[Grace Baer]

I think my key takeaway from this course is that I realized how I already have the majority of the tools I need to work in this setting and how to shift my focus to address this specific population’s needs. Instead of concentrating on structured concepts like following 2-step directions as I would with kids in Pre-K, I’ve learned to take it back a few steps to those foundational concepts like building trust and responsibility with young children. I have also begun implementing the idea of pointing out and explaining what I see when working with kids, and it’s become a more comfortable practice for me. I have loved getting all of the song and intervention materials throughout the course, and I look forward to implementing and sharing all of them with my team.

[Grace Baer]

In my groups of young children, I’ve learned to use a few different strategies to bring out the most success for the kids. First, I use short, clear instructions and I try to keep the talking to a minimum. If I need to repeat my instructions, I sing them while I model it. When I see one child struggling to follow the directive, I point out another child by name who is doing it correctly to praise them and encourage the other peers to follow their example. If I notice that a lot of the kiddos are having trouble sitting still or maintaining attention to task, I will incorporate a movement to music intervention that practices listening skills and lets them get their wiggles out. If I notice a child has moved away from the group, I do not call attention to it; rather, I let the interest of the music draw them back in. I may create some extra opportunities for their specific involvement but I don’t try to force their participation. When I see kids having success and following directions, I verbally praise what they’re doing specifically. So instead of just saying “good job”, I’d say “I see Lucas waiting with his shaker in his lap and his hands on his head until we hear ‘go’!” This way the kids know exactly which specific behaviors are being rewarded when they hear the praise.

[Grace Baer]

I am excited that I have a new population available to me to begin working with! I’m excited that I have expanded knowledge, lots of new song materials, and strategies to lean on and implement in my sessions. I also look forward to finding ways to work in some of those new songs into my current caseload to keep things fresh and interesting. Like Celia said, my creativity in songwriting has been given some inspiration from all of the simple but useful repertoire that’s been presented, and I’m excited to keep developing that skill!

[Grace Baer]

I think the biggest difference comes down to our training as music therapists. In our various levels of higher education, we’ve received and implemented the clinical training to recognize developmental milestones in children and the musical training to adapt songs in the moment as we see participants’ responses. Instead of just teaching children how to play an instrument like a general community program, we are targeting specific developmental skills through the use of instruments, singing and moving.

[Grace Baer]

Personally, multi-age groupings are a challenge because I so often work with groups that are divided by age. Most often, the groups I see are Pre-Kindergarten groups and elderly residents grouped by mental and cognitive abilities. With both types of groups, I structure and plan my sessions with songs that are appropriate for the corresponding ages. When a group is mixed with multi-aged participants, I have to make sure that my materials, delivery, and interaction with the participants are appropriate for each of them. Unlike my two examples of groups that I see, a Sprouting Melodies class that has multi-age grouping would probably be much closer in age, such as siblings a few years apart. In this instance, I would need to be careful that I am allowing lots of opportunities for the younger child to participate while still engaging and challenging the older child. This would also be an opportunity to encourage sharing, working together, and joint attention within multi-aged pairs of children.

[Grace Baer]

5 words – individuality, connections, busy, joyful, sharing
Gathering – Come on let’s make some music
Bonding song/lap ride – Train ride
Song about me – Watch me go
Movement song – Can you follow?
Goodbye – Music time is over

[Grace Baer]

5 Words – active, creative, personality, emotion, accepting
Gathering song – Hello everybody
Instrument songs – I like this song
Bonding song – Horsey, carry me
Songs about me – Can you see me
Movement song – Jumping up and jumpking down
Goodbye – Time to go

[Grace Baer]

My boss is also in charge of selecting instruments for our clinic’s supplies, but I do play a part in keeping track of instrument inventory and cleaning them in between uses. We have instruments that are fun and engaging for young clients and others that are age-appropriate and enjoyable for elderly clients. To my knowledge, my boss does not select instruments from a specific brand but chooses them based on need in our inventory, quality, and affordability. Our inventory includes a wide variety of hand-held percussion instruments like shakers, jingle bells, castanets, and drums. We also have pitched instruments like boom whackers, ukuleles, tone bars, and hand bells. Our adapted instruments ensure that all of our clients can participate in instrument play during sessions.

[Grace Baer]

Just as it’s been said so many times already in this training, I think it depends on each child. As the facilitators of these groups, we need to be watching everyone’s reactions to the music and experiences to be aware of any children experiencing over-stimulation. For this current group we’re talking about (6-18 months), we can use a little more of stimulation in sessions which might look like some louder dynamics or some more surprises in the music. Music itself is a stimulus, and music therapists are trained to engage participants as fully as possible. But we do need to be careful to allow some pauses in the music and some space to recover mentally and then continue on in the session’s next experience.

[Grace Baer]

5 words – investigate, exciting, playful, adaptable, open

5 sentences – It’s okay to let loose and get silly with your child – even get down on the ground with them! If your child is drawn toward the music and crawls away from you, it’s totally okay to let them wander and explore. This investigation is a natural stage in their development and this is a safe place for them to explore. Even if your child does not actively take part in singing or playing instruments, they may still be engaging fully by listening, absorbing, and watching which will still produce so many benefits. They may just need a few moments to stop and process what they’re hearing, and you might see them recreating some of these songs and experiences at home.

Plan: Gathering/Hello song
Instrument play: Can I Hear You Shake
Transition chant to clean up instruments
Movement: Where Is the Music?
Bonding/tickles: I’m Coming to Getcha
Song about Me: Can You See Me?
Goodbye

[Grace Baer]

I have also not worked with infants yet in music therapy. The youngest group I have had experience with so far is a group of 2-year-olds. Working with this group required a shift in thinking from working with my typical groups of children in Pre-K. In my Pre-K groups, I focus a lot of social/emotional skills, some academic skills, and gross and fine motor skills. Although I’ve been able to adapt a few of my interventions to fit the needs of my Two’s group, I really had to change my mindset to more of an enrichment focus. I’ve heard music therapy described as a “sneaky” therapy, and I think that’s especially true for this age group. They don’t know that I want them to practice following directions or impulse control, they just know they’re having fun! I’m hoping to combine my experience with these young groups with my new knowledge in this course when I do start work with infant-aged groups.

[Grace Baer]

I think music therapy is a great resource to parents and caregivers in a community-based setting. Sometimes caregivers can become isolated in the busyness of their day-to-day schedule, but a music therapy group can provide a space to slow down while socializing with fellow parents and caregivers. Parents can feel good about accessing a professional, developmental, insightful, AND fun program that utilizes a unique modality to address important steps in their child’s growth.

[Grace Baer]

5 Words – Flexible, gentle, enjoyable, bonding, supportive
5 Sentences – I’m seeing some really strong engagement and awareness from your little one right now, based on their head being turned to the sound of my instrument and their continued eye gaze. You may see some other reactions from your child to the music like turning their head away if it’s too much or if they don’t like that particular sound, moving their body, or making various facial expressions. Your infant may even making some vocalizations in response to your singing; it’s exciting and they want to join in! Please keep singing with us; your child will respond most to your voice because yours is the most familiar and the one they will keep listening to after our time here is done. The most important thing to come away from this experience is not being able to play a specific instrument but to have tools to keep building that bond between you and your child.
Plan: Gathering song/Hello, Instrument Exploration, Instrument play: In My Little Hand, Bonding: Row It Faster, Movement: Pick Your Hands Up High, Cool Down: Are You Sleeping? w/Scarves, Goodbye

[Grace Baer]

In the community, I’m definitely seeing a need for development in social and emotional skills in Pre-Kindergarten students. One would assume that this increased need stems from those early, formative years happening during Covid and not being as exposed to peers. I do not have direct contact with the students’ parents, but there’s only so much parents can do develop a child’s social skills when you’re not out socializing in a group. I would presume that parents are eager to see an exciting, engaging service like music therapy be used to assist their children in learning and meeting social expectations. To address the need I’m seeing for development in social and emotional skills in Pre-K, I’m placing a strong emphasis on these two areas during my time in these classrooms. I introduce ideas like sharing, group cooperation, problem-solving, self-regulation, and more in the sessions and practice them many times in the following weeks. Music helps to serve these needs by being a client-preferred modality. The kids love playing instruments, singing, moving, and listening, and in doing so, are further developing their social and emotional well-being.

[Grace Baer]

I think music therapists provide an incredible value to young families. We provide another source of information about their growing, transforming child, and we can provide a sense of community with other parents and children who are going through the same situation. A music therapist can observe, identify, and explain developmental milestones to parents so they can understand their child better. Music therapists can provide environments that are free from rigid expectations and is simply open for learning and exploration. We can provide structured yet flexible music therapy experiences in which parents and children can bond in a new way. What we, as music therapists, offer to young families is so unique and should really be available to everyone.

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