[Emma Evans-Peck]

@Elizabeth- That’s wonderful that you’re already making connections for possible partnerships. I am curious what your discussion with the administrator was like, because I’m still struggling in explaining it to people! I think that Meredith and Beth have done a wonderful job in educating us about the main tenets of the program to get our “foot in the door”. I am wondering if the Provider Packet will have some ideas for handouts!

[Emma Evans-Peck]

Like, Kristen, I was also encouraged to go to networking events, which have opened so many doors for me and has also built my confidence as an advocate for myself and my profession. I already shared my training with the pastor of the church I am directing at, and he seemed very interested. This may lead to a possible partnership for a location of a group! I also hope to create some kind of handout, like Meredith mentioned, because parents can be in a hurry and not be able to stand my rambling, passionate talk about music therapy. I plan to share with these people about the value of music therapy in targeting a child’s developmental growth through music, sharing information and resources with family, and creating a supportive community within a community. I recently saw a post on a Facebook page about moms and dads groups starting up, so I already have those groups to tap into for group membership 🙂

[Emma Evans-Peck]

I currently do not work with individuals below the age of 50 in the community, but I am so looking forward to it! I actually just helped create a partnership between an assisted living and a childcare center to do an intergenerational group, which I’m hoping with foster more connections with the community, kids, and parents. I have been reaching out more to parents of children with autism at different events, and I’ve been doing some research into places I could hold groups. I also just was hired part-time as a children’s music ministry director, which will allow me to connect more to families and resources, like Meredith was talking about. I also feel a LOT more confident in my ability to work with children due to our expertise as music therapists. I have been removed from the early childhood population for so long, that this 11-week course, the community, and resources have been so helpful!

@Kristen- I like what you said about being a resource to families and caregivers! Before this training, there was NO WAY I thought I would be able to help parents of young children due to lack of experience and lack of personal children ;). It’s just another way to advocate for our practice in the community on ANY day with ANY one.

[Emma Evans-Peck]

Destiny–have you ever encountered parents who don’t understand the importance of their child’s engagement? For example, the child isn’t playing or reaching out for the instrument, but is watching their parent play it with rapt attention. You point this out, but the parent continues to be frustrated that their child isn’t doing it “right”? Or have parents in your experience been very accepting of the small (but actually very large) victories?

[Emma Evans-Peck]

Erika–Thanks for the advice! I’ve been trying to get out in the community to network and everything, which has been helpful. Overall, I’ve heard the place I’m living in is very community-oriented, but it takes time to get into the community. I feel like I’m just now (7 months later) starting to break in and be recognized around here! I would love to learn more strategies 🙂

[Emma Evans-Peck]

I am most looking forward to the opportunity to connect more with the community and grow my practice as a music therapist. I believe that being able to market these groups may work better than cold-calling different schools/facilities. And this will also provide opportunities to advocate about music therapy and make connections with other business/agencies that are serving the early childhood population.

[Emma Evans-Peck]

My most recent experience leading a group of younger children was at an Autism Day Camp. The ages ranged from 1st-5th grade, with the group being split in two. There were some kids that were super participatory and others that appeared to be more shy and others that had some defiance in them.<br />
One thing I did to engage and provide success to everyone is to have a variety of instruments and allow a choice for the children. I also got creative with the use of mallets and had them all “be aliens” and hold their mallets to their head to quiet the instrument play! They had a lot of fun with this. I also offered chances for ALL children to participate. The outgoing children didn’t need much assistance in feeling comfortable in freely playing, but the quieter children did. Like Destiny said above, it’s important to acknowledge their engagement, even if it’s through thanking them for their eyes gazing at you or playing their drum once with hand over hand assistance. Celebrating the successes, small or large, is likely the best way to create success! Overall, variety in instruments and experiences allows for us as providers to see whether a different approach will engage the kids more.

I do have one question for those of you who provide services in early childhood now: Is the use of “negative” language (i.e. Don’t do this, No, etc.) helpful, or is it better to reframe by helping the kids learn what the alternate behavior is (i.e. Do this)? Some other Early Childhood trainings have talked about this.

[Emma Evans-Peck]

Melissa-
Perhaps this was mentioned in previous weeks of training, but how big would you advise groups to be at maximum? I think addressing the variety of ages within a single family can sound challenging, but then you add in more than one family unit…I feel like there will be chaos and I’ll feel out of control! What are some strategies any/all of you have for handling the dynamics of multiple ages and multiple families, which result in multiple ways of raising a child?

[Emma Evans-Peck]

Kristen-
This made me think of how this skill building v. development goal shows up across the lifespan! Many caregivers are focused on the skill being rehabilitated or built instead of what is realistic and JUST as (if not more) valuable! I met a childcare worker the other day at a Goodwill. I noticed that she had a tom drum in her cart and commented on how cool that is. I told her I was a music therapist and, at this point, work with older adults. She asked if music could “actually” help revive memory retention. I explained that an individual with Alzheimer’s will probably never be able to regain all functioning of memory, but that it helps maintain some of the cognition and helps them to retrieve the memories that are still available due to neural connections that aren’t lost. She immediately appeared to not no longer be interested in talking to me about music therapy because she wanted her dad to be able to magically remember everything! It’s the same with early childhood development! Sometimes the people outside of our cohort as music therapists don’t value the responses we DO get because they are too fixated on something that isn’t realistic!
Just another reason why we need to value ourselves in music therapy 🙂

[Emma Evans-Peck]

Sprouting Melodies 3: Opportunity/Challenge/Individual/Aware/Explore

Lesson:
-Hello: Sit Down With Me-I liked this song that allows different opportunities for interaction with the music as well as the chance for children to come up with their own suggestions
-Bonding: My Brand New Friend- Widening the social circle through shared music engagement and interaction with objects is wonderful! Teaches so many things, such as sharing!
-Songs about Me: Where is the Music?- As Liz and Meredith pointed out, the chant aspect may be more inviting for parents, and at this stage the children may be less tied to the parent, so getting them involved becomes even more important!
-Instrument Songs: You Play a Little- More social interaction, which is important in moving them from Trust to Independence
-Movement Songs: Will You Come?- Encourages listening to the music even amidst exploring independence and movement
-Goodbye Song- Consistent with other levels. Maybe with using the Hands ready with it 🙂

Family Sprouts:Help/Uniqueness/Cooperation/Sharing/Variety

Lesson:
-Hello Song: Hey Everybody- It has something for everyone, as was mentioned in the video. The driving rhythm creates that shared experience and purpose amongst the developmental stages
– Bonding Songs: Wiggly Jiggly Car- I know my brother would have LOVED to act as the parent and bounce me around as a kid, and I would have loved it too! Hold on Tight is another good one, but I think the car song has more relevance for the younger kids that aren’t riding bikes yet.
– Songs about Me: Can you See Me?- This song was introduced in Level 2, so it’s a good in-between song to bridge the gap of ages that may be present. Also, more encouragement of interaction between the kids and allows for sense of self exploration
– Instrument Songs: I Like this Song- This song is just so catchy that I can’t get it out of my head, so I think it would be a great way to engage everyone because it is so familiar!
– Movement Songs: Will You Come?- Perhaps the movement can involve the younger kids coming to the older kids. Allows the older kids to lead and the younger kids to seek out some trust from their siblings rather than just the adults.
– Goodbye Song: It’s Time To Say Goodbye. Wrap it up with something gentle to calm down the energy and create a nice contour. Also, it is engaging for all levels, as was mentioned.

[Emma Evans-Peck]

I think that some of the difference is between what the focus is. In music for skill building, the main focus is the end goal; the achievement of the skill. In contrast, music for development is more focused on the journey and step-by-step process. It’s not focused on them reaching a developmental milestone, but rather focusing on the increments between. As music therapists, we are able to recognize the value of each new musical response with regards to a child’s development without being focused on the end goal or skill the development may lead to. This is an interesting and difficult question to answer, as they are intertwined in some ways. Overall, I think parents and caregivers will be more focused on the skill building rather than the developmental aspects. Liz and Meredith have done a wonderful job giving us pointers to reassure the adults about the smaller stages of development.

[Emma Evans-Peck]

I don’t work with children at this point, but there are a lot of similar challenges between facilitating groups with multiple ages and facilitating groups in older adult settings with varying functional abilities. I agree with Destiny in that you have to come in with sort of a blank slate and be prepared to think on your feet for adaptations. Some of the adaptations can be prepared in advance, but others might not appear to be needed until you’re in the group! I know I’ve had to adjust rhythms for different residents or movements so that all can participate in some way. I like that there is still consistency within the music and structure for the younger kids, but that there is also opportunity for more exploration for older kids. I think encouraging the older kids to explore within the structure the younger kids will adhere to will benefit the group as well as the development. I know when I was a kid, I looked up to my older brother a LOT and wanted to be just like him, so I learned a lot from what he was doing. The important thing to remember is that everyone in the group is valuable and not to let the older kids “steal the show” as they sometimes may be wont to do :).

[Emma Evans-Peck]

Jessica-Have you found any child-friendly claves and rhythm sticks? Claves tend to have quite a bit of weight to them and are big around.
Kristen-I didn’t even think about the crossing of the midline with the drums! I hold such big groups with older adults that I tend to go with the paddle drums as well, but that’s a great reminder of some of the functional skills that are within instrument play.

[Emma Evans-Peck]

@Jessica–Writing that out is a great idea! Maybe even making two set lists on OnSong if that’s what you fancy :). Do those of you who currently hold children’s groups make session plans? I know I was taught in undergrad the importance of this, but now I just generally do an outline and then go with whatever the participants are feeling. With young children, how is this done?

[Emma Evans-Peck]

I’m just curious, Erika, about whether there are fathers that come and participate in these groups? I feel that even in today’s society, the caregiving and bonding role is given to mothers, but Sprouting Melodies would be a GREAT way for fathers to become more involved in the development of their children. Moms often have the advantage of breastfeeding and basic care prenatally and postnatally that offering and encouraging dads to be a part of the Sprouting melodies curriculum sounds like a wonderful way to reach out to fathers in the community that would like extra support as caregivers. I know in Albert Lea there was recently a group developed for this reason!

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