[Lauren Caso]

I think it is important to offer to provide a free in-service about the program details to potential clients, facilities and administrators, as well provide applicable brochures and literature. Also, maybe offer free or discounted attendance for the first session. The more exposure, the better! Attending local conferences, and setting up a table or giving a presentation, can also help get the word out to colleagues and industry peers. Because our field is heavily based on research, it is important to be able to site applicable studies. However, since live music is a very visceral and experiential activity, a live demonstration or video footage can leave an impactful imprint!

[Lauren Caso]

Having run Music and Movement groups for 0-3 yrs old in Boston, and having taught general music in public Elementary schools, it would be exciting to run a Sprouting Melodies group. Since it is an open source model, it would be easy for me to use songs and activities from my own repertoire, and incorporate them into the existing sprouting melodies framework. Also, being exposed to new songs from Beth’s CD has been invaluable. She has a huge repertoire of songs having to do with everything a little one will go through! So there’s something for everyone; More tricks to add to a Music Therapist’s toolbag, and more opportunities to provide developmentally appropriate activities to the children and families we serve! 🙂

[Lauren Caso]

I would say examples of music for development would be: use of fine and gross motor songs to facilitate appropriate movement such as clapping, jumping, swimming, etc. Using motor-based songs can also help increase ability to identify body parts, mirror movements, and practice self control with scarfs, body or when playing instruments. Such musical interventions can aid in development through music.

Examples of music for skill building would consist of: increasing communication through use of Hello and Goodbye songs, increasing socialization and communication by passing the drum or greeting peers appropriately (with hand shakes, verbalizing hello, signing, etc), and using language or body to make choices when prompted, practicing self-control while turn taking in music, following directions in music, building cognitive and literacy skills by use of books, encouraging self-expression and creativity through dance and singing, and perhaps demonstrating leadership, sharing or more advanced skills through prompts within the music.

I feel it is always important to explain to parents how sometimes we are looking at the process within certain activities, as well as the goals we are presenting within each activity. Sometimes I like to say we are using music as ‘medicine’ almost, or rather that the goal is often nonmusical, but disguised within the music. 😉

[Lauren Caso]

Five words to describe Sprouting Melodies 3: deliberate, creative, active, interaction, exploration.

Outline of session: Gather ’round, Sit down with me, Swimming together, I can move around and make music, Brand-new friend, Hand hand finger thumb book or ‘Frog Hum’ song, It’s time to say goodbye (with scarves).

Five words to describe Family Sprouts: sharing, cooperation, transformative, awareness, varying.

Outline of session: Good morning to you or Hello everybody, Come and join me in the circle (with knee pats), hold on tight, I like this song, All of this is me, From head to toe book (tracking words with finger), Bye-bye music time is over.

[Lauren Caso]

I think the most challenging aspect of an all-inclusive group would be having various age and ability levels within the same group, especially if there are children with special needs or handicaps attending the same session. It is important to have some adaptive gear for those having physical handicaps; such as a Velcro attachment for a mallet, or a big switch to record “hello” or the child’s name, etc. I think it is important to present modifications to the adults to help engage the children appropriately in each activity. Speaking briefly and concisely, as not to lose momentum or stop the music too often, is also important, presenting a unique challenge!
I think presenting some activities geared towards each level appropriately is challenging but integral. Perhaps using rhetorical questions to the older kids such as “should we do it like ‘this’ now for our smaller friends”? Perhaps ask the older kids to be helpers or leaders during that particular activity. Or maybe ask if they remember when they were little and moved a certain way, and then showcase their level on the next “version” of the activity.
The bottom line is also that every adult is paying for services for their child, and it is thus important for us to provide the appropriate service for everyone in the group, or recommend an appropriate subgroup for the child to participate in to maximize their experience.

[Lauren Caso]

I think the most challenging aspect of an all-inclusive group would be having various age and ability levels within the same group, especially if there are children with special needs or handicaps attending the same session. It is important to have some adaptive gear for those having physical handicaps; such as a Velcro attachment for a mallet, or a big switch to record “hello” or the child’s name, etc. I think it is important to present modifications to the adults to help engage the children appropriately in each activity. Speaking briefly and concisely, as not to lose momentum or stop the music too often, is also important, presenting a unique challenge!
I think presenting some activities geared towards each level appropriately is challenging but integral. Perhaps using rhetorical questions to the older kids such as “should we do it like ‘this’ now for our smaller friends”? Perhaps ask the older kids to be helpers or leaders during that particular activity. Or maybe ask if they remember when they were little and moved a certain way, and then showcase their level on the next “version” of the activity.
The bottom line is also that every adult is paying for services for their child, and it is thus important for us to provide the appropriate service for everyone in the group, or recommend an appropriate subgroup for the child to participate in to maximize their experience.

[Lauren Caso]

I would have to say the most valuable take away for me is the breakdown of what to expect within certain age groups or developmental levels. Learning about “red flags”, and how to present them to a parent or caregiver appropriately in conversation, is generally a new concept for me. I do, however, see the benefit of starting those conversations with caregivers, because we share the common goal of providing the best service possible for each and every child! I also must echo the emphasis of using “trading” instead of “sharing”, and was surprised to learn biting is more of a sensory experience for a baby, and does not necessarily have malicious intent. All good tidbits to know! The information presented here will only help us become better therapists and communicators with the adults involved. 🙂

[Lauren Caso]

I love the group dynamic of an early childhood class! It is incredible to watch the little ones grow and interact with each other, as well the adults and therapist. My sister is due with her first baby in August, so I am very excited to try to look for certain developmentally appropriate responses in music with him 🙂 Although I do not yet have children of my own, I have worked with many different children and families, both in the USA and while working in Ghana, West Africa. Maybe when I have my own children, I’ll be even better prepared!

[Lauren Caso]

I use positive reinforcement whenever possible! If I need to redirect a child, I may try to use peer modeling, and give praise for good behavior when demonstrated. In schools, I often use stickers as a reward for good behavior, or extraordinary participation. It’s amazing what kids will do for a sticker, so I sometimes raise the bar for getting one where applicable! I always try to be sure that each child earns a sticker before the end of the class.
Therapist modeling and adult participation is also key in setting up a safe environment for play and growth, and defining parameters for appropriate behavior in music. For older, higher functioning children, I use a “three strike” rule for behavior. It’s rare that a child needs to sit out or leave the group for “x” minutes, but it has happened on occasion. Some kids need a time out, and it works for them and calms them down if they are becoming too excitable, and potentially harmful to themselves or others. If parents or caregivers have a reward system already in place, I will use that system uniquely for that child. I also adapt activities so that each child may be successful in their own unique way, whenever possible. I find a safe environment presents more opportunities for children to be successful in music.

[Lauren Caso]

I think it is important to not only be able to match the children’s energy in the room, but also be aware of how your own energy level can affect the children in the group. Sometimes if you are feeling tired, you may find your self keeping the energy calmer throughout the group. If you are feeling rundown, you may have to dig down deep, and really jump up-and-down with the children to engage them at times. I find that this will actually boost my energy again! There is definitely something to be said for creating appropriate energy in the space, and foster a real feeling of connection within the group. But you definitely need to practice playing your songs while singing and jumping up and down…. You may even need to supplement this with some cardiovascular training on your off days 😉

[Lauren Caso]

I also use many of the Remo and LP products: maracas, fruit and vegetable shakers, jingle bells that you can Velcro to hands, wrists and ankles, Lynn Kleiner baby Drums, etc. Larger frame drums or even the buffalo drum can offer the child a visceral feeling from the vibrations, produced by use of gross motor movement with hands or feet on the drum. I also use other props such as scarves, stuffed animals and other visual aides/props.

[Lauren Caso]

Five words to describe Sprouting Melodies 2:
Discovery, engaging, absorbing, active, awareness

Five sentences: 1.) (Emphasize to the adults to) Try to synchronize their rhythm and movements with the child. Most likely, the movements or rhythm will be faster! 2.) Freedom of exploration with movement outside the group or towards others is okay, and in fact is encouraged! 3.) Isn’t that great that your child is singing the songs at home or in the car? They may practice for some time until they are comfortable bringing it into the room. This may take longer for some children, and is a natural function of how the brain processes the information being presented, and a response to that information. It is typical and natural for children to appear still on the outside, while a neurological response may be happening on the inside. 4.) You are providing a safe and secure base for your child. This will help the child move from trust to independence. Children need to be able to get up and explore, and come back to you. It’s okay, and a natural part of their development. 5.) “Songs about me” may help a child form their sense of self. This also gives the caregiver an opportunity to see their child as separate from themselves. The cild is not necessarily rejecting you, but rather developing their own sense of identity. This can encourage independence, and allows the child to move forward in their developmental stage.

Session sample set list:
Gathering drums and shakers upon entering
Hello everybody
Hey, hey come and play
Can you see, see, see?
Wiggley jiggly car
March with my baby
The Wind Song with scarves as a cool down
Goodbye song
Thank you song with shaking hands

[Lauren Caso]

Everyone’s comments are just wonderful here! If I were to try to add something else, I would emphasize how empathetic we are as music therapists, to the children and adults in our community. We also care about the quality of the music in a session/class, and the educational moments we can pass on to caregivers. I love the emphasis on creating a welcoming space; whether it be a physical nest, a vocal timbre, a musical warmth from a nylon string guitar or lap harp. We strive, as therapist, to create a welcoming and safe feeling environment for all. Because of our extensive clinical backgrounds and resources available for independent study/research, we are also able to inform parents about milestones and phases baby may be going through, such as the startling/reflex phase, etc. Offering support or further resources is something we as Music Therapists can offer, which is unique and valuable to our community!

[Lauren Caso]

While in my Music Therapy internship and for a while after, I ran music and movement groups for children 0-3 yrs at the Children’s Museum. It was really great to see the same babies and young children 1-2 times per week, and actually see them progress and grow over time. Getting to know the children and Nannys/parents by first name really made me feel part of a community there. I was very fond of that program, and learned a lot from those kids; especially about what works best among that age/developmental stage!
Also, my only sister is due with her first baby in August, and I’m really looking forward to making music from the birth on: I’m hoping to help my future little nephew grow successfully in music 🙂 I’m so happy to be learning so much about babies in SM!

[Lauren Caso]

I am also wondering what the lengths of each session are per SM group?

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