[Jennifer Chute]

It will really make me think about my music selection and dig deeper into how I can make my groups support early childhood development. It will also give me more confidence when I speak to parents and better ideas how to phrase things to them. I like the idea of “sharing your gift”. I think often we get wrapped up in “did I say the right thing” or “Am I doing this right?”, which takes away from what you can give as a therapist. If you look at it as having a gift and wanting to share it, oppose to having to have everything perfect or worrying about being judged, its easier to relax and just do your thing! I had a piano teacher that told me if you make a mistake, don’t let it get in your head because you will keep making mistakes. He encouraged us to look at it as a whole picture, that you have this music you are sharing, and even with a few mistakes here and there you are still able to relay a beautiful piece of music. This training reminded me of that, how you may not always make the best choices or say just the right thing, or maybe a couple of your music groups will not go as you hoped or you might have some parents not totally happy with what you offer, but overall you have a gift and you are sharing it with families, and that is what is important!

[Jennifer Chute]

Watching these videos has inspired me to connect with parent groups in the area and different organizations that support early childhood. I am already brainstorming about possible presentations I could do, or maybe one group a month somewhere to get the ball rolling and really show the public what it is all about!

[Jennifer Chute]

Shannon that’s amazing that you love networking! I love meeting people and making connections, however the idea of it is overwhelming to me since I tend to be more of an introvert until I get to know people, although I am so passionate about music therapy sometimes I can pass as an extrovert when I am talking about it 🙂

[Jennifer Chute]

Stephanie, I am glad you mentioned consistency. I thought of that today when I had to take away instruments from children, I said exactly the same thing to each child and each time they did it, so they knew exactly what to expect if they threw an instrument.

[Jennifer Chute]

Just today I had to intervene with a couple of kids in my group running and getting into other children’s personal space. I really took the lead as Meredith talked about in the training and thought about how it is really our job to keep all the children safe. I got really good at holding my guitar, tossing the drumstick into the bucket and saying “we are all done sticks” when a couple of children were throwing them and I could foresee things getting a little dangerous. Boy do we have to multi-task as Music Therapists! Before I might have hung back and waited for parents to intervene or other staff, but after the training I firmly agree that the music therapist has to take the leadership position keeping everyone safe. I might have worried before that parents might get mad for me taking things away from their children, but I like how it was framed in the training that it needs to be a safe space for everyone, and if a child or two are acting in ways that could lead to someone getting hurt, the therapist needs to intervene.

[Jennifer Chute]

Shannon I am so excited for you!

[Jennifer Chute]

I am really looking forward to using the music as a tool to help with the children’s development. I also choose music with their development in mind, but this course has really inspired me to either use songs provided or write songs that specifically speak to the children and will help them grow. I have now looked at my music for groups with a whole new perspective!

[Jennifer Chute]

Joe Jones, I like that you say “Intentional” because it really distinguishes it from a general music class, the music is very intentional and is specifically designed for the children’s development.

[Jennifer Chute]

M3: Developmental, Growth, Laughter, Active, Togetherness

I would start with “Hello” song and then go into “Me” songs. This is such a great developmental stage where they are realizing they are their own person separate from Mom and Dad. I would do “All of This is Me” and “Can You See Me?”. I would do marching in a circle to the beat of the drum to “Will You Come?” next, and then go into “Where is the Music” to get them to sit down again in a circle and regroup. Then I would do “In My Little Hand” with shakers, and go into “I like This Song” to validate the music they are making! I would do “You Play A Little” with drum next, because at this stage they are just starting to learn the concept of turn-taking but still don’t have a lot of patience for it. The visual helps them realize yes the drum goes to someone else, but then it comes back and you can play again! I would then do “Please Sit and Play with Me” since the children are a little older and have more language, they are ready to learn social phrases like “Hi, how are you?” It is also good for children who may be on the Autism spectrum and struggle with social skills. I would then end it with a goodbye song and sing to them as they leave to transition them to the rest of their day.

[Jennifer Chute]

Madeleine, I like how you put that music is meant for skill building, it kind of goes along with what I said about how some children have to just observe and take it all in first. To explain it as “skill building” would help parents understand that their children aren’t doing it “wrong”, they are just at a different level of the skill building. I often have to tell new parents in my group “oh don’t worry, these kids have been coming for months, they did the same thing when they were new!”

[Jennifer Chute]

Music for development might look similar to just a general music class, but it is very different and I try to explain it the best I can to parents. Sometimes parents are concerned that their child is not participating, or just “standing there”. I try to explain that they are absorbing everything, and even though I have actions to go with all the songs they don’t necessarily have to do it. Parents often are in the academic state of mind, where you do what the teacher tells you to do or your not doing it right. I try to really explain to parents that at this developmental stage that is not what it is about, it is not a classroom where the children are expected to complete tasks. I am a facilitator where I provide musical opportunities, but the children are free to participate in the way they can where they are at in development.

[Jennifer Chute]

Family Sprouts: Inclusive, Mirth, Flexible, Fluid, Creative

At the beginning of the session, after singing “Good Morning”, I would then go into “Next to Me”. I feel as though it would give the older children an important job to do, modeling “shaking hands” for the younger ones and showing them how to say “hi”. This would keep the older ones engaged and the little ones would just love all the attention from their beloved older sibling! It might also bring other children together as they notice there are other children sitting next to them not just their sibling! I would also go into “Just like Me” because you can go through all the body parts, and once again the older siblings would be able to proudly show the younger ones! I would then do “Row your boat faster” or “Wiggly Jiggly”, and depending on how much older the sibling is it would give them an opportunity to hold their younger sibling on their lap, even the younger ones could do it with some help! This would be a great way to bring all the children together despite their age difference. I would then get everyone up off the floor and do a movement activity. Playing the drum to “Will you Come” would be a great way to get all the children up and moving. Next, I would do “I Can Move to Music”, there are some actions for the older children and also a lot of “lalala” for the younger children to be able to pick up, I would also do “Bababa” and “Mamama” to give the little ones a chance to make some sounds. “Pick Your Hands up High” would also be great, because it gives the older children directions to follow, and the younger children a chance to watch the older children do it! I would then do “I Like to Lick the Ice Cream Cone”, its nice pretend play for the older children but also getting the younger ones excited because who doesn’t like ice cream? 🙂 I would then calm down the energy by doing some slower songs. “I Wonder” would be good to bring the energy down because you sing it in a hushed tone, which would make the children automatically quiet down so they can hear you. You also can capture their attention with a box, and the mystery of what is in it. I would end the session with “Music Time is Over” and possibly “Time to Go” as they are getting ready and headed out the door.

[Jennifer Chute]

I just listened to the recording, very informative!

[Jennifer Chute]

I find the biggest challenge when there are multiple age groups, is keeping the older children engaged so they don’t get bored and still meeting the younger children where they are at. While repetition keeps younger children engaged and sets them up for success, the older children get bored and start to get a bit mischievous. A little mischief is fine, but a lot causes chaos and takes away from group cohesion.

[Jennifer Chute]

Thanks for sharing Shannon! I think that happens so often, a group goes in an entirely different direction and you feel unprepared for it. I find to have some back up plans in the wings help, and some songs you can go right into if you need to change the energy or take the group in a different direction.

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