.
2. Notice how your child is tracking the rhythm instrument as you play with the music.
3. Keeping a visual distance between parent and child about 18 inches is optimal for the baby’s visual acuity
at this stage, so we will maintain this proximity for our lap ride.
4. Your child may respond differently to gentle music and our play songs. We will look for changes in
physical movements, vocalizations and affect.
5. Babies explore their world with their mouth as well as eyes, so it is okay if they mouth the instruments.

Sprouting Melodies 1 Plan:

I feel strongly in using the same format week after week. I think it helps parents as well as the children know what to expect and decrease any apprehension.
1. I like the ideas of instrument exploration and play as they come into the room until everyone has arrived.
2. A hello song that greets each child individually.
3. A bonding song/body percussion song that I like to use is Wake Up Toes. I don’t remember where it came from, but the
parent wiggles different parts of the body as we sing.
4. I would like to try Wiggly Jiggly as a lap ride.
5. An instruments song that I might try would be Shake and Stop, where the parent shakes the maraca and stops with the music.
6. I would include a scarf song; I like Lynn Kleiner’s song about the colors dancing then falling to the ground. It is
very gentle and visually stimulating.
7. I loved the goodbye song that Meredith sang on the video! I need to watch it again so I can use it too!

My experience with this age has been limited. When I have free time in my schedule I may pop in to the baby playgroup that we have, but it doesn’t happen very often. When I do, I provide only 10 minutes of music, generally consisting of a hello song, a bonding song and either a movement or instrument song.

[Cindy Humphreys]

Yikes! Glad you didn’t get it. I agree with Meredith, Beth’s songbook is wonderful! I bought it at the AMTA conference and have been using several of the songs regularly and hope to use more of them in Sprouting Melodies!

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