[Erik Hylan]

I have utilized all of these experiences at some point or another in my practice. However, I have used moving and playing songs the most with my early childhood groups. For gathering songs, I like to pair a hello song with drumming. The group members come up to play the drum when the group sings hello to them and then are given the opportunity to select a peer to play with. I think something that I would like to change in my practice is using gathering songs and transition songs that are separate from the hello song to help group members prepare for the experiences ahead. I would also like to be more aware of my delivery of music in terms of rhythm and timbre in order to provide a safe environment for little ones to engage in.

[Erik Hylan]

I observed a Music Therapist with a sprouting melodies group that utilized the song “Just Like Me”. The babies absolutely loved the song and often grabbed for the corresponding body parts. They also giggled or vocalized at the end of phrases and during musical pauses. The caregivers were singing along and helped model during the experience. It was great to see that this simple song got the whole room involved to support the children who were present.

[Erik Hylan]

In my integrated pre-school groups, I have observed some of the kiddos displaying characteristics of control as they are beginning to communicate in order to make choices. Some of the musical characteristics I have witnessed are imitating learned movements to music, finding joy in banging and pounding, Spontaneous dancing to music, and using varied vocal dynamics. They also are making choices for which instruments to play, dynamics, tempo, and how to move musically. Some kiddos are even moving into the developmental level of responsibility with following directions, independent singing, maintaining a steady beat, and imitating simple rhythms. It is really neat to see these two levels co-exist and how that influences the session.

[Erik Hylan]

My biggest take away this week is the level of awareness that is happening in such a short period of time for a child. This new world is opening up to them and they are experiencing that through their physical, sensory, motor, social/emotional, language areas of development. It just goes to show how important it is for us to be aware of each child’s stage so we can set goals, create interventions, and look at responses in a musical environment that is safe, realistic, and purposeful. The more we understand children’s interactions with their environment, the better we can identify their needs and support their overall development.

[Erik Hylan]

I am looking forward to bringing silly, goofy, and a playful approach to my groups and individuals in early childhood. While also creating a warm and conducive space for encouraging appropriate development, growth, and relationships between children and care givers.

[Erik Hylan]

Hello! My Name is Erik Hylan and I am a MT-BC working at Roman Music Therapy Services. I previously worked with early childhood groups 0-5 years in a classroom setting and am looking forward to learning more about this age group. I currently work with integrated preschool classrooms and adults with IDD individually and in a group setting. I am really excited to see how this course will contribute to my vision and growth as a Music Therapist.

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