[Greta Yates]

My key takeaways are a deeper and broader understanding of development and how it relates to music. It has helped me identify outcomes more clearly in my patients and observe and identify skills. It has made me a more flexible music therapist and more spontaneous in the sessions. I know I will often reference this book in my work and will encourage students/interns to reference it as well.

Overall I believe this has made me more flexible while still respecting structure within a session. It has encouraged me and given me the resources to expand my repertoire while also giving me permission to do a song again and again and again. Having my own daughter has enlightened my views on development and see her through the lens of this course has been fun.

I found this course very helpful and have shared it with my coworker. I have referenced the material in conversation with rehab colleagues and social workers. I think having this base of knowledge to reference and paired with observations has reinforced (not that there was concern here) that the work we do is outcome focused and not just entertainment.

[Greta Yates]

I believe it is all child dependent as they all will have different arousal levels. It also is dependent on their musical background and familiarity with music. I think maybe Wheels on the Bus may be the most similar to what you are referencing as the child is more likely to have familiarity with it from outside of music therapy and then they can chose to engage in the actions, observe, or tolerate HOH

[Greta Yates]

I do not have any plans to leave my current role at the Children’s Hospital as I feel I’m in my dream job 🙂 However, I am very excited to use these new songs and reference the musical development levels when working with my younger patients! I’m already looking at my patients differently and using more songs. I actually have limited parents interactions given the nature/reasons of our consults, but in the future I hope to comment more on development to parents who are present. I may see a patient only 3 or 4 times, but helping parents realize how music can support their childs development may be very valuable to some parents.

[Greta Yates]

I have never led early childhood groups. As a practica student, I had the opportunity to do classrooms in an autism/inclusion center. I remember how quickly I would need to be able to pivot to a new intervention and how animated I would need to be. Sometimes children preferred to sit in the back of the room and I would still call out their name or highlight participation as sitting away from the group made them feel more comfortable. Given my lack of early childhood experiences, I am interested to see what others will say has been helpful! I know this course has helped me better understand what I can expect developmentally from a child. I have a young toddler admitted currently and she has down syndrome. I am now much more willing to follow her lead, allow her to come in and out of the intervention space on the mat. She loves to sit by the door but will still participate though she is across the room from me. She just needs to move!

[Greta Yates]

Typically I feel quite confident, but there are some more challenging ages (eg. adolescent boys). I always just try to find an “in” and pull on their interests and hobbies even if they are not music. Some earlier sessions may just be rapport building and less music and I am supported in that by my leadership. I may have some sessions that look less like MT, but it’s ok. For example, I built magnatiles with an 8 year old this week while listening to preferred music. But then she was more comfortable and safe with me later as we approached song writing. It’s a process and it all can look different but be effective. Not all pediatric MTs may practice like this, but this is how I do and as the lead I give my reports this same flexibility. Sometimes when a kid is in the hospital, you just give them the support they need despite your discipline.

[Greta Yates]

We actually just seal it with a clear wood gloss!

We use hospital grade PDI wipes and the type depends on the isolation precaution. Of note, if there is (heaven forbid) a norovirus exposure of stomach bug going through your classrooms, only bleach will really guarantee you have killed any lingering bugs! It may leave a residue on the instruments, but once it has dried you can then clean it with a regular wipe.

[Greta Yates]

Cooperative. Individual. Sharing. Joyful. Connections

Gathering: Next to Me. Then: I can you can sing
Body Percussion: From my head to my toes
Bonding: Hold on Tight
Instrument Play: I can play with you (varied instruments dependent on skills)
Gross motor: The leaves are falling (scarves)
Cool down: Rain is falling to the ground
Goodbye: music time is over

[Greta Yates]

Independence. Responsibility. Active. Creative. Dynamic

Gathering: Sit Down With Me
Body Percussion: Gather Round everybody clap your hands (and additional actions)
Bonding: Swimming Together
Instrument Play: I Like this song
Cool Down: Hand Hand Finger Thumb Book
Goodbye: Thank you very much

[Greta Yates]

Independence. Responsibility. Active. Creative. Dynamic

Gathering: Sit Down With Me
Body Percussion: Gather Round everybody clap your hands (and additional actions)
Bonding: Swimming Together
Instrument Play: I Like this song
Cool Down: Hand Hand Finger Thumb Book
Goodbye: Thank you very much

[Greta Yates]

The challenges include the needs and abilities of the different aged attendees. Older children enjoy dynamics and surprise in music which can be scary for younger infants. Instrument play can be modified my offering different types of instruments. The amount of energy in the room could also be overstimulating for younger children. However given older children jobs such as modeling can be rewarding and enjoyable. It will be a balance of making the music interesting and motivating while also having the music not be startling.

[Greta Yates]

When speaking with families, I would be careful in describing and avoid using words such as “better.” I would emphasize the developmental training that MTs have, the intentional choices of music, and the observable outcomes. I would emphasize as well that sometimes community classes are intended for entertainment/community building which do have value, but you can gain that through a MT led class while also having the focus on learning, developing, language, and motor development.

[Greta Yates]

Five Words:
Playful
Variety of Timbres
Spontaneous
Repetition of Language
Rhythmic

Five Sentences:
Hear how they are vocalizing on pitch with me
Look how they are shaking the shakers with the music
Did you see how they looked at me when the music stopped?
They bounced more when the music changed.
They smiled when I sang that glissando

Gathering: Hey Hey! Come and Play
Lap Ride: Wiggly, Jiggly Car
Instrument Play: I like this song (tambourines)
Sit with me and shake (Shakers)
Gross Motor: Raining and pouring (scarves)
March with my baby
Cool down/snuggles/bonding: Back and Forth
Goodbye: Music time is over

[Greta Yates]

Given the need for strict infection prevention in pediatrics, we use a lot of plastic chiquitas, egg shakers, and tambourines. We don’t have a specific brand we always use, but may use Hohner and LP. We also have some ‘easy grip’ textured egg shakers that are lighter to hold. For drums we have a variety of remo drums, often rhythm kids. We will actually seal then with a clear gloss to minimize wear and tear as the wipes we use will break down the drums without it. Our ocean drums for this age are by Hohner.

[Greta Yates]

I’d expect this is a challenging balance in the SM2 group because children grow and change so much so quickly! I think of it along the same guidelines I consider when working with children experiencing pain. You want the experience to me novel enough to keep them interested and curious, but not overly complicated so it doesn’t frustrate and overwhelm. When I think about stimulation for this age I consider both dynamics and rhythm. I would want to prime the child and get them comfortable before we begin to explore, experiment, and change. As some of these babies are in the trust phase, we will want to make sure they trust their caregiver and trust the experiences before we do a song such as jumping with my baby.

[Greta Yates]

Given what you described, I wouldn’t be surprised if the babies were more appropriate for SM2 given their physical abilities, curiosity and interest in exploration! It sounds like this course has been immediately helpful for you in your role. That’s great! interesting to read about their music preferences too!

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