[Laura Pruett]

Erika, I don’t have any kids, and I live across the country, but can I come be in your groups? You sound so welcoming, accepting, and validating, it’s beautiful. As a clinician, I know everything that you are saying, and I know how important it is to validate and model how to appropriately handle feelings. But doggone it, sometimes it goes out the window when you are managing a room full of preschoolers. I really appreciate you helping me to refocus on the positive, and also gently providing tools and tips for the caregivers.

[Laura Pruett]

I’m not sure how I missed this post before, but I am glad I am double checking all the weeks to make sure I responded to everything!

I appreciate what has been shared already. I would explain that music isn’t a fragmented part of a child’s experience, music and movement are all intertwined into a child’s development. I would go on to explain (similar to what Elana and Jen said above) that music for development is to support that whole experience. For example, music is there to support the bonding between parent and child, it is there to cue the child to leave, it is there to help the child move, it is there to help the child learn how to share, etc.

Music for skill building is exactly what it sounds like – using music to learn a specific skill, ie how to play the piano, or how to better articulate specific sounds. (Thanks for sharing that example, Erika, in how music for development is specifically different from clinical MT sessions!)

[Laura Pruett]

Jen – I appreciate your Mom perspective, as I don’t have kids and only know what it’s like to be a parent from what people tell me. It is such a good reminder to be as accepting as possible.

Erika – thank you so much for sharing that experience! That is so beautiful to read that Mom was so trusting of you that she could share something as personal as marital troubles with you. I really admire the rapport you developed with her. And the solution you 2 came up with is so creative and perfect – to rotate weeks with her kids! Did her payments change at all, since only one kids was coming at a time?

[Laura Pruett]

Erika – that is a great point! I included the energy levels to the right at Beth’s suggestion in the video. But you are so right, we have to be ready to meet the needs of the kids in each and every moment!

Jen – you are so sweet! I learned from everyone posting before me, I changed my language after reading everyone else’s comments! =) We all learn from each other. I’m so glad I came back to check this week’s responses, I loved reading your response! Your session plan is so well thought out!

[Laura Pruett]

Thanks, Erika! I did not know a parachute or scarves could be placed in a washing machine and dryer! Those are great tips, I’ll have to get a sweater bag to wash my own scarves and parachute. I am copying and pasting your cleaning tips, Erika, so I can easily find them later on. Thanks!

[Laura Pruett]

As I stated in the other post, I plan to work with another SM provider while I’m still living in Arizona. Once I move In January, I plan to make SM classes part of my own company. As Kimberly and Carolyn stated above, this training has already made me more confident and educated about how to appropriately run early childhood groups. I have already adjusted the preschool groups I am doing, and I look forward to learning more and more of these songs to help get me out of my rut. I really connected with the recorded phone call when Erika, Alison and Meredith spoke about how kids can get out of control physically when they are not stimulated cognitively. That is really making me re-examine my groups, and how to facilitate them better.

[Laura Pruett]

To answer the question, “How are you planning on sharing this information with colleagues, administrators and families?” I have a lot to think about. I’m not sure how I will go about distributing this information. I’ve been wanting to start blogging on my company’s website, that could be one way to share this information. I work fairly closely with 2 other MT’s in this area (besides Christine Heaps), I definitely plan on talking about all of this with them. I could also talk to the preschool teachers/aids about this, and the respite workers of one of my clients. Through my doula music therapy work, I have some connections with birth centers, other doulas, lactation consultants, etc. I could go back to those businesses and individuals with this information.

[Laura Pruett]

That is good to know, thank you Erika! I don’t remember reading that, or hearing that in the videos. I have an additional question about becoming a provider. Right now, I plan on working under Christine Heaps, who is already set up as a provider in the Phoenix area and offers Sprouting Melodies classes. I plan on moving out of Arizona in January, but I would like to get started with SM classes under Christine, and then become a provider and do my own thing whenever (and wherever) we move. Would that be possible – to delay becoming a provider?

[Laura Pruett]

I am looking forward to getting in my groove. The initial groups I do with any new population make me anxious, but I’m hoping this will be an easier transition as I have already done groups with preschoolers. I’m really looking forward to doing Sprouting Melody 1 classes, even though I’ve never done groups with babies. I echo what Alison said above, I look forward to seeing the relationships deepen between child and caregiver. I also look forward to deepening my connections with my community, especially with other early childhood professionals. I’m also looking forward to the business development support. I’ve been running my own business for a few years now, but it’s been stagnant lately. I need something to make it grow again, so I’m hoping this training will help!

[Laura Pruett]

I appreciate your input, everyone! Carolyn, your first comment reminded me that I used to start my Kindergarten sessions by explaining the rules to the kids. (I don’t know how well this would go over in groups with kids ages 18 months to 3 years. Saying things like, “No hitting” might give them the idea to hit.) Over time, I didn’t need to do that anymore, since they learned the rules. If anyone needed reminding during the session, I would bring it up.

One thing I learned from a social worker, who co-led groups with me, was to reinforce the positive bx of everyone else. For example, if a child stayed sitting down when I asked everyone to stand up, I would give high fives to everyone who stood up. Usually by the time everyone else has gotten a high-five, the child who was sitting down would then stand up for their high-five and would stay standing to engage.

I also use a lot of positive reinforcements, verbal praise, stern looks when needed, and giving choices.

I love all the reminders and tips for behavior management from Beth and Meredith, especially the reminder to use sign language. I don’t use ASL nearly enough with the little ones I see.

[Laura Pruett]

Erika, I have octavator caps. I have used them once, in a 1:1 session with an 11 year old, who immediately took them off as part of her exploration. She didn’t put them back on, and I could only imagine handing the boomwhackers to curious 3-5 year olds: octavator caps everywhere. But I’ll have to try them out, maybe it won’t be so bad if I just set the expectation that they stay on, or at least go back on if taken off. Thanks for the insight!

Jen – I am so intrigued by the giggle stick! But I have no idea how to clean scarves or parachute, sorry. I use mine so sparingly, I feel like the germs die out before they can be spread to anyone.

[Laura Pruett]

Use 5 words to describe the music experiences in Sprouting Melodies 3.
1. Strong
2. Emotional
3. Energetic
4. Deliberate
5. Accepting

Use 5 words to describe the music experiences in Family Sprouts.
1. Support
2. Modeling
3. Sharing
4. Connecting
5. Helping

Create a plan for songs and music experiences to use in a Sprouting Melodies 3 session and Family Sprouts sessions.

In week 6, a format was suggested to follow when setting up sessions, and in one of the following videos, it was suggested to follow the suggested format. But then week 7 and week 8 songs and suggestions were presented in a different order than the suggested format in week 6. I guess it means to be flexible with your approach?

Sprouting Melodies 3:
1. Sit Down With Me
2. Hello Everybody
3. Swimming Together
4. If You’re Happy and You Know It
5. Swimming Together
6. You Play A Little
7. I Can Move Around
8. The Leaves Go Down
9. Brand New Friend
10. My Eyes Are On My Face
11. Bright Light
12. Goodbye My Friends

Family Sprouts:
1. Hey Everybody
2. Good Morning
3. Row It Faster
4. I Like to Lick the Ice Cream
5. Can You See Me?
6. Where Is The Music?
7. I Like This Song
8. You and Me Makes… We
9. I Can Move Around
10. Pick Your Hands Up High
11. Bright Light
12. Goodbye My Friends
13. Thank You Very Much

[Laura Pruett]

I echo what has already been said in the video and in the above responses. I imagine it would be tricky to provide music that will maintain the older kids’ attention and interest while not overstimulating the younger kids. I appreciate Alison’s reminder that it IS so easy to get louder when we get faster! But keeping it quiet can maybe help the older kids attend a little better? Like you’re whispering a secret to them or something? Maybe that would be too quiet, though. I also wonder if it is challenging to find ways for the parent or caregiver to bond with more than one child in the session. From the examples given in the video, it seems like the groups can be structured to support bonding between the siblings and parents. I guess I’m curious to know if siblings get jealous of each other for their caregiver’s attention during these groups. But again, as has been pointed out, sibling fights can hopefully be avoided by having the older child model for the younger child, show off/perform during songs, help out the younger children, etc.

[Laura Pruett]

I’m still figuring this out. I have some “baby instruments” that I picked up in a pack at Target. The jingle bells are surprisingly popular. I have some remo hand held drums, a few small maracas/Chiquita shakers, egg shakers (but these aren’t ideal for this age group, as pointed out in the video). I have some boomwhackers, too, but they don’t make much sounds when on carpeted areas. And I imagine carpet is much more comfortable than wood floors! I definitely need to bulk up on instruments for ages 6months – 18months. I have other instruments that don’t seem appropriate for this age (claves, guiros, etc). I loved the very practical instrument suggestions in the videos. And Carolyn, thanks for the heads up that cage bells can get slimy on the inside! Gross!

[Laura Pruett]

It’s easier to tell when there is too much stimulation – the kids become overwhelmed, fussy, startled, they start to cry or disengage for long periods of time. To adjust, the music and energy levels need to come down, the instruments may need to be put away if they are out, and they kids may need to come back to their caregiver’s lap. There is enough stimulation when the majority of the kids are engaged and following along. If the majority of the kids are off exploring things outside of the defined session space, there probably isn’t enough stimulation to keep their attention and interest. If that happens, then it’s easy to adjust – change the song, bring the energy level up, perhaps pull out the instruments if they’re not already out. If the energy is already kind of high, then change something else. Some examples of this were mentioned above, like changing your timbre, facial expressions, volume, etc.

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