[Karen Collins]

The needs of the families I work with:
I think the families that I work with just want Ideas on how to engage their child through music and reassurance that what their child is doing is normal. I cannot tell you how many first time visits, parents say, “I don’t know why he/she isn’t singing/playing.” and its about reassuring them about what the appropriate responses.

The community:
The community needs education on what the role of a MT in early childhood can be and how awesome early childhood MT-BC’s are. I have presented a lot of early childhood trainings with music to enhance circle times at local early learning programs. I also contract with several inclusive early learning programs. But I think the day cares would also benefit from sprouting melodies type programs. the fact that there isn’t a “curriculum” is a good thing.

[Karen Collins]

I think I do use all four of these music experiences in my practice and I kind of outlined them with the music response examples.

I am a big fan of movement songs or songs with instruments that Involve range of motion. I think the hardest for me is instrument activities with awareness/trust phase because they may only shake/play and then drop the instrument. While I realize its okay and developmentally appropriate it is still hard, but I guess thats when you can explain to early childhood educators that the behavior is developmentally appropriate and about exposure and to point out the spontaneous movement without instrument to music.

[Karen Collins]

I think this is also transferrable to adults with disabilities too.

[Karen Collins]

I love working with in all of the of these stages, but one I remember my own daughter as an infant. We would sing good night moon” every night while I nursed so it was a very fun song for bonding. I’ll never forget her singing with me through coos and vocalizations. So I guess I was in the Trust Phase.

Most of my toddlers with severe disabilities are developing trust and moving to independendence. It’s interesting because one of them was in my group last year and did not do much on her own, but now she is like a peer model for the other toddlers. While she is still non-verbal, she responds with gestures, follows simple directions, and her facial expressions are so precious. She is also moving her way towards independence with modifications for speech. I want to also mention she is always the first child to walk over to music. When she sees any sign of me… and she knows music day because of how the room is sit up… she comes on over. So sweet.

[Karen Collins]

Laura and Melody,
Anticipation and change in tempo (and dynamics) are great elements to engage young children. I also noticed something about perfection and kind of chuckled. My sessions are far from perfect – I forget words of songs I have sang for years and sometimes I think I have the perfect session and realize I have to… gasp… improvise. The main thing is that you keep going and have fun with them.

[Karen Collins]

I really like “Wiggly Jiggly Car” which is perfect for my toddler group. My own 2 year old loves it and he hops in my lap to sing it along with another song from Elizabeth’s Book – “Row it Faster”

If you guys do not have the song book, it’s worth the purchase!!!

[Karen Collins]

Karli, reading the diversity of your community reminded me of the hispanic community. Sometimes we need translators to come on hour home visits with us for Spanish speaking families, but most of them know enough English (and want their child to learn English). But I do know how to sing the Book, Brown Bear Brown Bear 🙂

[Karen Collins]

The music culture in my community is mostly christian, country, and pop music. One thing that I do have to be careful with is during the holidays we sometimes don’t sing Christmas songs and Halloween. I was on a family visit the other day and learned that the family doesn’t celebrate Halloween. Some pumpkins were fine, but not any spooky/creepy silly movements and songs. So I just skipped the song book… If you’re spooky and you know it

[Karen Collins]

Emily, I think motherhood has helped me improve my interaction in early childhood too. Seeing the world through a child’s eyes every day helps you see the world through their eyes in early childhood music therapy settings. Not saying motherhood is required!

[Karen Collins]

I try to tell my colleagues/interns that if you are not enjoying what you are doing… the client probably isn’t either. Have fun and approach everything we do with love and care for the people we serve.

Someone else mentioned that being willing to try new things is important too – I think that’s so important! Trying something different/changing it up can provide opportunities for new/unexpected responses to music.

[Karen Collins]

I have been told on more than one occasion that I am able to respond to each child’s needs at the perfect time and engage children who struggle with other service providers. I think that intuition comes from my limited years of experience as music therapist and my experience as mom of two children. That involves understanding developmental targets, respecting family and center values, and organizing engaging sessions. I love to follow the theme(s) or unit(s) that the classroom teachers are presenting, while incorporating visual aids and props when appropriate. I also a very silly and lighthearted personality that is very playful for most children… not all. My 1:1 family visits in early intervention are so much fun because parents get to play with their children through music. Yes, I model behavior, songs, motions, but I try to implement a family training/caregiver training model that empowers parents to be their child’s teacher. So I guess the most important thing I bring to early childhood music therapy sessions is that I listen to the parents/caregivers and I genuinely care about their well being and growth. Theodore Roosevelt said, “People Don’t care how much you know until they know how much you care.” I think this is very applicable to my approach to music therapy in all settings. When people see how much time I put into the services – planning (sharing outlines and songs), and reports… we educate them so that they can help their child/children in their class.

[Karen Collins]

Yes! And the same goes when prompting young children for responses. The prompts need to be simple and we need to be careful to give the child time to process what we have requested. Drives me crazy when I ask a child a question and 4 teachers ask the same question a different way. The child has to re-process over and over again.

[Karen Collins]

I think this is a great refresher on developmental targets and what are appropriate expectations. So often I see early care educators expecting too much from young toddlers.

[Karen Collins]

Got your email, Erika! So fun to read all about everyone… and I hope everyone cheers Katherine on as she gets started at a contract site we worked our tails off to get! 🙂

[Karen Collins]

Hello Everyone! I am Karen Collins and I own Music Therapy Milestones which is based-out of Alabama. I provide early intervention services as a Special Instructor to various agencies throughout Alabama. In addition to monthly family visits, I provide weekly groups in a specialized early intervention program with severely disabled children. It’s a dream contract position. I also work with an inclusive preschool that specializes in Autism (strong behavior approach.) I also work with individuals with TBI through Neuro Community Care. I’ve been practicing since 2010 and I have taken numerous early childhood courses relating to Music Therapy. I was actually in one of Elizabeth’s courses at the national conference in Atlanta many years ago. I wanted to take this course because I encouraged one of our team members take it and wanted to see what I got her into. I also feel like our field is evolving very quickly and this may be a great resource to keep up todate on EBP in early childhood music therapy. Very excited to be here!!

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