[Jee Yoon]

Learning about the different developmental levels, from awareness to responsibility, was really eye-opening for me. It really helped capture the general essence of what is developing in a child at different stages of their young life. I appreciate the way it kept me focused and grounded on how to make a the frameworks week to week. I imagine it could get overwhelming to observe, hold, and translate a child’s many musical responses that are occurring even within one song. If you can root these responses’ within a certain developmental level, I think it would really help in creating a trajectory, a plan of musical experiences that are most appropriate.

Meredith and Elizabeth spoke a lot about valuing ourselves, as music therapists, and that we are the experts in early childhood development and music development. It really makes me think and wonder, regarding my own insecurities in this area, and also motivates me to work on a plan to get to that place where I feel like I am a valuable resource in the community.

I can honestly say that with each week of training, I have become more and more excited to start my own program some day, no matter what it may be called. I think I will begin by reaching out to other colleagues who do work in early childhood music, then reach out to libraries in my area. I’ve already been asked by friends when I would be available to do music with their kids, but I want to be more prepared before I put myself out there.

[Jee Yoon]

I am not practicing at the moment, but I learned a lot through the course about strategies that would work for the future, when I do end up leading EC groups. For each sprouting melodies level the strategies are focused slightly differently, but some that are constant throughout are: – Using sprouting melodies sayings/short phrases to explain to parents the choices that I would make. It not only helps the grownups feel safe, but it is educational, something they can take home and generalize in their given settings. Also, to make sure that the chosen music and related experiences are neither over- nor under-stimulating, so that you set up the child to be most successful according to their developmental level. Also, to encourage grownups to model and sing for all the experiences, to help them learn the songs, to activate their child’s mirror neurons, to foster greater bonding, and even inspire transformation within the dyads/family unit.

[Jee Yoon]

I think I am most excited about bringing the songs and types of songs that were shared during this course, especially the bonding songs, songs about me, and songs about the world. Really all the song categories. I enjoyed the songs very much, their sensitivity and depth, accessibility and musicality, and especially how they convey respect towards the child.

Having two young children there has always been a lot of music playing in our house. We listened to a lot of Raffi early on, and other very familiar children songs. They are always so fun and engaging, but sometimes they don’t make sense, or are not functional in every day life, with all the ups and downs (especially emotional). The music from Mr. Rogers Neighborhood really drew me in as a mom because the songs’ language and concepts were very much relevant to growing children and the musicality is really high. But the ideas and lyrics are more complex and not always accessible to both parents and very young children. So learning the songs from this course and from the book “You and Me Makes… We,” has really inspired me. I feel so excited to one day be able to share it with other families. It would be such a privilege to be able to offer musical experiences that will become the soundtrack to a childs’ growing sense of self and the world.

Becoming skilled in early childhood development and early childhood musical development is at the same time exciting and daunting. I worked with older adults for most of my short time practicing (before having children), and over time it became second nature to observe and assess needs, and then apply appropriate practices. As I read the book and watched the videos in this training, I realized that even though I’m a mom, I have a lot to learn as a clinician with this age group. I think its absolutely fascinating how children develop, and so rapidly, constantly making connections.

[Jee Yoon]

To add to Greta’s great points, is the perspective from the parents. If both children aren’t fully engaged in the music experiences, it may take away from the grownup being able to support the child that is attending, engaged, and participating with the rest of the group. It could be stressful and tiring for the parent. So its important for the facilitator to make sure that the songs are chosen to 1) meet the tolerance level of the youngest child, but also 2) provide ample opportunities for the older sibling to be creative and practice new and developing skills.

I can imagine that Family Sprouts may be feel a bit chaotic compared to the other groups as there will be less uniformity in musical responses from the children. I’ll have to think more on how to stay centered and intentional/systematic if I feel overstimulated by the level and variety of activity happening within the group.

[Jee Yoon]

5 words – finding joy, inclusive, caring, family, transformative

Framework

Instrument Exploration – Prerecorded Music – Put out a variety of instruments that would be appropriate for the whole span of developmental levels.

Hello/Gathering Song – “Come and Join the Circle” – This is a chant that starts with patting knees. If there’s a baby, baby can sit on grownup’s lap, and sibling on the floor nearby. Once everyone is in the circle, lean left to right with the rhythm, so that each person gets close to their neighbors left and right.

Body Percussion – “Where Is the Music” – Grownup can model for older sibling how to pat the baby’s knees (as well as any other body percussion the group suggests) during this song.

Lap Ride/Bonding Song – “Wiggly Jiggly Car,” – Have both children on parents’ lap.

Instrument Play – “I Like This Song” – Let the older children explore and choose their own instrument, and give younger babies appropriate instrument such as a shaker.

Movement Songs – “I Really Gotta Jump” – older children can stand and follow the lyrical movement cues, while grownup holds baby on lap and models the movement cues for baby.

Cool Down – 1) “All Of This Is Me.” – Have grownup model for older sibling how to show baby their body parts in time with the song lyrics. 2) “Who’s That” – Using scarves, have grownups model covering up their faces with the scarf while singing the song.

Goodbye – 1) “Thank You Very Much” – Model for the group shaking hands with neighbors during this song. If the group is is on the smaller side then the song can be sung to each child as well. Then bring children together to sing thank you to one another as well as shake hands.

[Jee Yoon]

The education and training a music therapist receives in music, counseling/psychology, development, ethics, therapeutic process, clinical improvisation, to name just a few, allows a music therapist to see and observe, assess and adjust in the moment to meet the group members where they are at in regards to the different domains of development. A music therapist has a plan, but can also move with the needs of the group and its individual members, because of their unique improvisatory skills and knowledge of evidence-based practices. That’s especially important since no two children develop in the same way, and no two families require the same level/kind of support.

I used to play music with/for children quite a bit when I was younger (nannying, church, holiday events) and now that I’ve had the education and training as a music therapist, I facilitate and lead with more depth, understanding, and inner resources. I think the ability to understand what I’m observing is one of the most precious skills I’ve learned as a music therapist. Sometimes during my work as a music therapist, I would feel like my brain could not contain all that I observed. Then my mind would start moving and clicking thinking of the ways in which to address what i’ve seen.

If I were to tell a parent what makes our work different, I would say the above, and I would also include that the experience would not be based on a curriculum or list of songs, but it would be based on their child and his/her needs, as well as the grownup’s needs. A music therapist has the special skill set to navigate the many variables present in a diverse group such as this, using music that intentionally and profoundly address the different domains of development.

[Jee Yoon]

5 words – enthusiasm, into the world, big emotions, choices, social interaction

SM3 Plan

Instrument Exploration – Prerecorded Music

Hello/Gathering Song – 1) “Sit Down With Me” – Have parents model strong patting on the legs for a very rhythmic feel. 2) “Hello Everybody” – Singing the names of the children if group is 10 or less

Body Percussion – “I Feel the Beat” – Sing the song as is, then replace lyrics with movement cues, doing body percussion on different parts of the body. Example: “I feel the rhythm in my feet, feet, feet,” while stamping feet, or “I feel the rhythm in my heart, heart, heart,” while patting the heart. (other ideas are crossing arms, clapping hands, patting legs.)

Lap Ride/Bonding Song – “Swimming Together” – Child can sit on caregivers’ lap and rock back and forth together. Then bouncing up and down in the second section.

Instrument Play – “You Play A Little” – Give each grownup a frame drum to alternate playing with their child.

Movement Songs – “Will You Come” – Have children stand up if able, or stand with support from grownup. Replace lyrics with different movement actions, taking suggestions from children. Lot of energy and strong rhythm created by music therapist playing a drum with mallet.

Cool Down – “Who’s That” – Using scarves, have grownups model covering up their faces with the scarf while singing the song.

Goodbye – 1) “Music Time Is Over” – Use sign language within the song. 2) “Goodbye Everybody”

[Jee Yoon]

Framework (All songs are from the “You and Me Makes We” songbook by Elizabeth Schwartz)

Instrument Exploration – Prerecorded Music – Allow the babies to explore the instruments with their caregivers

Hello/Gathering Song – 1) “Come Gather Together” – Use this song to bring the group together into a large circle. Sing it until all are settled in the circle and then sing it one more time while having caregivers hold baby’s hands and swaying back and forth. 2) ” Hello Everybody’ – With energy, sing to each baby in the group if group ten or less.

Body Percussion – 1) “That All Makes Up Me” – Have caregivers either touch baby’s body parts for this song, or have baby turned around on laps while caregiver demonstrates to baby the movements. 2) “I Feel the Beat” – Sing the song as is, then replace lyrics with movement cues, doing body percussion on different parts of the body. Example: “I feel the rhythm in my feet, feet, feet,” while stamping feet, or “I feel the rhythm in my heart, heart, heart,” while patting the heart. (other ideas are crossing arms, clapping hands, patting legs.)

Lap Ride/Bonding Song – Wiggly Jiggly Car – With baby on caregivers’ lap

Instrument Play – “All Night, All Day” – Using frame drums, have caregivers help baby to play with their hands. Also have a gathering drum in the middle for the babies, who are venturing out from caregivers’ laps, to play. Vary the tempo and volume, and look for baby’s responses.

Gross Motor Movement – “Pick Your Hands Up High.” – Using scarves Follow embedded movement cues and then sway back and forth at the part, “Birds do it…”

Cool Down – 1) “Where Is My Face’ – Using the same scarves show caregivers’ how to do gentle peek a boo game using this song. 2) “All Of This Is Me” – Have caregivers demonstrate the movements to the song (as shown in video) to their child.

Goodbye – Bye Bye Music Time Is Done (from video) – Using Guitar, sing this short goodbye song 2 or three times. Pausing at the end with silence; leaving space for group just to reflect and breathe.

[Jee Yoon]

Greta, I agree with you wholeheartedly. You said it so much better than I did in my post Lol! I see it in my son every day. When I jump into a musical experience with him too abruptly, even though he’s so familiar with me, he doesn’t engage as well, or is confused as to what’s happening and usually just crawls out of my arms or moves onto something else. But if I take my time and introduce the elements of the experience slowly, he seems to be more curious and stays better engaged. </p>
<p>In your experience have you find that there are some experiences/interventions/songs that just seem to work better across this age group/developmental level without it being too understimulating nor too overstimulating? As an analogy, when I worked with older adults, almost 100% of the times I sang “Somewhere Over the Rainbow,” I could get almost all my clients to sing along and watch them relax, and enjoy the music.

[Jee Yoon]

I think it depends on several factors. The child’s temperament, the kind of stimulation and how it is presented, as well as how much the baby has been exposed to certain types of stimulation. For example, my husband and I are pretty low key at home and don’t do a lot of lifting up and down (kind of gentle throwing in the air) of my 11 month old son. Just this week I had a friend who visited who did that to him a few times, and my son started crying hard. My friend was used to throwing her 11 month old niece around, and her niece absolutely loves it. But she’s been doing that to her for a while now, so her niece anticipates it and enjoys it, where as my son finds it quite scary. Maybe its temperament, or a mix of temperament and exposure.

Within the EC music group, a music therapist must observe to see what is tolerable to each child and adapt to their needs, by introducing stimulus slowly and sensitively. Couple that with educating the caregivers on how best to support their baby during the time so that they aren’t startled or overstimulated. It may mean, not participating the same way other dyads are, by changing instruments, or stopping the instrument play, or it may mean that they may be able to add another element to the experience to challenge baby. I recall Meredith and Elizabeth saying that what a child can tolerate may expand, so its important for the music therapist as well as the caregiver to be ever observant of how the baby is developing in that regard, and to meet them where they are at.

[Jee Yoon]

5 words – warm, close, connecting, rocking, engaging

5 sentences – Do you notice your baby settle more when he hears your voice? Your baby’s movements are a response to the musical rhythm. Your child is matching the pitch you are singing! Your baby is reaching towards the source of the sound, the instrument. Have you noticed how your child is startling less and is able to tolerate, even enjoy the music more than when he started here a few weeks ago?

Framework

Hello/Gathering Song – Good Morning To You – Show caregivers’ how to gently sway back and forth while holding baby, to the tempo of the music.

Body Percussion – Just Like Me – Begin this song by pointing to different parts of baby’s body (eyes, nose, ears), then back to caregivers’ body parts. As you repeat the song change lyrics to “two hands,” “two knees,” ‘two feet,” and so on, using it as a way to do body percussion, clapping hands and patting knees and toes on baby’s body.

Lap Ride/Bonding Song – Wiggly Jiggly Car – Be mindful not to startle baby with too much stimulation at the card ride part, esp. for babies in awareness level.

Instrument Play – In My Little Hand – As the song is sung give caregivers two rattles (warm and gentle sounding ones), one for themselves one for baby. Then have them try to have baby hold one of the rattles by pressing the handle into baby’s hand, and then encouraging baby to observe, shake, move the rattle as caregivers’ shake theirs.

Gross Motor Movement – Can You Follow – Replace lyrics with movement cuesthat the babies in the group can potentially imitate, such as “lift your hands,” “clap your hands,” “stand up and down,” etc.

Cool Down – Where Is My Face – Using a scarf show caregivers’ how to do a gentle peek a boo game using this song.

Goodbye – Bye Bye Music Time Is Done (from video) – Using Guitar, sing this short goodbye song 2 or three times. Pausing at the end with silence; leaving space for group just to reflect and breathe.

[Jee Yoon]

I’m not practicing at the moment, but with my own kiddos I kind of let them play with all my instruments as long as its safe and not too loud. This is when they’re just doing free play. But I always make sure to be supervising because my son mouths everything (he’s 11 months old). I don’t know if thats a good thing to leave most of my instruments out. Thoughts anyone? I just had this mentality that its good for them to explore, but after listening to the videos, I am rethinking it. For example the tambourines, can be abrasive and not warm.

But when I do music time with my youngest who is in this developmental level I use nino percussion maracas because they are light, small, and the sound is gentle on the ears, remo rhythm club drums like the gathering drums, bongos, and gathering drum, and a small pentatonic xylophone.

[Jee Yoon]

I would love to know what that material you use, to minimize wear and tear, is also. I worked in a hospital and I don’t think we ever used something like that.

[Jee Yoon]

5 words – 1) calm structure 2) discovery 3) engaging 4) playful 5) absorbing

5 sentences
1) Your baby’s internal rhythm is faster than grownups. They need you to match to them.
2) Baby may seem bored or uninterested, but they are actually absorbing and learning so much.
3) Baby processes a lot through their feet and rhythmic stimulation on the flats of their feet helps them to organize their bodies in space. It helps them become more confident. (saying this as you guide parents on how to hold their baby’s feet gently yet firmly, or their body, to bounce/stomp/stand/jump/plant on the flats of their feet.
4) Baby is looking at you (the caregiver) and may not seem to be responding to the music, but its just as important for them to observe and absorb, because their mirror neurons are activated. Its like they are doing what you are doing but in their brains.
5) Do you notice how your baby has developed from just mouthing the shakers to slowly moving them side to side. Its part of the progression and your baby is doing it!

[Jee Yoon]

Thank you for sharing Greta. I remember working in the hospital and always feeling terrified about what will present itself with the patient, will I be competent enough, will I have enough repertoire, etc. After 6 years working in medical music therapy, do you feel more at ease and confident as you start a therapeutic relationship and work with them during their time in hospital? I’m just asking, cause I felt like I was always going to be terrified (albeit I was an intern), and even as i contemplate running EC music groups someday in the future, I feel pretty nervous. But maybe its just cause I’m still a really new music therapist.

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