[Eliza Trickett]

I am lucky enough to work with Meredith, and at the center we offer Sprouting Melodies classes. So, all of my coworkers are aware of the course! Lately I have had parents of some younger clients ask me about music therapy groups, and it’s great that I get to talk to them about Sprouting Melodies. Along the same lines, I’ve substituted for some of my coworkers in working with young children, and have had the special opportunity of talking with parents about different developmental milestones and what is going on with their child.

I stay in touch with many of my music therapy peers from undergrad, and I’d love to bring up this training with all of them. I don’t specifically know if any of them work with young children– I think they all mostly work with older adults. However, I think starting the conversation could be the first step in creating more opportunities for Sprouting Melodies in many different areas!

[Eliza Trickett]

I definitely think a lot of what I”ve learned in the past few weeks will help me not just with younger children, but with many of my clients! I’m excited to hopefully become a Sprouting Melodies provider in the near future. I’ve also always felt relatively comfortable working with young children, however now I really feel like I have a complete “tool kit”, so to speak– I have the resources and information that actually supports what we’re doing. I’m excited to share this with clients and families!

[Eliza Trickett]

As many of you have mentioned, I believe the best strategy is adapting in the moment. For me, it’s easy to go into a session with a set plan in place. Sometimes it’s difficult to adapt or “stray from the session”. But, sometimes it’s just what the client needs. I think this also speaks to your point, Cynthia, about stopping to breathe. Sometimes adapting means we have to loosen the reigns a bit, take a moment, and just relax and be present.

For me, this means reframing my mindset. If a child’s behavior is unexpected, I change my mindset from “they aren’t performing the intended outcome, they need to change to meet my needs.” to “how can I change what I’m doing to provide the most opportunities for this client to be successful? What is his/her behavior telling me?” Again, many times that’s easier said than done– but I think it really changes the tone of the session and provides many more opportunities for success.

[Eliza Trickett]

I’m so excited to become a Sprouting Melodies provider, hopefully in the near future! I have the pleasure of working with Meredith at Roman Music Therapy Services, and I’ve gotten to see her, as well as some other colleagues, lead classes. I’m very excited to apply what I’ve learned– not just with these classes, but with all of my clients! I really don’t know if we’ve covered a single concept that can’t be transferrable to other populations and settings. I think that’s one of the most special things about what we do.

I want to go back and re-read (then re-read again!) “Music Therapy and Early Childhood”, as I seem to find an application in my everyday work nearly every time I have a session! I’m excited to hone my skills in advocacy as well, and really refine how I speak to parents and caregivers about their children and all the new, exciting things they experience week-to-week.

[Eliza Trickett]

I agree that music for development definitely has a broader sense, while music for skill building seems a bit more focused. Personally, I feel that development can be addressed through sessions in a more broad manner. For example, one intervention may have many different benefits on the development of the child. It may address communication, bonding, etc. While I think that skill building in music sessions relates to achieving a more specific task, such as working on fine and gross motor skills.

Cynthia– I agree with your statement about development-oriented goals, I think they can definitely be a bit less concrete. I also think that it’s important to point out the level of a parent’s understanding, as many of you have pointed out above. The language we use is incredibly important in discussing our sessions with parents!

[Eliza Trickett]

Cynthia– I agree that it’s definitely difficult to ensure that everyone is engaged! Often times I find that if I’m really resonating with one age group and getting a lot of engagement from them, I see that other members may be bored as there isn’t enough of a challenge and/or stimulation to keep them engaged.

When this happens, I usually try to implement what Patricia has discussed and choose some leaders. A lot of kiddos are really motivated by helping out, and I think it’s a really special thing to see these young children step into a leadership role.

April, I also agree with your statement. One of the most difficult things, I believe, is making sure the older kids are stimulated enough, while the younger ones aren’t overstimulated.

[Eliza Trickett]

Sprouting Melodies 3: personality development, choice making, creativity, opportunity, activity

Sprouting Melodies 3 Session:
1. Gathering– Hello Everybody: focus on connections and interactions as you sing. Encourage interaction between children and their peers as well as parents
2. Bonding Song– Swimming Together: Really focus on drawing out the humming, and model the difference in volume. The second time through, wait for a child in the room to begin the faster refrain. Make eye contact and smile at them! Continue two times.
3. Songs about Me–Can You See Me?: Really emphasize movements and utilize line-out singing to test for knowledge of body parts
4. Instrument songs — You Play a Little: Offering the instrument to each child, encourage the other children to wait and really listen, giving the soloing child a sense of leadership and pride 🙂
5. Movement song: will you come? Explore different options for movement. Instead of simply giving the children options, wait and see if they give suggestions!
6. Goodbye song: model waving to each child, continue to focus on connections across the group

Family Sprouts: modeling, interaction, engagement, playing, connection-making

1. Hello Everybody (same as above)
2. Bonding song:Row it Faster: emphasize the difference between fast and slow. See if the older children can predict what happens next, musically! Use them as models!
3. Songs about me: All of this is me: Again, really stretch out each phrase and emphasize each body part, use line-out singing to test for understanding
4. Instrument song: I Like this Song: Try to use a different tempo in the refrain, observe the children’s changes in how they activate their instrument, their engagement, etc.
5. Movement song: Will You Come? Play around with this one! Use different tempos and timbres to really emphasize each movement, ie whispering when we tip-toe.
6. Goodbye song

[Eliza Trickett]

Cheryl, I love your point about parents becoming overstimulated as well– I didn’t even think of this initially. This is definitely something to keep in mind/ paying attention to parent response as well as the little ones. Kristen, I also love your point about room temperature. Often times there are circumstances that are out of our control, that can completely change our perception. Just recently I led a group activity involving marching in a circle. It didn’t involve a crazy amount of movement besides some marching and walking. The intervention last about 7 minutes, but due to the room temperature, I felt exhausted.

As far as too much stimulation, I’ve found what helps me the most is really finding the “arc” within the session. Gradually building up to movement, then back to small movement, some cool down songs, and a goodbye is a great way to end the session feeling relaxed and comfortable. The last thing we want is to send parents home with kiddos who are jumping off the walls! So I always look at my session with the question, “do I have enough time and opportunity to bring down excitement and stimulation before we say goodbye?”

[Eliza Trickett]

5 Words: Movement, exploration, engagement, development, observation

5 Sentences: At this point, it’s really amazing to see how your child is beginning to explore their environment in different ways. We see this in many different ways. If your child wants to stay close, that’s okay! If your child begins to explore instruments, the room around them, or even my guitar, that’s completely okay as well!At this stage, exploration can be observed in so many forms.

Session Plan: “Hello”, sing and play on guitar, varying volume and speed based upon child’s responses. Make sure to emphasize each name, wave, and make eye contact. Bonding song: “Wiggly Jiggle Car”: parents bounce babies on their laps. Make sure to emphasize the difference in tmepo, as well as the “stop”. Allow children to sit on MT’s lap if desired! Songs about me: “Can You See?” Encourage parents to model movements. Draw out certain phrases and observe responses. Instrument songs: “In My Little Hand” give maracas to parents as well. Model different speeds and ways to shake. Observe the ways in which the children activate their maracas. Leave some maracas in the center of the circle to encourage exploration. Movement: “Oh When Those Kids”: sung to the tune of ‘Oh When the Saints” begin by walking in a circle, parents either holding their children OR allowing their children to explore the space. March, tip toe, slide, etc. Goodbye song: Wave, name children, say thank you and goodbye.

[Eliza Trickett]

Bonding, calming, engaging, curiosity-creating, nurturing

5 Sentences: As we sing today, really pay attention to how your baby is responding. Notice that they bounce, or smile, or make eye contact when they are exposed to a musical stimulus. Notice how this changes when YOU sing! Also, don’t be discouraged if your baby is not 100% engaged for the entirety of the session. There is a lot of stimulus to take in– it’s important that we’re patient with the process and we let the babies move at their own pace.

PLAN:
Gathering/Greeting: “Hello”– caregiver makes eye contact with baby and points to emphasize “YOU!” || Instrument song: “In My Little Hand”– babies are given maracas to grasp, OR parent holds maraca in front of baby, song is sung through fast, slow, high and low, with extra emphasis on these differences. || Song about me: “Where is My Face” utilizing lightweight scarves, and slow easy movement to facilitate peek-a-boo|| Bonding song: “Row it Faster”: babies are laying in caregiver’s lap, caregiver has knees bent and is facing caregiver. Caregiver taps toes to facilitate a light, easy bounce.” || “Goodbye”– parents model smiles, eye contact, waving to babies as they sing goodbye by name to each child

[Eliza Trickett]

I definitely agree with Sabrina– a huge part of reaching our community is advocating for what we do. However, it’s definitely difficult at times to get out of that “therapy mode”. That being said, engaging in the greater community during music events is so important. I’ve had the pleasure of leading a good amount of preventative music therapy groups, as well as participating in events such as karaoke, where various clients come out and we all make music together. It’s so special, and I’ve found that it’s a great way to spread awareness and advocacy without feeling like I’m going into super-therapist mode! 🙂

[Eliza Trickett]

I haven’t had a ton of experience with this age level, but the experiences I HAVE had have been great! I’ve been able to substitute some Sprouting Melodies classes for my coworkers, as well as sit in and observe some classes. It’s been a perfect way to observe what I’ve learned, then put it to the test in my own practice!

[Eliza Trickett]

I definitely agree that our reach as music therapists goes farther than the children we serve. Like Rebecca said, it’s a great opportunity when we can point out certain behaviors or responses to parents, and really explain the background of those developmental milestones. Another aspect of our work is explaining what we do to parents then giving them the tools to utilize similar techniques in everyday interactions with their kiddos.That “generalization of gains” is so important– the parents can see the benefit of what we’re doing and can apply it to behavior they see at home. I really think this helps parents fully understand the importance of what we do.

[Eliza Trickett]

Currently I am not working with families of very young children, however I believe that the families I see have similar needs. I think the bonding of children with their parents is extremely important, as this really impacts every aspect of the parent-child relationship. I think we as music therapists can do a lot to give parents tools to work with their children using music as a medium. I am fortunate to work with families that see the benefit of music therapy, which doesn’t always happen! Erika, I love the idea of pointing out research. It’s an easy way to show the validity of what we do which I think is so incredibly important. It really impacts a session when you feel that the family fully understands the benefit of what we do.

[Eliza Trickett]

SINGING Awareness– vocalizes either during singing or during quiet moments between singing// trust– matches some pitches and most registers sung// independence– can vocalize intervals // control– vocally approximates familiar phrases and intervals (sol-mi) // responsibility– develops consistent rhythm during vocalizing

PLAYING INSTRUMENTS Awareness — visibly responds differently to stimulating vs relaxing music// trust– attempting to activating instrument // independence– fully explores the instrument by grasping, tapping, picking up, etc.// control– understands stop and start and implements this in their playing// responsibility– adjusts beat of instrument playing depending on musical stimulus presented

MOVING Awareness– instinctively moves when musical stimulus is presented// trust– body moves with a more rhythmic purpose, keeping a more steady beat// independence- understands and isolated specific body parts// control– imitates movements// responsibility– recalls movements and demonstrates expectation by isolating body parts in the same succession

LISTENING awareness– reacts to changes in vocal timbre, loud vs. quiet etc // trust– able to recognize familiar melodic patterns ie (sol-mi)// independence– understands tempo and volume fo song and moves/activates instruments to match this intensity// control– stops activating instruments to watch and listen to others// responsibility– can take turns with others, stop wait and listen, then play again to join in similar intensity of music making

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