[Kayla Lyles]

I was recently asked to speak at a lunchtime program at a community college where I took voice lessons through middle and high school at the beginning of the fall, and what’s great is they have a daycare program for the children of staff and students. I’m hoping that will be a great way to get a foot in the door and advocate for both Sprouting Melodies and music therapy. Super exciting!

[Kayla Lyles]

This training has given me the extra confidence boost that I need when it comes to early childhood and the additional information that I didn’t necessarily learn about in school with regards to children and development. I’ve been able to apply everything I’ve been learning immediately in both group and individual sessions and can’t wait to start my first Family Sprouts group in a week and a half!

[Kayla Lyles]

I chose to do a list for this, but to assure every child in my groups are successful I have:
-Asked them to make a choice
-Used verbal redirection
-Provide positive reinforcement, especially for children participating and enjoying activities which encourages all to get involved, because all children want to receive praise
-Proximity – making sure the child is close enough to where they can hear, see, feel – experience everything musical and have that success.

I’m looking forward to hearing what all you have used in your groups and any suggestions you all may have!

[Kayla Lyles]

Along with the experience of the group itself, I am most looking forward to the advocacy and outreach part – I want to be a leader in the community and know that I have the ability to do so. This training has provided me with a much needed confidence boost in reminding me to just get out there! Additionally, I believe many families can benefit from what we provide with Sprouting Melodies and this in turn can create increased exposure for music therapy.

[Kayla Lyles]

I also was struggling to find a response for this question. I talked with my colleague Megan who is also taking the training and we discussed your exact point Jaycie – how in looking at the clinical music therapy point of view, that could be more of the skill building, while general community groups go along with development. But I wasn’t sure where we were going with this question either so I’m looking forward to seeing others responses as I’ll admit I was a little confused.

[Kayla Lyles]

Sprouting Melodies 3: 1) Active, 2) Creative, 3) Accepting, 4) Push and Pull, 5) Strong

Family Sprouts: 1) Sharing, 2) Cooperation, 3) Helpful, 4) Joyful, 5) Busy

Sprouting Melodies 3 Session: Gathering/Greeting – Hello Everybody, Bonding – My Brand New Friend, Songs About Me – Where is the Music?, Instrument – Music is the Way, Movement – Clickety Clack, Goodbye – Time to Go

Family Sprouts Session: Gathering/Greeting – Come & Join in the Circle, Bonding – Hold on Tight, Songs About Me – All of This Is Me, Instrument – I Like This Song, Movement – I Can Move Around, Goodbye – It’s Time to Say Goodbye

I can’t WAIT to use this session format when I run my first official Family Sprouts group in June! 🙂 I’ve already been incorporating songs into groups and individual sessions and it’s been amazing to see the response!

[Kayla Lyles]

I think some of the biggest challenges of providing multi-age groupings is attending to all the various developmental needs and levels of each child. That being said, it can be done and there are strategies to use, not only within the music, but the dynamics of the group (older children and siblings assisting and modeling). For me, the biggest challenges I’ve had when facilitating multi-age groups is creating musical experiences that were enticing for all ages (during internship I would do a day camp in the mornings before going to my teenagers and the kiddos ranged in ages 2-7 some days). Like Amanda stated, my older kids were “too cool” for some of the songs that I used to keep my little ones engaged, but I always did my best to use them as models or sharing input to help with the flow of the group.

[Kayla Lyles]

I would describe the music experienced in Sprouting Melodies 2 as:
Playful
Energetic
Observation
Exploration
Free movement

Five sentences I could use when speaking to parents about the musical responses of children in SM2 would be:
1. We use the 3 second rule within songs (pauses/silences) in order to create a window of opportunity for the children to respond accordingly (musically, with movement).
2. The bottoms of the feet is how babies take in information, so by keeping a steady beat on the bottom of their foot they are able to organize their body to rhythm.
3. While your child may not be moving their instrument, they are watching what is going on around them, hence observation.
4. Mouthing on instruments is a normal part of exploration and development.
5. Movement is varied during sessions.

[Kayla Lyles]

In my early childhood group that I currently run, I use a Remo gathering drum, egg shakers, and scarves. It’s amazing how entertained just these items alone keeps the group!

[Kayla Lyles]

I definitely agree with you Michelle. I do believe stimulation needs shift from not only session to session, but child to child. We have to be able to read our children, meet them where they are and provide the experiences that best suit the amount of stimuli they are able to tolerate – which can vary. If a child is becoming overstimulated, perhaps the energy level needs to be brought down and vice versa. I also love how you discuss sharing with the parent signs and signals to watch for with regards to overstimulation (because their involvement is key in the sessions) and encouraging that reconnection with mom/dad/caregiver 🙂

[Kayla Lyles]

I believe music therapy in the community is unique in the fact that we provide opportunities for families to connect. So many activities are geared just towards kids, or just towards adults – but not towards family and working together. When you have that element, plus multiple families together, so many barriers are broken down. Families see that not only are they similar, but that what we have to offer as music therapists is just as beneficial as other activities and groups they may be a part of.

[Kayla Lyles]

I wanted to use a mix of what I interpreted from the video and words provided when using 5 words to describe the music experiences in Sprouting Melodies 1. That being said, I came up with the following: Unique, Exploratory, Bonding, Calm and Touch.
Below are the five sentences I crafted to use when speaking with parents about musical responses of children in SM1.
1. Be aware of the timbre of your voice – your child will respond best to you.
2. If you notice your child squirming while sitting during the musical/movement experience – perhaps provide them an opportunity to stand. See if they like that…
3. Don’t be alarmed if your child is startled by silence.
4. This is such a great opportunity for bonding. It’s okay that he/she is sleeping. Feel free to still cuddle and sing along – these are songs you can take with you beyond the group.
5. Everyone will experience the explore differently and that’s the beauty of music.

This made me so so excited to work with the little little ones! 🙂

[Kayla Lyles]

Outside of family and family friends, I have yet to experience a music group or musical experience (at least in a work setting) with children of this age and developmental level. When I read this post I immediately thought of one of my cousins who I got to meet for the first time over the holidays who was just over 9 months at the time. I just remember holding him, bouncing him on my knees, and making musical sounds. Watching his face change according to the pitch I was making and my facial expression was so special and it just makes me so excited to have these experiences in a music group setting where parents and caretakers are having these bonding experiences through music.

[Kayla Lyles]

I wholeheartedly agree with everything you all have been saying thus far! The value that we bring with our skill sets, our knowledge, our flexibility… We are able to use music, not just as a teaching tool, but as a way to connect children and their parents and caregivers – that can be used for all developmental levels and adapted to suit those wherever they may be with regards to possible delays. I was recently asked almost this exact question, but by a friend of mine who is preparing to take her NCLEX exam, and now she’s been asking me every week about how Sprouting Melodies training is going and more about music therapy. We are so important!

[Kayla Lyles]

The needs of the families that I work with, at least in the early childhood/group context are usually socialization for the children and appropriate social skills. When looking at the community, I feel like I at least am still learning where priorities lie and what wants are.

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