[Elizabeth Schwartz]

Thanks for the information, Meghan. We are working hard to make the course user friendly.

[Elizabeth Schwartz]

So glad that you are finding the songs fun and useful, Laura. The bridge of counting at the end of “Will You Come” can be a very important time for the children to think, process and get ready to initiate. Would really like to hear how you use “Be My Friend”.

[Elizabeth Schwartz]

Thank you, Leslie, for this wonderful story. One of the things we struggle with in early childhood music therapy is to determine if the responses we are seeing are the child’s personality or an indication of a pathology.

[Elizabeth Schwartz]

Our families and children, just like us, learn through repetition and look for familiarity. It is a delicate balance to provide just the right mix of old and new. One reason we are so passionate about music therapists providing early childhood music groups, is because we know how to ‘read’ the group and how to encourage movement and growth through trust.

[Elizabeth Schwartz]

Good question, Meghan. This will not be covered specifically in the training, but you can trace the musical levels back to chronological age in “Music, Therapy and Early Childhood” (Chapter 4). The levels are all tied to the original musical stage work of Briggs/Bruscia which was done with chronological ages in mind. There are also extensive lists of musical responses by ages in months on pages 39 to 43.

[Elizabeth Schwartz]

I find that families new to this country seek out early childhood music groups because they know they can begin to learn simple English through the music. We have families from all over the world and from all socioeconomic backgrounds, but in the music everyone can participate.

[Elizabeth Schwartz]

Great stories! It really helps to see and hear the developmental levels in action. Meredith and I have put together several pages of “Sprouting Melodies Sayings” that will give the SM provider very short, to-the-point phrases that explain quickly to parents what we are doing and how to developmentally interpret their child’s responses.

[Elizabeth Schwartz]

Thanks for the details about how you are using the music in your sessions. I really appreciate how all of you are focusing on the use of the musical elements in the construction of the songs instead of the songs themselves. One thing we are planning for Sprouting Melodies Providers is an on-line forum for sharing songs and music.

[Elizabeth Schwartz]

I like to think that my style of practice is child-like and playful. Knowing each level really well helps me to “be” in the moment with

each of the children.

[Elizabeth Schwartz]

…and remember we are always open for questions or requests for more information.

[Elizabeth Schwartz]

When we put this course together, Meredith and I tried to have a variety of learning environments – print, video, powerpoint with lecture.

Please let us know which works best for you and why.  We appreciate the feedback.  Thank you, Beth

[Elizabeth Schwartz]

Thank you Kristina. We will work on this.

Beth

[Elizabeth Schwartz]

Becky is also an expert on the use of augmentative and assistive technology in early childhood.

[Elizabeth Schwartz]

Thanks, Leslie.  I know we will really benefit from your curiosity and attention to detail.  And soon you will be singing along with the rest of us!

Beth

[Elizabeth Schwartz]

Welcome, also, to Stacey and Scott.  It is wonderful to have such wide perspectives in practice, training and education.

When we put this course together, Meredith and I wanted the information to be specific enough to be really helpful in your day to day work but

also broad enough to incorporate big ideas.  Thanks for sharing.

Beth

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