[Jaycie Voorhees]

The biggest change for me will be my added focus on early childhood in the community–not just a focus on special needs. I love the idea of becoming a strong resource on early childhood and EC music in my area and really want to help families develop a better understanding of childhood development and how music fits into all of it. I’m grateful to have my notes on overall development as well as musical development as I will definitely need to reference them in order to really integrate the information and be able to articulate it independently. It is such valuable information and while I would love to say that I am currently an “expert”, I feel like I need to do more studying, memorization, and have hands on experience to really see and integrate these valuable concepts. So…I plan to pull out my notes from time to time and review them. I also believe that putting together presentations will push me to really integrate the information as I will need to be able to articulate concepts that are newer to me than those that I cover in my typical presentations.

[Jaycie Voorhees]

My plan at this point is to start with the libraries and Rec Centers in my area. With the libraries I want to see if they every have opportunities (or if I can set up an opportunity) to talk to parents about EC music, and also to see if they would be interested in music classes for kids under 18 months. With the Rec Centers I will ask if they are interested in hosting or contracting with me to have SM classes at their sites, as there are a lot of kids coming in and out as their parents exercise and they may be interested in offering new programs to them.

I need to dig in more with my community to find out what agencies and organizations specialize in early childhood and start to form relationships with them. I will look at Universities to see who has educational programs for early childhood, as they will likely have connections to programs that serve this age group directly, and I’d love to participate in other organizations/boards as I find them. The tricky thing for me is timing at this point as I’m due with baby #3 in 2 months and while I am eager to get started, I feel like the smart thing would be to wait until I’m on my feet again in the late fall or maybe even next Spring. Hopefully during that time I can do some research and get a better picture of the early childhood climate in my area.

[Jaycie Voorhees]

Will do, thank you Erika!

[Jaycie Voorhees]

I have different ways to shoot for success with different age groups. One of the things I love about the 3-5 age group is that most children respond when I give positive reinforcement to other students (i.e. “I love how Annabelle is sitting so nicely!”) then the child in question rushes to do the same action. With kids age 18 months to 3 years that may or may not work, so I try to use proximity as others have mentioned, partial/full physical prompts when necessary, and positive reinforcement of anything they do that supports the group experience. It is also nice to set up clear rules and boundaries (perhaps in the form of a song!) that lets the kids know what is expected of them, and to remind them each session by singing the song as a group or whenever a problem behavior occurs.

[Jaycie Voorhees]

I am quite interested in becoming a Sprouting Melodies provider as I feel it will help my business move forward in the direction I want to go. I’ve been wanting to expand my practice to include typical children in the early childhood setting and have had some success with this, but I know there is SO much more I can do! I feel like the brand name, training, materials, and support offered through becoming an SM provider will give me the direction I need to best utilize my time in marketing and expanding my program. I haven’t known before this how to “find” the typical kids I need in my groups, but I am starting to outline a marketing plan and am excited about the possibilities!

I also love the idea of the increased exposure of music therapy that will inevitably result from this program, and the potential growth that may occur as a result. I am very passionate about expanding music therapy in my community both to benefit the clients/participants as well as other music therapists who are seeking work. Now I just need to figure out if I should start now or wait until things calm down after I have my baby…I have a tendency to jump into things sometimes and may need to temper myself here, haha!

[Jaycie Voorhees]

In all honesty I am struggling with finding a response to this question. As Jacquelyn stated, the two seem to go hand in hand. However from a clinical standpoint one could delineate music for development as more of the general community music therapy that is not focused on specific goals, while music for skill building could be more of the clinical aspect of music therapy where specific goals are outlined and defined for the child. But I don’t think that’s quite where we’re going with this question…

I’m interested to see others’ thoughts on this one.

[Jaycie Voorhees]

Sprouting Melodies 3
Active, Intentional, Creative, Push and Pull, Deliberate

Session Plan
Hello/Gathering Song: Sit Down With Me, then Hello Everybody

Bonding Song: Swimming together, followed by My Brand New Friend

Songs About Me: Watch Me Go

Instrument Song: pass out drums with one drum per two children and sing “You Play a Little”. Gather drums then pass out shakers and bells and sing I Like This Song

Movement: Will You Come, Song in My Tummy

Goodbye Song

Family Sprouts
Support, Bonding, Sharing, Helping, Connection, Cooperation

Gathering: I’m Glad You’re Here Today

Bonding: Hold on Tight (have older kids hold the younger children). Wiggly Jiggly Car

Songs About Me: All of This is Me, Who’s that? (focus on family first then peers)

Instruments: Dancing in the Middle, I Like This Song

Movement: I Can Move Around, I Really Gotta Jump (encourage older kids to help the younger kids jump)

Goodbye: Music Time is Over, Thank You Very Much

[Jaycie Voorhees]

Send them to us Amanda! If they’re in Salt Lake County, at least 🙂

[Jaycie Voorhees]

I do have some experience working with groups who have a wide range of developmental needs, and often find that it’s easy to start to favor the needs of the older kids because they are more vocal, visibly involved, and expressive. I don’t think this is necessarily a bad thing as long as you find a way to meet the social emotional needs of the older kids while still maintaining a proper musical environment for the younger ones. I have not worked with kids under 12 months though, and I believe I would need to make even more adjustments so as not to overwhelm those little ones while meeting older kids’ needs.

From the perspective of a parent, I attend a music therapy group (led by one of my own MT’s) with my 20 month old and 3 1/2 year old. The rest of the kids in the group are between 18 months to 2 1/2 year old and they have various developmental delays and function on an even younger level. I’ve found that my 20 month old LOVES the groups and gets a lot out of it, however my 3 1/2 year old gets bored easily as the MT needs to meet the needs of the other kids (they have treatment plans as this is an integrative music therapy group). He shows behaviors in the groups that I don’t see anywhere else, like laying on the floor and yelling, running out of the room, and demanding he have the first turn (which we accommodate sometimes but then he doesn’t want anyone else to have a turn). It has been a challenge as a parent to find ways to keep him involved and interested without drowning out the needs of the other kids in the room, and this past week I simply decided that it’s not the right setting for him. I may try to make suggestions based on these discussions on how to meet his needs within this setting, but honestly it just seems better for everyone if I don’t bring him. I would be interested to get feedback on this from you all as both parents and professionals!

[Jaycie Voorhees]

Playful, Increased independence, energetic, variety, and exploration.

Sentences to use when talking to parents:
1) It’s okay if your child leaves you to explore the room–we want them to develop independence and feel comfortable here
2) Don’t worry if your child does not appear to participate during the class–they are taking it all in and you may see/hear them doing things at home or in the car that we do here. This is their age of absorption!
3) Your child will most likely not approach other peers yet at this phase, although he/she may approach other adults in the room. The peer to peer social interaction will come later on
4) We will vary between having your child sit facing you as well as facing the group in order to help them increase bonding with you as well as connecting with others in the room
5) We wash all of our instruments between sessions, so if your child puts them in their mouth don’t be too concerned, and just put them into the “wash me” bin at the end of the group.

Potential group plan
Greeting: Hello song
Bonding: Wiggly Jiggly Car
Songs About Me: All of This is Me, Just Like Me
Instrument Songs: Dancing in the Middle (use drum), Sit With Me and Shake (use shakers)–keep shakers for movement
Movement: Can You Follow?
Goodbye: Music Time is Over, Thank You Very Much

[Jaycie Voorhees]

I love what’s Michelle and Kayla mentioned. It’s all about being in the moment and recognizing the needs and responses of the group members. It’s nice that we have the powerful tool of music to either increase stimulation where needed or to promote a more calm atmosphere. Most of the kids in my groups of this age have special needs and may have auditory sensitivies and be overaroused, while another peer has other disabilities and appear to need more stimulation in order to get their body moving or show other visible signs of engagement. It gets tricky when there is a range of needs within the group, but I think that assuring parents throughout the group that what their child is manifesting is “okay” and giving possible explanations for the responses (such as covering ears and vocalizing meaning that a child may have more auditory sensitivity than another), and doing whatever you can do address that need while keeping the group together is all you can do.

I think it’s also important to note that there will probably be times when things feel a bit chaotic if there is a lot of crying or a decrease in focus, but using techniques such as rhythmic engagement, changes in the auditory environment/timbre, and directional singing can help move those moments into a general sense of calm. It’s important for everyone (parents, child, and therapist) to develop skills to increase tolerance for those moments as well as discover ways to work through them.

[Jaycie Voorhees]

I’ve used the Remo gathering drum that is around 24″ high (somewhere in there) but am considering getting on of the shorter gathering drums as well (10″-12″ or so off the ground but the same diameter as my other one). I also have the Hohner Kids HRP-6005 Mini Orchestra set, egg shakers, the Hohner Kids MT608 Toddler Tambourines, scarves, and frame drums (Remo). I also like to bring out puppets (either big ones or finger puppets if it’s an older group).

[Jaycie Voorhees]

Bonding, Calm, Gentle, Rocking, Growth.
1) This time in music is meant to help you bond with your baby in a meaningful way
2) Don’t hesitate or feel bad about meeting your baby’s needs if they need to eat, change a diaper, or sleep.
3) Your voice will be the most meaningful sound your baby hears during our time here
4) I am so glad you made it today, you are doing a great job as a new Mom/Dad, and I hope you can use this time to relax and enjoy your baby.
5) Try to use these songs at home, especially during those hard moments in order to help both you and your baby find a calm space together.

Session Plan for SM1:
Hello/Greeting song
Bonding: Rocking back and forth, sing about waves on the ocean. Then move into waving blue scarves back and forth for sensory exploration and visual tracking
Songs About Me: Two Feet, Whaddaya Know?
Instruments: Pass out maracas with small grip handles and sing a song about “listening” to the sound of the instrument. Follow that up with a quiet but engaging song about shaking and playing the instrument
Movement: Song about jumping or a “Loopedy Loop” where you lift the child up and down, side to side, etc. Can also include a song where you help the child move various body parts, etc.
Cool Down: “I Love You”
Goodbye Song

[Jaycie Voorhees]

As a mother of two I feel fortunate to have hands on experience with children of this age, as well as real empathy for the difficulty of being a new parent or a parent of a very young child. I was lucky enough to not have postpartum depression, but definitely felt moments of despair and can relate to parents who may feel completely overwhelmed at this stage. It is especially difficult in the beginning before the child shows visible responses such as smiling or vocalizing because you feel like you are giving all the time and getting very little back. However as the child grows and begins to develop more awareness and the ability to interact, the bonding starts to increase little by little. I LOVE the idea of focusing these music classes on Bonding and really helping the parents to feel the joy of raising a little one. I will always remember one particularly hard day with my first child when he was just a few weeks old, and I turned on some music and held and bounced him and just with the music, my whole emotional state improved. I love that we can provide that for parents! This is such a precious age group, and I get to do it all over again with my next baby coming in just 3 months, and this makes me so excited (and nervous all over again) for the amazing experience of being with these precious little souls!

[Jaycie Voorhees]

I haven’t done much community music therapy in my practice, however the idea is intriguing to me. The biggest difference that is apparent to me is the lack of the clinical aspect including assessment, charting, etc., which honestly feels very free and open. I currently provide groups at a school where they are labeled “Music Enrichment” and I can see that fitting into this type of community model because I don’t have assessments or goals, but I most definitely utilize my unique skills as a music therapist to provide high quality and meaningful musical and bonding experiences for the students. Fortunately this school recognizes the value of my music therapy training, and they love the angle and perspective I bring to these groups because of my background.

I feel that the role of music therapy in community based settings is to allow access to the inherent power of music to more individuals, including those who may not have specific delays, and it focuses on their strengths and allows for unique growth and development. This is giving me a lot to think about regarding my current practice and how I structure my services and how I could potentially change some of my methods of delivery. Some wheels are turning…

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