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October 15, 2013 at 10:44 pmParticipant
I completely agree with all of you! Music therapists have a much stronger understanding of how music can help foster development in so many different areas. As an educator that goes into a lot of different preschools, I see the music groups that they have and the activities that they do, and they’re not always they most appropriate activities that could be done. The leaders don’t always seem to understand how to modify the activity to have it be appropriate. Often times I feel like they just look at music as just an entertaining time, and not enough of a learning time.
October 15, 2013 at 10:28 pmParticipantMost of the families I work with are wanting to learn how to help their child learn various skills. A lot of time traditional methods or therapies haven’t worked and they are trying something different. They often notice that their child really likes music and want to see if using music will help. They want to learn how they can use music to help their child improve the skills that they are delayed in. I also agree with Coleen and the others about giving families a plan and strategies on how to help their child. As an itinerant preschool teacher, a teaching method that’s been presented to us is collaborating more with both parents and other professionals who work with our students. We are often expected to model for others how to teach skills to the child so that the classroom teacher/parent can reinforce those skills at school/home when we’re not there. Before, many itinerant teachers were just going in working with the child for a half hour or an hour, and then leaving. There was no carry-over because they weren’t working with the parents or other teachers, and the progress was not as great. I think that my community needs more individuals that are trained and experienced working with families with children with special needs. I think these families often feel like they don’t have enough support and wish that they had more.
October 1, 2013 at 10:16 pm
in reply to: Sing and learn some of the songs presented in the video. Share with the board your experiences using these songs.
ParticipantSince I work primarily with preschoolers in both my MT and teaching job, I’m very excited to use the transition songs. I think these songs will be great to use when they come in the room in the morning or getting them to go to the next activity. I could even change the words to the “Are You Ready for Some Music?” to whatever activity we will be doing next and describe in the song what we will be doing during the activity.
October 1, 2013 at 10:03 pm
in reply to: Discuss with the board the traditional and cultural music in your home community.
ParticipantMy area is also kind of a melting pot, with lots of different music represented. Some people like bluegrass, country, folk, Latin, rap, or top 40. There seem to be a blend of several of these types too. I do a variety of these types with my kids.
October 1, 2013 at 9:48 pmParticipantI was working with a preschooler who had autism. We were singing a song about his name… the words were “Hooray for (name). Hooray for (name). Someone in the room is singing hooray for (name). 1,2,3,4 who we gonna sing for? (Name) that’s who! This little boy didn’t talk or interact much with others and maintain eye-contact for very long outside of music experiences. When I started singing he would immediately look, rock his body to the rhythm of the song, smile, raise his hands like he was cheering during the “hooray part”, and say the “oo” sound in “hooray”. Part of me thinks he could be in the trust stage because he shows pleasure hearing a familiar song, moves rhythmically to music, and he looks at the face of the singer. Part of me also thinks he was in the independence stage because he was rocking rhythmically, imitating movements, imitating vocalizations, and showing preferences… this was always a favorite and he got a big smile on his face when it started and while it was being sung. I’m not sure!
September 24, 2013 at 9:34 pm
in reply to: What was your most valuable takeaway from this weeks’ content?
ParticipantI also think that reassuring parents about what they are seeing is a very important reminder that I sometimes forget. Parents look at us as the experts because they don’t know exactly what is appropriate, and they really need that reassurance. The part about a parent being worried that their child participates in pretend play too much really reminded me of a conversation that I had with a parent last week… their 4 year-old daughter only wanted to pretend play and had little desire to do any kind “academic” activity. I shared with the parent how that’s not something to be overly concerned with and that teaching pre-academics is often very play-based at this age too.
September 24, 2013 at 9:13 pmParticipantBecause I am also a pk special education teacher I have a lot of experience with preschool-age children. I believe I have a very strong understanding of what children should and should not be able to do at this age. This understanding will help me better design music therapy sessions that are most developmentally appropriate.
ParticipantHi everyone! My name is Kehlen Bushatz and I am a music therapist and pre-school itinerant teacher in Dayton, OH. I have my bachelors degree in music therapy and I did my music therapy internship at Capital District Beginnings in Troy, NY, working with birth to 7 year-olds with special needs. That internship solidified my love of music therapy and working with young children with special needs. After my internship I earned my masters in Early Childhood Education and Special Education. My full-time job is as a preschool itinerant teacher working with children with special needs who are being served in a community preschool setting. I also have a few private music therapy clients. I’ve been a music therapist for 8 years and a teacher for 6 years. I’m taking this course because, even in my teaching job, I use a lot of music with my students, and I’m always looking for new ideas or ways to work with my students/clients.
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