[Kelsi Tafaro]

The description of your program is so intentional, and you can tell that you have given a lot of thought behind what the purpose the program will serve! The concepts learned during this training will definitely be helpful along the way. Good luck to you!

[Kelsi Tafaro]

This course has assisted me in developing a better understanding of child development and developmental milestones to be aware of during each stage of life. This course has refreshed my knowledge on certain topics and also reminded me of the “why” behind certain elements of my clinical practice. Sprouting Melodies has provided me with music with purposeful intent behind it, and it has already sparked many ideas for implementation of other songs I can use or compose. I am grateful to Sprouting Melodies for the thorough training and thoughtful approach behind the training. I’m excited to offer classes that have efficacy and will help provide meaningful experiences for the individuals we work with. I will definitely recommend this training to other professionals in our field as I feel it would be integral to anyone’s work!

[Kelsi Tafaro]

I’m most excited about the potential this brings my community. I think there is definitely a need for specialized programming in our community and sprouting melodies concepts fulfills that need. I am excited to support families and children in their journey to building resiliency, fostering social/emotional growth, and expanding access to specialized resources for families. I’m empowered by the resources that were provided during this training and how it will help inform my practice moving forward, even with my own child.

[Kelsi Tafaro]

One strategy that I like to include is “noticing” children and their actions, especially at an older age. Rather than saying “good job” or “nice work”, I like to point out what they are doing. For instance, “Johnny, I see you playing the drum with the mallet, can you show the rest of the group?” This does two things, 1) it provides positive reinforcement for actions and 2) helps serve as a model for the other group members. I like to try to point out at least 1-2 things per group member per session. I also incorporate this by letting the group members have “choice” in the session to help foster some independence. This choice can be what movement we will do next (stomping, clapping, patting, etc.). This allows them to be active participants and helps keep them engaged when their choices are validated.

[Kelsi Tafaro]

You make a lot of great points in your posting. I often see my older children trying to show their younger siblings the “right way” to do something or just monopolozing the situation and doing it for them. There is definitely a fine line in fostering that independence and not allowing it to be detrimental to the siblings experience as well.

[Kelsi Tafaro]

I find the biggest challenge with multi-aged grouping is that many of the older children are starting to exhibit independence and preferences; therefore, they might try to dominate a situation with a younger sibling or group member by forcing them to do something the “right way” or “their way”. Therefore, as music therapists, we must find the balance of fostering this independence and individuality in the form of a model while also providing space for creativity and exploration for the younger children.

[Kelsi Tafaro]

5 Words: Deliberate, Emotional, Empowered, Intentional, Push and Pull

Plan:
Gather Round (Gathering)
My Brand New Friend (Bonding)
Where is the Music or Hand Hand Finger Thumb (About Me)
Music is the Way (Instruments)
Clickity Clack (movement)
Time to Go (Goodbye)

[Kelsi Tafaro]

5 Words: Creative, Accepting, Active, Joyful and Inclusive

Plan:
Come and Join In the Circle (Gathering)
Hold on Tight (Bonding)
All of this is Me (Songs About Me)
I Like this Song (Instrument)
I Can Move Around (Movement)
Music Time is Over (Goodbye)

[Kelsi Tafaro]

When explaining to parents the difference between music therapy and other music programs, I like to explain that as music therapists, we are trained and skilled at assisting their child in working toward their individualized goals, and we are continuously monitoring their child’s progress toward attaining those goals. I find it best to give examples and explain that, similar to other therapists their children see, we work on nonmusical goals. However, we use the planned use of musical influence as a motivator and enhancement to their child’s capabilities. Additionally, unlike other programs, we adapt our programming and interventions based on the needs of our group participants. I have had many parents share that their child always struggled in group music classes until they found us, and I think that is a testament to the attention and expertise music therapists bring to the experience.

[Kelsi Tafaro]

5 Words: Playful, Engaging, Energetic, Expressive, Surprising

5 Sentences: “It’s perfectly okay if your child leaves and explores the room, they are still listening and will return to you (their safe place) when they are ready” “During this class you might observe that your child doesn’t engage on the outside, they are very likely absorbing everything and will return the information back to you when you get home or in the car” “Your child’s feet are highly sensory and help them process their environment, pleasure ensure their feet are on the floor when we engage in marching, stomping, etc” “During this class, you might find your child wanting to explore, your child is not rejecting you but rather developing their own identity” “Your child may not be ready to clap just yet, but if you put your hand between theirs they can practice that skill with you”

Session Plan: Hello Everybody (Gathering), Wiggly Jiggly (Bonding) See, See, See (About Me) Dancing in the Middle (Instrument) How do you know when it’s summer time (About My World) Pick Your Hands up High (Movement) Thank You Very Much (Goodbye)

[Kelsi Tafaro]

I use a variety of instruments and manipulatives, including the following:

Lollipop Drums (Remo)
Gathering Drum (Remo)
Djembe (Remo)
Cabasa (Nino)
Egg Shakers (Jim Dunlop or Basic Beat)
Ocean Drum (Remo)
Kokiriko (Basic Beat)
Guitar (Yamaha Classical Guitar for a softer sound) & Ukulele (Cordoba)
Scarves

Depending on the group participants:
Parachute
Stretchy Band (Bear Creek)

[Kelsi Tafaro]

I love that you discuss the importance of vestibular and proprioceptive input. This is something that I try to continuously and consciously include in all of my session plans at this age!

[Kelsi Tafaro]

Being aware of overstimulation is critically important to a successful experience in music therapy. Music therapy is a highly sensory experience for any child, but factor in a child who has hypersensitivity or hyposensitivity and the experience changes significantly for them. I find it easier to determine overstimulation at this age versus newborns and infants. However, as music therapists we must be aware of the signs of overstimulation and be skilled in redirecting the interventions and using the isoprinciple to assist us in doing so when those signs are present. For children with limited communication, I will often assist them in using sign language to communicate “more” “stop” and “all done”, but also observe their reactions to determine whether we continue with the experience or not.

[Kelsi Tafaro]

5 words: bonding, calming, connecting, loving, sensory

5 sentences:
—“It’s okay if your child explores the instrument with their mouth, oral exploration is a key developmental stage. Putting instruments in their mouth allows babies to explore their environment.”
—“Did you see your baby engaging with you through eye contact and smiling during that experience? Your baby is connecting with you, bonding with you, and trusts to keep her safe.”
—“Babies can only see about an arm’s length of distance in front of them and most objects are fuzzy. Let’s get up close and personal with your little one so she/he can see your loving face!:
—“Do you notice how your baby responds when you use a higher pitched voice? Babies respond positively to varied inflection in your voice, which occurs naturally when singing to your child.”
—“Your baby’s needs come first during this class, if your child needs their diaper changed, fed or falls asleep, you can still engage with your child during those times and take the songs to implement at home with them!”

Session Plan:
Hello: “Good Morning”- use each child’s name to make the experience personalized
Bonding: Row Your Boat/Faster- adapting based on child’s response/developmental level
About Me: Where is my Face- Awareness of caregiver, visual tracking and object permanence
Transition: Passing out instruments- preparing children for what’s next
Instrument: In My Little Hand- awareness on body parts and awareness of elements of music
Moving: Growing Up- engaging through whatever movement is developmentally appropriate (sitting, standing, etc.)
Goodbye: Bye Bye Music Time is Done- slower/faster depending on babies ages

[Kelsi Tafaro]

I often don’t get referrals from parents for children younger than 12 months of age! I’m hoping by offering Sprouting Melodies to caregivers, they will recognize the importance of music at this age too!

[Author]

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