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In my internship I ran many preschool sessions. A lot of my preschoolers were in the independence level. One in particular often came into the session with very high energy. I saw him individually as well which worked really well for him because I was better able to tailor the session to his needs. He would become fixated on the piano to the point where we removed the piano from the room (make everything in the room usable) and I would structure the session to be very high energy at the beginning of the session, that way the session was based off of his current behavior and he was able to make musical decisions that best suited him. By the middle of the session he would be tuckered out, ready to sit in his seat, and was able to attend to less preferred activities (which was his goal).
ParticipantI currently work in two public school districts in very small towns, therefore my client base is not very diverse and I have little clinical experience with various cultures. However, I just began working with a young girl who moved into the district from Africa. I have been communicating with her father about their cultural music and have enjoyed incorporating more percussion and improvisation into her session!
ParticipantI am currently on a standstill with my practice as I work in a public school district and they are trying to determine their next steps. However, I am very excited to incorporate the gathering, instrument, and movement songs. I lead a music group for a class of 6 students grades K-2 and these songs would be perfect for them! They all love music so much but get so excited when it is time to start that they really need a gathering song to put them in the mindset of group time. I currently use a gathering song from my internship but would love to mix it up and add some variety!
ParticipantAwareness: Turns their heads toward music but also have the choice to turn away if it is not preferred, vocalizes, reaches toward sounds
Trust: Choose how they explore the instruments (mouth, etc.), begins to move along to the music in rhythm, begins matching vocalizations
Independence: babbles with melodic inflection, plays instruments with hands, begins to isolate parts
Control: begin to use communication skills to make choices, begins to follow basic cues, vocalizes along with repetitions
Responsibility: listens to others participating in music, turn taking, begins imitating rhythms
ParticipantI believe that I personally bring a sense of authenticity and a genuine desire to work with children in this setting. I look at children as the whole person rather than just their goals that they are working on. They have their own opinions and thoughts and I believe that they should have some control over their environment. I love coming up with new ideas and songs to use in my early childhood groups and this week definitely helped me gain perspective on what is going on developmentally with my students.
ParticipantHI! My most valuable takeaway this week was learning about the specific milestones and how they apply to the whole person. I especially found it interesting how putting objects in their mouths is a form of development. We often discourage that kind of behavior so I enjoyed getting a new perspective on that.
ParticipantMadly, that’s awesome! I loved learning from them during my internship and felt incredibly prepared entering the “professional world.”
ParticipantHi! My name is Kaylee Greco and I live and work in Central New York, specifically Oswego County. I completed my internship from Mary Cariola Children Center in Rochester in Summer 2019 and became an MTBC August 2019. I am currently contracting with two public school districts as their music therapist and also teach lessons and adaptive lessons. My goal for this course is to gain more of an understanding on early childhood music groups so that I can confidently advocate as well as run early childhood music groups in my home town.
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