[Kelsy Gati]

I find that the families, particularly parents, need support, understanding and a feeling of community. In early childhood groups parents are often looking to use that music experience as a way to connect with their children. I think there is also great enjoyment in seeing the socialization opportunities that music groups present. The parent gets an opportunity to see their child interact with other children, the parent and their child have opportunities to connect on a deeper level with one another, parents are able to connect with other parents.

I also think there is a certain level of leading by example that is needed. There are techniques and skills that music therapist and other therapeutic disciplines are trained to use. These techniques cannot be copied by a parent but they can certainly learn new ways to interact with their child and learn new tools that help to engage their child! That is something I run into often! Parents are looking for suggestions for what they can do with their kids with music once the session has ended. That engagement and active participation, that level of connection and presence is so craved by some of the parents that I work with that they are always looking for tips to maintain those qualities.

[Kelsy Gati]

–Singing–
Awareness: will vocalize or make babbling noises in response to singing from a familiar voice;
Trust: Will match selected pitches, vocalize more purposefully, will make spontaneous melodies and experiment with their voice
Independence:Will use repeated sounds, sing descending intervals, use glissando, babble with melodic inflection, use pulse and meter
Control:Will match select pitches, sing certain intervals, will imitate words and songs, will participate in call and response
Responsibility: able to recall favorite songs, match pitches, pulse and meter.

–Moving:–
Awareness: will reach towards music, choose to look towards or away, simple rhythmic movement is instinctive
Trust: will participate in rhythmic movement, displays repetitive movements at their discretion, isolate body parts to move
Independence: will use whole body rhythmically, match intensity of movements to intensity of the music, imitate musical movement
Control: Will dance spontaneously and follow one step movement instructions
Responsibility: can do multiple movements consecutively if they follow a constant pattern (repetitive sequence)

–Playing–
Awareness:will turn towards and away instruments being played around them, may reach for an instrument
Trust: will play an instrument for short durations of time, will choose how to explore instruments
Independence: will grasp and shake instruments, will choose which instrument to play and how long to play, will strike drum with hand
Control: will choose an instrument to play, follows stop and go instructions, may copy or follow directions while using their instrument
Responsibility: can maintain a steady beat, alternate tempo

–Listening–
Awareness: recognizes and prefers familiar timbre
Trust: recognizes familiar songs, has an inward response to lullaby singing and an outward response to play singing
Independence: chooses position and where to listen in the musical environment, facially responds to the music
Control: anticipates the end of a familiar song
Responsibility: smoothly transition between activities, will focus and appreciate music made by others

[Kelsy Gati]

It is so important to consider all of these four elements when constructing a session. In my current work I see a variety of preschool classes and each class has its own needs, strengths, limitations and interests. There are certain classes that best respond to one or two of the four major elements mentioned during this weeks course content. It is important to have balance and to incorporate activities from each discipline, but when a class of kids best responds to a specific element I tend spend extra time focusing on the element that draws them in.

I LOVE movement activities and activities that allow for movement with an object. Shaker songs and movement with scarves is an activity model that I use often. I find the element of movement paired with instrument playing or the beautiful flow that a scarf adds to any movement is so exciting for the kids I work with! I also think that structured movement songs are so great to create a feeling on unity in a classroom. When the kids move together, have opportunities to lead movement or choose movement, and really look at the way their peers are moving it provides great connections and social experiences!

In reference to instruments: free playing is an amazing way to open up. I will usually do free instrument playing particularly when just beginning with a group. I feel like that helps everyone to get to know each other in music; it creates for an expressive and free environment. I also think dyad instrument playing is a great experience. I will often have kids play as teams with rhythm sticks or gathering drums for that social piece within the music.

I think singing and listening are two elements that marry together. This is something that I should incorporate more opportunities for in sessions. More time to just experience the music without one of the other two elements (movement or instruments). I will work to incorporate more of these types of experiences moving forward!

[Kelsy Gati]

I spend all day Monday in an integrated preschool setting. It is such a wonderful program to be a part of and it is amazing to see the way the students help one another and work together. There is one little girl who comes to mind who is firmly in the control stage! She picks and chooses the activities she would like to participate in with strength (while still maintaining her pleases and thank you’s). For example, if she is offered two instruments, she will pick one and say thank you, then she will leave the instrument on the floor in front of her for the whole activity. Even when given encouragement or direction, she simply chooses not to play. If she is given the opportunity to choose a song, she will always select one of her two favorite music therapy activities, both are movement activities! She loves to dance! Her defiance and ability to make choices and differentiate between what she wants to do and does not want to do in music puts her firmly in the control stage!

[Kelsy Gati]

I am in the same boat as a few others in that I travel the a wide variety of regions and see a broad range of populations. This leads to a lot of musical preferences and an opportunity to see so many types of musical interactions! It is fascinating to see the differences between early childhood groups and one to one sessions. Typically, I will conduct early childhood one to one sessions in the clients home and their main caregiver will be present. The main caregiver often has a very encouraging, nurturing voice in the sessions. Comparatively, groups often take place in a school setting. There are often aids or teachers present and their voices are often more firm. It is interesting the way that impacts the way the kids experience the music. The type of music I use in a one to one at homes versus in a group school setting is also very different because the goals and the needs are different.

I wouldn’t say there is any one genre that the community of people I work with centralizes around. I find positive message songs are welcome in most settings. For example, I have never introduced a group to “Happy” by Pharell with negative results!

[Kelsy Gati]

I totally agree about the I-IV-V progression! The majority of commonly known early childhood songs come in that progression and it is so easy to then fall into a comfort zone. It is interesting to think in this regard, the majority of songs that I have written for early childhood also have that progression! I fell into the I-IV-V slump and didn’t realize it until I began reading this conversation! There is such beauty in using a lush variety of chord combinations and progressions as it adds so much depth and texture to the session!

I love “You and Me Makes… We” I listen to the CD’s often and try and think about clinical situations and ways to best apply the different songs! It was beneficial to see the songs in action, I definitely think I will use “Hold on Tight” tomorrow!

[Kelsy Gati]

I think learning the nuances and subtle differences between these ages will impact the way I approach work at these ages. It gives me a greater understanding of what skills to be looking for and working on when in a session with children in these age ranges.
I think in early childhood music therapy I do my best to create an open, encouraging and exploratory environment. I think I will apply this knowledge of development to incorporate and strengthen skills as they are developmentally appropriate. For example, with my pre-school aged kids I will incorporate more peer leadership opportunities to capitalize on the interest in imitating peers!

[Kelsy Gati]

I found it fascinating to hear all of the details regarding childhood development and associating those details with children whom I currently work with. I work with kids who are in each age range covered in this weeks material (with the exception of 0-3 and 3-6 months). I found myself picturing specific faces and the milestones they are reaching and the milestones that are delayed.

Ann Marie– I totally agree with you about your comment regarding the differences in dynamic depending on setting and the caregivers present! I find that when working in classrooms with teachers the structure and feeling of the space is completely different from a group at a home or other facility where parents or main caregivers are present. Perhaps the expectation is different and the kids perceive those differences?

[Kelsy Gati]

I am wondering if my gravatar set up worked so I am going to post here to test it! =)

[Kelsy Gati]

Hello everyone!
My name is Kelsy Gati, I am so looking forward to working with you all over the next 10 weeks.
I am from Woodbury Connecticut and have a Bachelor’s in Music Therapy from Anna Maria College in Paxton MA. I currently work for Connecticut Music Therapy Services LLC. Our practice serves a wide variety of clientele ranging from early childhood to adolescents to geriatric music therapy services. We also provide learning enrichment opportunities through music including adaptive instrument lessons. Prior to my work at CTMTS I spent a year at a nursing home as the Music Therapist for their Memory Unit but found myself craving more variety. I transitioned to CTMTS in March of last year and the broad scope of clients has given me the opportunity to learn and grow as a clinician and has given me insight about what populations I am most interested in working with, one of those being early childhood! I am looking forward to gaining and applying the information this course will offer!

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