[Courtney Kjaldgaard]

I plan on sharing and advertising information on Sprouting Melodies classes through local community centres, such as the YMCA, local daycares and the city library. I do a lot of advertising and marketing on social media and share information about my music classes on parent forums and parent Facebook groups. I am in the process of signing up to be a member of the local Chamber of Commerce and I have a number of friends and acquaintances in the community who work directly with families (including social workers, teachers and daycare providers) and who are aware of my services and advocate on my behalf.

[Courtney Kjaldgaard]

As a Canadian, I know that the Sprouting Melodies brand is not as well-known here as it is in the U.S. and I was aware of that when I started this course but I am super happy that I decided to do this and I am excited that I will be able to spread the word on the benefits of Sprouting Melodies up here in Canada. I feel that this training has helped me immensely in gaining a better understanding of this age group and has given me a lot more confidence in knowing that I can provide a high-quality community music program for families in my city.

This course has motivated me to want to do more and to think bigger than I have been about the role that early childhood music could have within my private practice. I started doing early childhood music classes because I wanted to expand the breadth of my services and to provide myself with another stream of income. It was a smaller part of my business to begin with and now I feel that it could be one of my main services as a music therapist here within my community. I am also interested in starting Sprouting Melodies programs in the smaller towns that surround my city. This course has left me feeling inspired and I am so excited about all of the ideas that I have to expand these services. Thank you Meredith and Beth so much for all of your expertise and knowledge!

[Courtney Kjaldgaard]

Assuring every child is successful in my groups starts with the type of room I use for my groups and how I set everything up. I’m not sure how many of you will be renting out a room, such as a room in church or community centre, but this is what I do for my early childhood groups (since I do not have a studio space of my own yet). It’s difficult sometimes to find the right type of room for these groups, with the right size, lighting, and shape. The room that I rent for my baby groups is smaller and is attached to a daycare/play area that is full of toys. I set up safe barriers and hide things out of sight so that there are minimal distractions during the class. I close the door to the room, hide things like garbage cans (I’ve had a child who was extremely interested in what was inside the garbage can), make sure nothing is left on the floor for them to step on. For the group circle, I provide couch cushions for parents to sit on and children have the option of sitting with their parents or standing (if they are of an age in which they can stand). If the child wishes to move around the room, the space is big enough for this to happen but small enough so that they are still close enough to the group to hear what is going on.
During the class, I rely heavily on my training as a music therapist to increase the chances of success for each child. Providing space and silence within the music, so that each child has time to respond and engage at their own pace, is something I do often. I find that continuous music decreases a child’s attention span and if there are breaks and pauses in the music, they tend to look in my direction and listen more. In the first (and sometimes second) class of my programs, I like to observe how each parent responds to their child in the class and what kind of actions they take to ensure their child is participating. Once I have observed this, then I will address some things in the next class that need to be adjusted, ie: providing feedback on things they could do (or maybe not do) to help their child and what the factors are behind their child’s behaviour and responses.

[Courtney Kjaldgaard]

I already provide early childhood music classes in my community and it’s one of the best parts about my job. I love working with children of this age range (babies and toddlers 18 months-5 years) and it’s fascinating to observe and witness the exploration and growth that occurs within our classes. Now that I have been trained in Sprouting Melodies, I am most looking forward to implementing the new songs that I’ve learned from this program. My fall programming just ended recently and I managed to try out a few of the songs before we finished for the year and I received a lot of positive responses about them. I am looking forward to providing a higher quality/more polished music program for families in my community and acting as more of a resource than I have been in the past for parents who need help accessing support services. I am also looking forward to being one of the only music therapists in my province (Manitoba, Canada) who offers a Sprouting Melodies-based music program.

[Courtney Kjaldgaard]

Based on your elaboration Erika, I guess the way I would explain the difference between using music to support overall development vs. using music to target specific skills/areas of functioning, is that within our community music programs (like Sprouting Melodies), children and families will be participating in music-making activities that will touch on a number of different skill areas and each child will take away something different from the classes they participate in (we hope that they will develop new knowledge/skills from the material in our classes but this increase in development will be different for each child and is not measured by the music therapist in this setting). Sprouting melodies provides a program that somewhat reflects the needs and abilities of the community and what the parents/children of our community want to take away from these classes may be different from the families that participate in this type of program in another region.

Using music for specific skills/areas of functioning is what occurs in music therapy sessions. People are directed to music therapy services if they need to work on a specific area of functioning. The music therapist will measure and keep track of their progress throughout treatment and the end goals/objectives are laid out in a treatment plan that is created specifically for the individual (there is an expectation to see a specific result(s) as they progress through treatment, where as in our community music programs, we do not have these expectations/goals).

I hope this is the kind of answer you were looking for…..

[Courtney Kjaldgaard]

I think one of the main challenges of providing multi-aged groupings is making sure that the class material you provide is balanced in a way so that each family/child will have a quality experience and will be taking something away from each class. I think it is helpful to engage one-on-one with each child/family, either within the session or after a session is done. The act of checking in with each family is helpful to determine if they are finding success within the classes and if they feel the class is fulfilling their child’s abilities and level of development.

Another challenge that could come up is more to do with the parents in the group. If a parent has multiple children in the group, they might find it hard to balance the amount of attention they give to each child within the class, especially if one of those children is an infant. As the music therapist, we could help with this role by providing validation/needed attention to the older sibling, especially during those moments when the parent is in a position where they need to direct their attention to their younger child, ie: if they have a baby in the group with them (if they get hungry, sleepy, fidgety, etc.).

I agree with what Victoria said as well, in regards to the idea that mixed-age groups forces older children to develop empathy faster. Being placed in an environment where other children in the group are not of the same age helps increase the child’s awareness of others and increase their ability to think beyond themselves. As Erika mentioned, this increased awareness of others (and increase awareness of others’ abilities) could motivate them to take on the role of a helper in the group.

[Courtney Kjaldgaard]

Five words for SM3: Welcoming, promoting socialization, structured, functional, addictive.

Class Plan for SM3: Hello/Gathering: “Good Morning” (original hello song), “Sit Down with Me”, Bonding: “Swimming together”, “My Brand New Friend”, Songs About Me: “Head, Shoulders, Knees and Toes”, “My Eyes are On My Face”, Instrument songs: “You Play a Little”, “Music is the Way”, Movement songs: “Jumping up and jumping down”, “Grand Ol’ Duke Of York”, Goodbye: “So Long, Farewell” (Out of the Box goodbye song – tv show).

Five words for Family Sprouts: playful, steady, adaptable, unity, interactive

Class plan for Family Sprouts: Hello/Gathering: “Hello”, Bonding: “Wiggly Jiggly Car”, “Row it Faster”, Songs about Me: “Can You See Me?”, “Head Shoulders, Knees and Toes”, Instrument Songs: “Dancing in the Middle”, “Shake Your Shakers (to the tune of “Twist and Shout” by the Beatles), Movement songs: “I Can Move Around”, “Shake Your Sillies Out”, “I Really Gotta Jump”, Goodbye: “Goodbye”

[Courtney Kjaldgaard]

For this particular age group, I have found that using voice-based interventions (focusing on singing/producing vocalizations, sound effects – animal sounds, etc.), movement/body percussion songs and activities using small percussion instruments that do not have a wide range of volume, like plastic percussion instruments such as small maracas, bells and egg shakers, have been the best for maintaining a good amount of stimulation. These type of interventions are easier to control, in terms of volume and timbre, and can be adapted easily to match the energy and mood of the children in the group.

Interventions that involve electronic music devices (such as iPads, electronic keyboards, etc.) and activities that revolve around instruments that require a little more skill to use and can become quite loud, such as large drums, guitar and sensory instruments such as the ocean drum, are harder to control in this type of group environment and are more suitable for older children (in my opinion and from what I’ve observed in my work).

[Courtney Kjaldgaard]

I mostly use instruments from brands such as Remo and Latin Percussion. I have mostly Remo drums (big gathering drum, the one with animals around the bottom of it, small and medium frame drums and hand drums, etc.) and I use small Latin percussion mini maracas (plastic) and wooden maracas, as well as tubular shakers. I also have a set of Latin Percussion animal-shaped shakers that are really great for small children – they are big enough that they are not a choking hazard and they are intriguing because of their shape, colour and what they represent (and work really well if you are doing any kind of animal-themed intervention).

[Courtney Kjaldgaard]

Five words: Approachable, dynamic, flexible, diverse and inclusive.

Five sentences: 1. Exploration is really big at this stage; let your baby move around. It’s ok if they do not want to sit still for the class. 2. Your baby is taking everything in and a lot of observation occurs during this stage in their life – they may not always sing along or respond musically in class but they are absorbing the music around them and they will take it and use it at home. 3. Your child enjoys the surprises and variety in our music, but only the surprises/variety that are predictable. 4. If your child is not following the actions/”directions” within our instrument or movement songs (up, down, etc.), that’s ok. The “directions” are there to offer them musical choices (they may make their own musical choices instead and that’s a good thing!). 5. Being able to shake a maraca and stop in response to music takes time! There are many little steps that your child will achieve before getting to this point and this level of control with an instrument.

Class Plan: Gathering/Greeting: “Hello”, Bonding: “Wiggly, Jiggly Car”, Songs About Me: “Can You See Me?”, “Just Like Me”, Instrument Songs: “Shake, Shake… Stop” (original song), “I Like this Song”, “I Know a Chicken” (pre-composed song), Movement: “I Can Move Around” Cool Down: “The Lion Sleeps Tonight”, Goodbye: “Goodbye”

[Courtney Kjaldgaard]

I’ve only really started diving into community-based initiatives within my work over the last year. As a student and an intern, I had a similar mentality to Debrah in regards to what music therapy is and what it is not and who should receive services. I thought if you were someone who didn’t have any kind of disability or health condition, that you would be able to find and use music in a way that suits you personally. I didn’t realize until after I started my private practice that my role as a music therapist could include helping all types of individuals, even those who are just dealing with everyday stresses and anxieties, find ways to use music therapeutically and in a purposeful way. I read Jennifer Buchanan’s book “Tune In: A Music Therapy Approach to Life” and it really helped change the way I see my role as a music therapist and my role within the community. I have started offering presentations to the general public (at different community and resource centers) on how to use music purposefully, including how to use music to deal with stress and anxiety and how to use music purposefully for everyday activities (such as waking up, exercise, etc.). My community-based work also includes the early childhood groups that I run (which I run out of churches and other rental facilities) and the music and wellness groups that I offer at senior residences/retirement homes. I feel that as a business owner, it is integral for me to provide community-based programming in order to spread awareness of my practice and awareness for music therapy itself. I have done more networking and made more connections within the community during these programs/presentations than I have within any other work setting.

So basically, to answer the original question, I think the existence of music therapy within community-based settings is necessary and it’s role should be a large one, especially for those who live in a smaller community and/or are running their own music therapy practice.

[Courtney Kjaldgaard]

The youngest child that I’ve worked with is 6 months, but I have a niece and I’ve got to observe how she responds to her environment between the ages of 0-6 months. Higher pitched sounds and vocal sound effects (such as buzzing, vibrating the lips, clucking the tongue, etc.) are extremely intriguing and motivated her to vocalize. My niece was extremely relaxed and easygoing and it was very easy to get her attention with music of any kind. She was especially receptive to singing by her Mom, Grandma and me (female voices – higher pitched naturally). Growth is so rapid during this stage and her ability to vocalize and move in response to music increased within a short period of time. At 9 months, she was bouncing more and shaking her head side to side to upbeat music. She produced more varied vocalizations – short, high-pitched tones and sound effects using her tongue and lips.

[Courtney Kjaldgaard]

Five words to describe the experiences: engaging, memorable, bubbly, relaxing and versatile.

Five sentences: 1. No matter how young your child is, they have an awareness for music that occurs in their environment and every child has an innate sense of rhythm. 2. You can sing to your child for any activity during the day – music helps with transition and singing to them, and responding to their vocalizations, will help your child feel safe and foster a stronger connection with them. 3. There is no pressure to have your baby stay in the circle at all times – if your baby needs to move, crawl or needs a break to be fed or to sleep, then takes the steps necessary to ensure that they receive what they need in that moment. 4. You are never too young to play an instrument – all babies should be given the chance to try out simple percussion instruments, such as a handheld shaker or a drum, to explore these instruments and to discover the sounds that they create. 5. Let your child figure out their voice – don’t silence vocal exploration, even if it is not matching or in sync with the music that is occurring in that moment. They are trying to sing and it is wonderful!

Session Plan: Gathering/Greeting: “Hello”, “Are You Ready for Music?”. Bonding/Songs about Me: “Wiggly Jiggly Car”, “Just Like Me”, Instrument Songs: “I Like this Song”, “Shake Your Shakers” (set to the tune of “Twist and Shout”), Movement: “As Big as You Can Be”, “Hokey Pokey”, Cool Down: “Dog in the Yard” (set to the tune of Wheels on the Bus, changing words to reflect different sounds in the yard ie: dog, cat, bird, mouse, fence, wind, etc.) Goodbye: “Goodbye”

[Courtney Kjaldgaard]

I definitely agree with the majority of what has already been discussed for this topic.

For me, I feel that as a music therapist my observational skills are valuable for the early childhood groups that I run. Specifically, I feel that as a music therapist I have a heightened awareness of how each parent and child are adapting to the class and how each parent-child pairing affect the overall dynamic of the group. This awareness allows me to determine which direction to take the class in. This leads to my second point – I also believe that as a music therapist my ability to adapt and have flexibility within a group/session is extremely value for families of young children because young children, especially babies, will not always want to go along with what has been planned for that day and need to be provided with an environment where they can be comfortable and feel free to express themselves in an authentic way, while at the same time building on different skills within a musical setting.

[Courtney Kjaldgaard]

I work with families that have children on the autism spectrum and I work with parents and babies/toddlers in the early childhood music classes that I offer within my community of Brandon, MB, Canada.

The families of children on the autism spectrum that I work with often request music therapy services because they want their child to be able to express themselves and to improve their language and social skills. They are looking for a therapy service that their child will enjoy and a space that allows their child to have fun and participate in a therapy service that doesn’t feel like “work” to them.

For the families that participate in my early childhood music classes, they want their children to improve their social skills so they can get used to being around other children their age before they go to daycare/pre-school or school. I also find that the families who join my baby classes use the time before and after each class as an opportunity to socialize with each other about parenting. They like to discuss topics such as motor development (if each of their babies are crawling, walking, etc.), what kind of equipment and clothing they use for their babies, breastfeeding, and daycare options. In my community, there isn’t a lot of opportunities for parents to get together and talk in person about the issues and struggles of raising a baby, aside from groups found on social media sites. Even though their discussions don’t have as much to do with the actual class, I feel that it is beneficial overall for the family and it is important to provide these groups as a social opportunity for both parents and children.

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