[Jennifer DeBedout]

I am so glad that I did the training and now know more about the Sprouting Melodies program. I’m not sure if I will become a provider just yet as I’m trying to figure out the next steps for my rapidly expanding private practice. It’s exciting to be growing and working in my area.. but motherhood (7 & 12 yr old) begs (demands?) balance! I’m trying to navigate my next direction. I think there are many appealing things about the Sprouting Melodies program and that my area would embrace the programming if offered! I’m open!

[Jennifer DeBedout]

I have already shared the information from this course with both families and colleagues! I shared what I was learning with my Making Friends Music Class parents and mentioned that I will be bringing new songs from Beth’s song book into the next scheduled offering of the group. Yesterday, I presented at the Vermont Family Network conference and was asked a question by a 0-3 professional. I was able to say that I just finished your training and learned a lot about music connecting with different stages. The audience member and others were very intrigued! I have also shared information about your course with our newly formed, small but fledgling, Music Therapy Association of Vermont!

[Jennifer DeBedout]

Singing: awareness: prefers higher pitches and vocalizes, trust: demonstrates awareness of changes in melody 3. independence: babbles or sings words/notes of melodies, control: sings melodic phrases, responsibility: matches singing to dynamics and vocal style and can sing familiar songs

Playing Instruments: awareness: responds to changes in dynamics, trust: touches and explores instruments 3. independence: uses hands to interact with instruments in meaningful ways, control: plays the pulse and plays appropriately (enjoys banging and pounding), responsibility: has the ability to play simple rhythm patterns

Moving: awareness: movement of body, will move with parent, trust: beginning of movement to rhythmic beat, independence: can imitate simple rhythmic gestures. claps hands, control: marching and moving in time, can vary tempo with ability to get faster, responsibility: maintains steady beat and can perform beat in double and triple time

Listening: awareness: tolerates music and recognizes familiar timbres (mom), trust: demonstrate sound localization and recognize variations of familiar melodies 3. independence: recognize changes in music and match with movement or vocalizations, control: prepares for the end of song or music, responsibility: can make choice to join in or listen to music of others

[Jennifer DeBedout]

I have a little boy that I has been in my music groups since he was 6 months old. He is now almost two. I have watched him go through the development stages while in the music groups. He is slowly moving into independence now but, as was described, he definitely heads back to mom and checks in. The rest of the group this boy is in for my current session are all in the independent stage so they are acting as good role models for this little one. I’ll note that the mom of the little boy moving into independence gets upset and flustered when her little guy doesn’t want to jump right over to grab an instrument or is shy to interact with a puppet. This class has given me language and a good review to reassure her that he is moving through appropriate developmental stages and the independence will come in time!

[Jennifer DeBedout]

It’s been said before during this course but I find our training as music therapists really helps us/me when working with groups. I feel I am constantly monitoring and assessing what is going on with the kids in my groups during our musical time together in order to adjust and structure for success. Setting the space is really important and having my materials right at hand and my plan well thought out are essential too. I had great music therapy intern supervisors when i did my internship in Leon County Schools, Tallahassee, FL, named Jane Hughes and Brenda Robbins (Brenda got married since and i think her last name is Rice now). Brenda and, especially, Jane taught us how to think through every step of a lesson with extra detail to opening an activity, transitions and ending an activity. This is where I learned to have a special sound hidden in my bag that quickly gathers attention or how to be very clear and concise about expectations before you move with kids or pass out instruments. I feel that the way I was taught has helped me think through every step of my interactions, group and individuals, to this day! Twenty years later. Brenda and Jane also taught me to model expected behavior and I see Beth and Meredith doing when they demonstrates songs for us, using their bodies, their eyes and their faces to show just how to engage in an activity. I try to use this approach when working with all kids, but little ones especially. One last strategy I’ll mention, that I see in this training, is mixing in fun and silly behavior with more slow and controlled behavior. I find when I let the little ones get out the sillies in an “ok” way and then modulate an activity into something more controlled or calm, it helps the kiddos regulate and settle in to what we are doing. That makes sense in my mind, I hope that translates though!

[Jennifer DeBedout]

I am just finishing up a weekly group with 6 3 yr old boys and they loved the Wiggly Jiggly Car (of course!). The parents loved the message about the seat belt. I/We live in Vermont and it’s been a very icy winter so we even substituted “Wiggly Jiggly” with “Slippery Sliding” which got the parents laughing. I feel like I took the idea of integrating a definite “stop” from this song and used that in other songs throughout my practice.
I’m not sure if it is from this week or not but I loved “All of this is Me” and I have used this, again, with many kids in my practice and with my little music group. I like the end where “me me me” repeats several times. So good for kids (ASD) to identify and understand “self” and this song supports that so nicely. I also like that this is in minor and realized in doing the song that I don’t do a lot of songs in minor and should consider doing more.

[Jennifer DeBedout]

My take away from this week was a good review of early childhood development. Having my own kids and also working with infants/babies in the music setting, it is amazing how just weeks can bring about changes in the wee ones and this was covered so well. Your attention to the parent and parent concerns was great, I felt these nerves as a new parent and I see the concern in the parents I work with. I agree with everybody that the red flags you mentioned are good to be on the lookout for and to monitor when working in the music setting.

[Jennifer DeBedout]

Meredith, Thanks for your note about the door being open. I’m not sure I’m going to become a provider at this point but I think the experience, support and resources offered through your program are great. I think that following a specific program and philosophy is appealing to parents and caregivers looking for places to get their kids involved. I also feel that belonging to a community of music therapists that follow a similar system also has value.

[Jennifer DeBedout]

I agree that music for skill building speaks more towards performance or musical ability and that would be the focus of music education versus music for development which looks at the nonmusical focus of developing communication, mobility and motor skills and fostering social skills, more of our focus as board certified mts. In a presentation once, a member of my former music therapy team stated that the difference between music education and music therapy can be in the “intent” of the activity (intervention). While music in the educational approach can be therapeutic in nature it is not the primary focus and, vice versa, music in a therapeutical approach can be educational in nature but is not the primary focus. So, the two compliment each other but it is our role to communicate the “intent” or the focus as we work with groups. We should also communicate the value of both, and the way to extend both types of musical interaction, to our parents as we discuss the overall benefits of attending our groups with their little ones.

[Jennifer DeBedout]

Meredith and Beth mentioned several of the challenges I have experienced having multi-ages in an early child music group. The older children want more of a challenge in the activities but there is a balance to be kept so that the younger ones and babies don’t get over stimulated. One funny thing that happened to me when I first started the multi-age groups was that the 2 yr olds in the group were very interested in what was in my music bag and they would come right to me at the start of class and start pulling things out. This has caused me to be very strategic in the way I place things in the room so that I could get them as needed but in a way that the kids don’t get overly distracted. In the same vein, the place where I hold my multi-age group has a big toy shelf full of very enticing toys. I found that some of the children would leave the group to explore the toys and this would often really stress the parents out. Again, I have had to prepare the room so that the toys are covered up during music. The fun thing is that the toys get uncovered after music and parents linger and let the children play. All this to say, that you have to work hard to maintain everybody’s interest when you have the multi-age group. On a positive note, the older children become wonderful models for the smaller children with movement or even with the singing in the groups. I find the babies and smaller children love to watch the older kids. Older kids also love to help pass out instruments to little ones and be helpers. There are definitely pros and cons with the multi-age groups!

[Jennifer DeBedout]

I agree with Elyse that it is hard to answer fully because stimulation levels are different for different children and stimulation levels can vary based on group dynamics. I agree with what Meredith and Beth were discussing in this weeks video regarding exercising caution with this developmental level to not startle the children or overstimulate them with too loud of a voice or through the use of instruments. This is a topic area that speaks to our training as music therapist because we are trained to assess the situation and responses when we are engaged in the musical environment so that we can best adapt and change the musical stimuli as needed. I find there are a few times when I need to foster an alert response or use the music to motivate babies that are sleepy, snuggly or perhaps distracted. I also find that when a music series with little ones first starts, I use a very gentle voice and have a very gentle approach in my vocal tone and singing voice. It feels to me like that parents need it just as much as the babies! Once we all get to know each other the energy revs up more for all involved! I also think it is important to have a calming/attention grabbing trick up your sleeve with this age group as they can get excited with movement and instruments. In watching the video, Beth and Meredith use stop/start and surprise to maintain attention and promote focus. The little ones love these moments!

[Jennifer DeBedout]

I am not sure where I got them but I have some great mini maracas that seem to be the perfect size and weight for kids in this stage of development. I use several of the hand drums and small drum that Meredith and Beth were using in the video. I believe I got most of my drums through West Music. I also have small lummi sticks that are just the right size for little ones and they really enjoy playing..but I can’t remember where I got those either of the top of my head! I’ve had my instruments for awhile. 🙂 I don’t use many bells with this small age but I prefer to use the bells that are on a circle loop rather than a wood handle with the bells. I find the wood handled bells are too heavy or challenging to play with small ones. My little guys love my guitar and, as Meredith mentioned, will often come up and explore playing the strings during music. I also like to use instruments for the “surprise” that was discussed. For example, I have used a slide whistle (and I let the kiddos push the whistle piece up or pull it down).

[Jennifer DeBedout]

(I forgot to add that the goodbye song should include the opportunity to say thank you! Great reminder)

[Jennifer DeBedout]

5 words: playful, free movement, energetic, exploration, discovery

5 sentences: I’m so glad you’re here! Your baby is in a great stage for exploration and they are likely to move about and then come back to you while they are here in music class. It is alright for your little one to visit me and others in the group and they will most likely return back to you to check in. Your little one will be taking in and absorbing songs and movements here in class and will very likely sing the songs and repeat the movement when you leave here and you’re in your home environment. We will sing a lot of songs that I call “About Me” songs that are very appropriate for the age of your child. In this class, we suggest that you plant your little ones feet firmly on the ground when we are jumping and moving.

Session Plan:

Hello: The words and melody of the song will be simple but the tempo can increase and there is more room for interaction with the hello.
Bonding: This song will include the element of surprise and interaction
All About Me: This song will help babies listen and explore their body awareness as well as give an opportunity to experience moving away from their loved one and moving back for check-in
Instruments: Awareness when picking instruments that babies are mouthing and that instruments will go in the mouth. (I like the idea of a “wash me” bin!). Songs for instrument foster development and independence with the instruments over time. Instrument activities can give the opportunities for kids to play with each other.
Movement: Song that include marching, running and jumping songs, floor to up and moving around the room and more use of timbre to accompany the movement
Goodbye: A goodbye song that can be repeated through the groups and each session.

[Jennifer DeBedout]

I think community based music therapy helps build a supportive environment with opportunities for music participation while supporting wellness and interaction. The music therapist is able to use their training to meet needs in the group and facilitate development and this, in turn, through effective communication by the music therapist, helps raise awareness about our profession, training and expertise.

[Author]

Posts