[Elmira Abasova]

My takeaways are:

The course gave me new theoretical knowledge. I learned in depth about early child development: the stages, types of development, and working strategies.

I expanded my repertoire to new song categories – lap ride, gathering, and embedded songs. Also, I got ideas of how to makeover my old songs to make them more functional for children.

From the videos and the group chat, I got ideas of how to explain our goals and developmental milestones to parents.

Finally, this course gave me some confidence that is very needed now.

I will continue my advocacy for music therapy in general and music therapy for early development. I plan to share the knowledge I acquired during the course with others, including families, university students, and everyone interested in music therapy. My first advocacy project will be presented at an international conference for education services providers next week.

[Elmira Abasova]

Hi Lydia,
I really love how you explained your takeaways about lap-ride songs!

[Elmira Abasova]

Starting new projects excites me the most. It’s challenging, but having knowledge and support increases my confidence for success.

After the course, I looked at some songs from a new angle and got new ideas to make them more interactive. The course also helped me to notice small details in early development that I didn’t notice before. The information about importance of vertical and horizontal development is very handy when talking to parents.

[Elmira Abasova]

I agree with you, I had the same feeling about talking to parents. Of course, they know their children better, but not all of them are music therapists, and it’s always good to have a look from outside from a professional.

[Elmira Abasova]

I try to give examples of what reactions are expected for that age group – it helps parents to understand early development.
As MacKenzie said, using sign language is incredibly beneficial. Some older kids benefit from using a visual session schedule. Also, I try to speak slowly, using short sentences and repeat if needed.
I give options and address all children during the session. If time allows, I listen to parents’ feedback and suggestions after the session. Also, I create situations of success for children and praise them for any help or signs of active participation.

[Elmira Abasova]

5 words: Busy, flexible, family-oriented, diverse, and shareable.

Session plan:

1) Gathering song – All night, all day

2) Hello song

3) Bonding/ Lap ride – Fire track/ Rocket ship

4) Instrument play – In my little hands

5) Come to my farm – with book/ toy animals

6) Scarves – I see colors/ Where is my face?

7) Goodbye

[Elmira Abasova]

5 words: Active, creative, energetic, decisive, and social.

Session plan:

Gathering song – Hey, come and play;

Hello song;

Bounding song/lap ride – Fire track/ Rocket ship;

Movement song – I can move around;

Instrument play – Pizza song (playing claves with actions);

Cool down song – a book or an ocean drum;

Goodbye song

[Elmira Abasova]

Fortunately, there are no music programs for early development in my town. On the other hand, it might not be easy to convince some parents to participate in any group activity with such young children. In my case, I would tell the caregivers that we are not teaching professional musicians, and they don’t need to buy instruments and practice for hours at home (that’s what some people think when they hear about music). I would tell them it’s beneficial for a child’s general development, including physical, sensory, emotional, social, and musical. In other words, the child will acquire new (not necessarily musical) skills through age-appropriate, playful, and fun activities.

[Elmira Abasova]

The challenges I faced with multi-age groups are not limited to:
-Struggling to share instruments or parents,
– Younger kids not wanting to take turns;
– Older kids not wanting to interact with younger siblings;
– Meeting the different needs of all family members might be challenging; – Keeping up with an equal level of engagement might be tricky, especially when one child is full of energy but another one wants to sleep.

[Elmira Abasova]

Most of my instruments are simple, they are from Amazon or similar places. I use an Orangewood guitar as a cheap alternative to baby Taylor, and a Meinl steel drum. The rest of the instruments are not branded. I use hand drums, scarves, claves, egg shakers, and a parachute. I also use my phone as a speaker to play animal sounds and show pictures. I also want to try a gathering drum, and I am looking for ways to deliver it to Ukraine.

[Elmira Abasova]

In my opinion, it’s all individual and depends on the child or the group. I will look for the signs of overstimulation, such as covering ears with hands, significant discomfort or irritability, agitated repetitive movements, etc. If the child looks happy/calm/engaged/busy/surprised/curious – the level of stimulation might be okay.

[Elmira Abasova]

Five words that are associated with Sprouting Melodies 2 for me are:

Exploring,
Joyful,
Curious,
Independent,
Responding

5 sentences for parents:
Music supports the development of your child. We will enjoy making music and exploring musical instruments together. We will learn new songs and have a fun time. Music will help children to better understand themselves and the world around them. Feel free to join in singing and dancing.

Song plan:

1) Gathering song
2) Hello song
3) Song about me (My head, my hands)
4) Instruments song (In my little hands)
5) Movement activity (Walking in the jungle)
6) Calming down song (Ocean drum or book)
7) Goodbye song

[Elmira Abasova]

Five words that are associated with Sprouting Melodies 1 for me are:

Supporting,
Safe,
Warm,
Fun,
Gentle.

My five sentences will depend on the circumstances, and most likely, I have to start all classes with a presentation for caregivers introducing such topics as child development/ musical development/ music therapy / and telling about expected musical experience.
Recently, I had a meeting with teachers introducing music therapy for early development. They were worried about starting such a program because:
– it’s too early to teach anything at that age
– young mothers want to spend time alone with their babies at home, they don’t want to go anywhere (no idea why)
– after 5, children will have enough time to visit any classes they want

I told them that everyone needs a social community, including mothers and babies. The notion that a baby can’t comprehend a symphony doesn’t mean that a baby cannot enjoy simple vocal music. At that age music and development happens through play, and music is enjoyable for children and supports their development. The sessions are interactive (not just listening) and will show young parents new ways to communicate with their kids.

Session plan:
Gathering song
Hello song
Bonding song (1-2)
Sensory song (1-2)
Calming down song
Goodbye song

[Elmira Abasova]

I agree with everyone posted in this forum. Music therapy means so much for families in community settings. It provides a positive environment and moments of joy and peace. In my community, it’s also important to emotionally support parents and to reassure them that their children’s development is an ongoing process. I believe that music therapists in a community should address all the members and give support to everyone through music, knowledge, and sharing resources.

[Elmira Abasova]

I haven’t had much experience with such young babies either. The youngest babies I met were 6 months old – it happened during my training in RMTS. Those children were already crawling around and exploring the environment. I remember them interacting with their caregivers, showing a wide range of emotions, reaching toward the desired objects, and bubbling. My current youngest clients are 13+ months old and are more mobile and explorative at that age.

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