[Celia Grove]

For my caseload right now, my early childhood families are looking for ways to engage with their children while also having them meet developmental milestones and goals, such as sustained attention, more communication (whether through sign, verbal or pointing).
I think especially at this time, as we somewhat emerge from the pandemic, families in my community are looking for ways to connect and looking for ways for their children to connect and engage with the greater world around them, and a wider social circle. Our groups that my company offer are becoming more popular and more asked for (not just for early childhood either- some of our older clients are looking for social engagement through music too!) I think also right now understanding that some of the reactions we might see in our community based groups from kiddos might look a little different too as they adjust to going from the central family unit to a larger group atmosphere!
Music has a lot of components to it to provide some of those needs for my families and community- music is another way to be social and communicative, as well as it can be soothing and can be good material for transitions for kids who are learning to be social for the first time in this post-pandemic atmosphere.

[Celia Grove]

I think the value music therapists have for families comes in many ways: 1) we’re goal oriented- We can provide experiences and songs for kiddos in our groups specifically designed to help determine and then help to reach developmental levels. 2) Music therapy does come from a therapeutic mindset, so we are EDUCATED on certain milestones and things to look for as well as in what a healthy parent/child relationships and can pass on that knowledge to parents who might not know those things. 3) Music therapy is individualized and having the ability and knowledge on how to address individual needs within a group makes us better as group leaders as well. 4) And last but not least, we as music therapists are compassionate and empathetic, which are characteristics that parents, especially new parents will need those in the leaders of programs they select for their children.

[Celia Grove]

I agree with you about listening sometimes being the most challenging! It’s so easy to get caught up in what “the plan” is rather than what our clients are giving us.

[Celia Grove]

Singing: react to familiar voices-> start recognizing familiar melodies-> start vocalizing to music -> start singing phrases with melodic contour->sing familiar songs independently or with instrumental accompaniment

Playing Instruments: turn eye gaze to instrument -> reach out to explore instruments or explore with mouth ->use hands to hit a drum -> grasp mallet to play -> play patterns with mallet

Movement: Move entire body with assistance through rocking or bouncing -> tolerate movement of body parts rhythmically -> clap hands -> continue hand clapping in a familiar song-> respond to cues to make certain number of movements

Listening: More attention to consonant pitches-> look towards the face of the singer->attend preferred music even with other sounds in the background -> anticipate the beginning of music -> listen to others making music maintaining attentive posture

[Celia Grove]

Singing- Since singing was my primary instrument in college and one I feel most comfortable with, I think singing is at the forefront of everything for me. I use it to have kiddos imitate pitches and sounds, to transition, and to build rapport and relationships. It’s interesting to me to hear when a client’s family comes back and tells me that they sang one of the songs we used in music for transitions at home, or before bedtime!
Moving- I think for this one, in addition to clapping, whole body movements, and stomping rhythmically, I think it’s important to note where kiddos are when it comes to just needing to move and not sit still during music experiences. Kiddos in the independence developmental phase are going to want to be standing and exploring the environment. I let my kiddos in this stage walk around more during sessions without the expectation of having them sit in a chair or on the floor.
Playing Instruments-For this one, I think most of my current kiddos are still in an exploration stage. They’re starting to make choices about what sounds they prefer, but still like to move from one instrument to another quickly. I use lots of stops and go as my clients explore.
Listening-This is one I don’t think I use as much on its own, but lately, since taking this course I’ve been trying to do more in this area, as well remembering about “If I’m tired of this song, I should sing it at least three more times”.

[Celia Grove]

I know that there are large Korean communities and Chinese communities near our work, and while I can’t speak to specific examples of music I have used with families I see belonging to that community,I know that I am aware of some cultural practices that overlap with music therapy practice. For instance, one of my coworker’s clients is very scared of the number 4, which is known to be unlucky. There are also a number of Spanish speaking families in the area, which we see in a collaboration with a local county government headstart program. For that program, I utilize songs that feature both spanish and english to get children accustomed to both languages.

[Celia Grove]

It’s so interesting when you work with clients that have a really good ear and really good musicality! I find it so interesting what comes innately to them.

[Celia Grove]

Ooh using a mirror with that song sounds like a great idea!

[Celia Grove]

The community I work in is suburban to a rather large city- Washington DC, meaning we have a wide variety of ethnic and cultural backgrounds. I try to use a variety of music to implement and be respectful of all cultures when making selections of music, especially while making selections on seasonal themes.

[Celia Grove]

I haven’t gotten a chance to work with kiddos that would benefit from these songs yet, but I see the Just Like Me song being something I’d use frequently, as well as the tickle song, especially on days where clients might need a little bit more music to open them up to music therapy experiences, especially on days where maybe something else is going on (they’re tired, they’re teething,etc) and they need more musical support before completing tasks that are more goal-oriented.

[Celia Grove]

When one of my clients first came into music therapy, he was very much in the independence level- even when given choices of two instruments, I would typically get a “I don’t want that” response. I eventually learned I just had to let him kind of explore and find instruments that were preferable and move from there to trying new things and expanding what we could do in music therapy.

[Celia Grove]

1) Awareness- see children react to higher pitches, innate types of movement, react more to familiar voices
2) Trust- move rhythmically but not on beat, begin to start matching pitches, begin recognizing familiar melodies
3) Independence-children in this stage might react and enjoy glissandos, clap hands, vocalize in repsonse to the music
4) Control- this is the period where children might start making preferences of music, so understanding that a response you might get is “no” to a certain song!, as well as seeing them repeat repeated words in songs, as well as learned movements
5) Responsibility- will use dynamics in their voice- (whispering, shouting), recognizes and matches more various pitches, as well as sings in major and minor.

[Celia Grove]

Yes! There is so much helpful research-based language in this part of the course!

[Celia Grove]

I definitely think personalities and voices make us unique and understanding that uniqueness makes us better! I like your comment about “I am Hally and that’s okay”- reminding myself that I am my own special music therapist with my own personality (and that my personality can be beneficial) is something I have to do pretty regularly!

[Celia Grove]

I think my personal therapeutic style focuses highly on relationships and building those relationships- between me and the kiddos in a group, as well as between those kiddos and their parents, and between the parents and myself as well.
In order to build those relationships, I’ve never been shy to be silly with my kiddo to get interaction. I currently have a client (3 years old) who loves to play the drum, but instead of playing the top of the drum, will play the side, which doesn’t make any (loud) noise! Whenever he does that, I go “huh?” in a very exaggerated tone, and he thinks it’s hilarious, and those types of interactions have increased his social interactions greatly in music therapy.

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