[Erik Hylan]

The most valuable thing that I have learned from this course is to trust in my knowledge and skill set as a music therapist. This training has really helped me dive deeper into developmental focus of music therapy and some great resources to add to my toolkit. It has really opened my eyes to music related behaviors in each developmental level and how to really create a conducive space for children and their parents or caregivers. I think taking this out into my own practice is going to be really exciting. As for sharing this information, I think the biggest thing is putting it to practice and giving resources or things to try to families and staff that I work with. Helping the music continue outside of the session and spreading it further into the community.

[Erik Hylan]

Something that come to mind for me is allowing each child to have an opportunity to explore something new and not rushing them. Sometimes it takes coming back to a child who was choosing to engage at first and presenting the experience in a way that is welcoming and non-threatening. In my preschool groups, a great strategy I have used is putting instruments to “sleep” while they are being passed out to the rest of the group. This creates suspense and excitement to engage in instrument play as a group.

[Erik Hylan]

What really makes me excited about the learnings I have acquired from this course is to apply them into a space for parents, families, and caregivers to come together and connect for the development of their children. Involving everyone in this music can truly make an impact and create a ripple effect in a community. I am eager to apply what I have learned and add my own personality when working with these groups!

[Erik Hylan]

Such an important point here. Less product oriented and more developmental. Love the generalization point too, the music is meant to grow beyond the session and utilized in everyday life!

[Erik Hylan]

In my previous job, I was a music therapist in early childhood and became accustomed to explaining the difference between the music experiences I was bringing into the classroom vs what it would look like if a music educator was to facilitate these sessions. While learning musical ability can certainly be a secondary gain, that isn’t the main focus here. It’s to support the development of children, while also strengthening relationships between the kiddos and parents, care givers, and other children. As music therapists, we have the knowledge and skills to help facilitate these non-musical goals and milestones.

[Erik Hylan]

This can certainly prove to be a challenge when trying to meet needs of a group operating on different levels of development. I think the main difficulty is maintaining engagement and involvement for everybody that’s in the room and presenting these music experiences in a way that is interactive and inclusive. I have found that having older children take on more leadership roles and modeling for the younger children can be a great way to achieve this. Also, keeping the music appropriate for the younger ones while adding different elements of change to keep the attention of the older ones.

[Erik Hylan]

1. Lively, teamwork, uniqueness, sharing, bright.

2. Come on Let’s Make Some Music, Row it Faster, Can You See Me, Music Is The Way, Can You Follow?, Music Time is Over.

[Erik Hylan]

1. Energetic, curiosity, playful, anticipate, cheerful
2. “It’s ok for them to explore their instrument like that”, “Look at how they’re observing other group members”, “Feel free to turn your child so they are facing you to experience some bonding”, “See how he is shaking faster when the music increases in tempo?” “It’s ok for them to not play the drum, that is how they are choosing to participate right now”
3.Hey Hey Come and Play, Hello, Hold On Tight, Shake Uh huh, sit down with me. It’s time to say goodbye.

[Erik Hylan]

I used Remo frame drums and paddle drums, large egg shakers, maracas and shakers with handles, and color and shape drums. I love using a kids tubano for partner play to encourage pro-social behavior with my kids. I like the paddle drums because you can use mallets to work on fine motor skills and either play along or invite someone else to play.

[Erik Hylan]

This topic is tricky to navigate in groups because every child has different stimulatory needs and limits. Every child also displays different behaviors when they are over or under stimulated. I think you can gauge an appropriate level of stimulation when the children show comfort in participating in an experience and actively engaged in music making in a safe matter. Signs of overstimulation can be a number of things such as leaving the space, covering ears, becoming withdrawn, or even becoming physically aggressive. This is why it is so important to be present with every child so you can better understand their needs and how to accommodate.

[Erik Hylan]

Most of my experience with this age group is in a daycare setting. Getting to work with babies and their caregivers is so rewarding because you see the bonds that they have already formed and see how they interact with each other musically. It’s neat to watch them explore their environment through music and the responses they give you. I really enjoyed connecting with the caregivers and giving them ways to support their kiddos musically.

[Erik Hylan]

As we all know, Music is a universal language and is something that communities can relate to and connect with. Music therapy in this setting can be the glue that holds us together when so many things in our environment try and divide us. As trained music therapists, we can facilitate experiences that make lasting connections within a community. It can decrease isolation and promote strong healthy relationships between community members. It can be a safe environment for people to learn about each other and themselves in ways that are unique through music. Then, they can take these experiences and apply it to other areas in life.

[Erik Hylan]

I strongly believe that music therapists can provide a space for growth, development, and strengthening important relationships for families. Music can shed light on advancements in a child’s development that families might not have seen through other areas in their life. Music Therapists can facilitate these experiences that allow everyone in the child’s life to be involved and in a way that is exciting and motivating. Music therapists can reflect back the progress in a child’s development and give tools for everyone in the child’s circle to utilize to continue supporting growth and development.

[Erik Hylan]

I resonate with the idea of “togetherness” and “Community” during these uncertain times. The families and communities that I work with are keeping up with the everchanging new “Normal”. So providing them with an avenue to come together and allow everyone to express themselves in a creative way is vital. Giving space for children to play and explore at their development alongside the people in their lives is something that that is needed to help support social/emotional skills. I have one client in particular that was born with developmental delays and spent most of her first year in the hospital and her entire life has been during COVID. So the importance of normal social exposure is of high importance for this family.

[Erik Hylan]

I think that as music therapists we can provide education and insight on development that is unique from what they experience on a day to day basis. We can supply tools that they can use to communicate with and support their children. I feel like the space that we allow children to explore in can also draw in caregivers and parents to create an experience that everyone is a part of.

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