[Lauren Klimek]

For some reason my post never went through so here goes again. I plan to bring a fresh, fun, effective, informative and always expanding and knowledgeable approach to my early childhood music therapy based programs. The information I learn form this training will be the foundation of the work I do and will help me to better serve my clients and their families. I will be able to effectively identify problems and needs based off of each developmental stage and appropriately change the music and format I use to address those needs. This information will support my work as I can provide the parents and caregivers with songs and tools that they can take home to promote their child’s growth and well-being while connecting with their child on a much more emotional level. This training will also help me in promoting early childhood music programs to facilities that don’t have anything in place or who have programs that are in need of a music therapy based approach.

[Lauren Klimek]

Music Therapy has a very important and effective role in community based programs that go well beyond just services for children. We, as music therapists, have the training and clinical expertise to offer a unique and invaluable service to the community where there may be established or under developed programs already in place. As music therapists, I think we can all recall a time where we needed to be flexible, adaptable, and capable of thinking ‘outside the box’ when it came to advocating for our services or simply justifying to our employer or contract that our services are important and just as necessary as the rest. With that being said, music therapy and music therapists have many opportunities to provide services in the community without it solely being defined ‘as therapy.’ Here are a few ideas that I have for community based programs- senior group for memory enhancement and socialization, drum circle for stress relief, senior glee club, community children’s choir, social group and meet ups for the ID and mentally ill population (there are no programs for this population in my area), adult education groups at the local high school focusing on stress relief and music meditation, just to name a few. There are so many ways to promote health and wellness through music and the arts and we are capable of promoting and providing each and every one of them!

[Lauren Klimek]

I have never run groups of my own with children at this age but as a mother of an almost 6 month old I can imagine what it would be like. My daughter is very curious and alert as to every little thing she hears or sees. She like to grab EVERYTHING and put it in her mouth. She also pulls on and plays with her toys. She babbles all day long and vocalizes on vowel sounds and some consonants and loves to blow bubbles and make raspberry sounds. Every movement and touch has an intention behind it whether it be to feel, taste, hear, explore and communicate. She loves her play mat, bouncer and swing and also loves looking out of the window and watching the outside world. She repeats the same activities numerous times a day and each time it is always exciting and fun for her. I imagine the SM1 groups running in about the same themes of routine, new discovery, predictability, fun, exploration, excitement and calm.

[Lauren Klimek]

If I had to use 5 words to describe SM1, they would be- inviting, warm, soothing, playful, and sensitive. Five sentences that could be used when talking to SM1 parents are, “He really responds well to you when you get just a little bit closer,” “Look at how she looks at you when you sing along or when you sing louder/softer,” “She looks like she’s ready to move, you can put her down so she can explore the instruments,it’s okay,” “Did you hear how he babbled when you were singing the hello song? He’s singing with you!” “It’s okay if your child cries, sometimes you need to let it out!” I think the last sentence is so important because often parents feel embarrassed or worried that their child is disturbing the group and we need to let them know and understand that it’s okay. If I were to plan a SM1 session, I would also start with instrument exploration but may also put out some age appropriate toys and books for the children and their care giver to explore, I would also try to go around to each child and interact with them briefly so as to re-introduce myself. After the exploration time, we would do a group clean-up with song and then go right into the hello/gathering song. After the hello, I would incorporate a bonding song into instrument play into a movement song, followed by a clean up and then go into another bonding song, songs about me and then into the cool down followed by a goodbye song. I think it’s good to have a plan for the session but also to remain flexible as sometimes that plan can go out the window depending on the children. Keeping a clear structure and format that is predictable is important too because children need that, especially at a very young age.

[Lauren Klimek]

Music therapists bring a different approach to music than other professionals. Our approach is supported by extensive education,research and training in specifically working in early childhood and special education music therapy. We know what to look and listen for on a developmental level, whereas other music professionals may not be so keen to identify. Music therapy groups differ from music classes as it has intentions that go beyond just creating a playful and fun environment. Music therapy groups support a child’s development but also support and encourage the parent child interaction which helps the parent connect to their child on a much more emotional level. Can a child enjoy and learn from a typical music group? Yes, but music therapy is different as there is a relationship involved with the therapist and with that relationship comes trust and with trust comes the ability for real growth and sometimes (or hopefully) change, to happen.

[Lauren Klimek]

Dina, that’s a good idea to do outreach to the parents on days and times that are more flexible for them. I too have thought about offering an information workshop at the local library in the evening to explain what music therapy is and how it can be used to help their child’s development and growth, while giving them the tools they need to interact with their children at home.

[Lauren Klimek]

There is a lot of need for music therapy in my area as I am one of few music therapists practicing on Long Island and the only one I know of in my area working with children. Our local libraries offer some music programs but it’s generally ran by a librarian or outside music teacher. There is a lot of music together classes on Long Island and a few classes I saw in my surrounding area but nothing as unique and effective as music therapy. I have started to network with a few community social media sites and my daughter’s pediatrician had actually asked me to provide her with brochures and business cards as she said she has many patients and families who are dealing with a new diagnosis of ASD. I have plans to offer my services to the local libraries and even at a local play space where I know they already have music but don’t have music therapy. I’ve also targeted some sensory gyms and am in the process of providing a demo group as I met with the owners who are occupational therapists and it’s nice because they understand the value and effectiveness of our work. Although I see numerous music groups, like mommy and me and music together, I have yet to see any other music therapists offering services and that right there tells me there is a need for it 🙂

[Lauren Klimek]

Singing

Awareness- identifying the musical source, ex) by making eye contact
Trust- sings along with others
Independence- spontaneous vocalization
Control- engages in call and response
Responsibility- can follow song structure with dynamics

Listening

Awareness- identifying the musical source, ex) eye contact
Trust- remains in proximity to the musical source
Independence- self expression in music
Control-follows musical cues
Responsibility- able to transition from one music activity to the next

Playing Instruments

Awareness- how does their music fit in to the musical structure
Trust- group music play
Independence- solo music play (strumming guitar, playing drum)
Control-improvising
Responsibility- fitting their music into the musical structure

Moving

Awareness- ability to move
Trust- anticipated movement/prompted movement
Independence- spontaneous movement to rhythm
Control- ability to follow musical direction
Responsibility- can listen throughout music and movement activity/impulse control

This was harder to do than I thought! Some of it may be a little advanced for the developing child.

[Lauren Klimek]

I use all four music experiences in my practice with children. In Listening, I use familiar songs with the children and also introduce new variations or elements to the songs when appropriate. I change my vocal timbre and inflections to engage the children and to keep them intrigued as to “what comes next” and/or aware that change is coming and to wait for it or anticipate it. In turn, they are more aware of the music and musical elements around them and are able to be active participants in the music experience. In singing, I again use familiar songs and use my voice with intention to encourage and invite the child to sing along. Repetition is used a lot, as well as call and response where appropriate. Mirroring the child’s inflections and being consistent with melody and pitch is also important in order for a child to feel comfortable in vocalizing and imitating tones, words and lyrics. In instrument playing, along with using my voice, I engage the child by offering opportunities for exploration with various percussion and melodic instruments such as drums, shakers, and bells. I also allow for an opportunity for the child to explore the guitar if they choose. Again, a musical routine facilitates this interaction and the children are able to follow along and remain on task while also adding their own musical expressions within the musical framework of the song or activity. Lastly, in moving, I use various music and movement songs that use musical instructions but also leave space for the child to explore their own authentic movements to the music we create. Movement is encouraged throughout the sessions as it goes hand in hand with music listening, playing and singing. If a child is moving rhythmically to the music then that reflects what they are experiencing in music. They are able to express themselves through their spontaneous organized movements and they are able to imitate musical movements and a musical routine as prompted by the therapist. Every song and musical activity I do within my groups promotes the child’s exploration and curiosity while providing a safe and familiar environment for them to develop, express, relate and grow.

[Lauren Klimek]

I guess I’ll talk about our night-time routine with my 5 month old. We started reading her goodnight moon when she was 2 months old as it is “sing song” in nature and then I follow it up with nursing her to sleep while singing, “you are my sunshine,” “i’ve a dear little dolly,” and “rock a bye baby.” If she hasn’t settled by then I may also sing, “you can close your eyes” or “harvest moon.” I always slow down the rhythms of the songs to match a lullaby rhythm. The song, “I’ve a dear little dolly” was a song my grandmother used to sing to me when I was a little girl and she passed away last year before she had a chance to meet my daughter so it’s important for me to teach my daughter all of the songs she sang and taught me when I was growing up. “Harvest Moon” is our wedding song so the meaning behind it is apparent. I use “you can close your eyes” for it’s literal statement! ha ha, but it’s another beautiful song. You are my sunshine and rock a bye baby are your typical children’s songs that we all grew up with and are simple and repetitive in melody for a child to pick up on and remember. Music is important and meaningful to my husband and I and our daughter was actually named after one of our favorite songs, “Caroline” by the Old Crow Medicine Show. It’s interesting to watch my daughter when she hears music that we listened to while I was pregnant because sometimes it is the only music that will soothe her! I also just notice myself always singing to her, even if it’s, “you have stinky diaper, stinky stinky, pooh! ha ha (to the melody of itsy bitsy spider)

[Lauren Klimek]

I’m lucky enough to have already learned some of these songs from my fieldwork training with Beth and the songs are so engaging and fun. I’ve used “all of this is me” while standing the children in front of a mirror so they can be fully aware of themselves while going through the movements of touching each part of their body that is sung in the song. For a child who is learning who “me” is this song is great as it points out some of the parts that make up a person. Each time I sing the song with the children, I build anticipation by telling them to “get your hand ready (raising my hand above my head),” holding a long pause and then increasing tempo slightly each time until we are going at a fast speed. This keeps them engaged while working on their listening, attention, cognitive and motor skills. By the end of the song after we went really fast, the children are laughing as they may have missed some of the motions and that’s okay because sometimes it’s okay to be silly in music and they are relating that silly experience to one another. Plus, I think it’s important to be silly when it fits in the music and the moment as it’s an invaluable lesson to “not take ourselves too seriously,” something that kids nowadays don’t often have the chance to experience between education, extracurricular activities and sometimes parents who put expectations on their child and forget to live in the moment. These songs are just as much about experience and enjoyment as they are about learning and development.

Another song I use in my groups and with my own child is the “wiggly jiggly car.” For my group, the children LOVE this song and it gets them to engage and of course bond with their caregiver. I also take turns with the children in riding in “Lauren’s car.” The anticipation and resolve of this song is satisfying and educational. For my 5 month old, I use it when I’m getting her in her care seat as a transitional song as she sometimes fusses and squirms and as we call it in my house, “banana backs” as she doesn’t always like getting buckled in the car seat. With this song, I find it much easier to get her in the car seat and before she knows it, she’s buckled in and we’re in the car ready to go (and she’s hopefully off to sleep as we drive!).

[Lauren Klimek]

In my practice, I have seen children in all developmental stages of music but one particular moment would have to be when one child with severe autism was in the level of control. This young girl was able to imitate rhythm and musical movements within the song structure and although she is non-verbal she was able to fill in call and response with matched pitch to the melody. She continues to be able to follow musical cues and structure but also creates her own syncopated rhythms within the musical framework making a conscious decision to do so. She has a favorite song where she visibly becomes excited and vocalizes before it begins, she then is able to follow all of the musical movements while using a colorful scarf. As I’m typing this and reflecting, it also seems as if she is moving toward the responsibility stage as well. She is doing so well and thoroughly enjoys herself and the music!

[Lauren Klimek]

My most valuable takeaway from this week’s content would have to be learning about childhood development and how it shapes what musical content and activities I would bring into my groups. It made me think about songs that I have used in the past and had me thinking about how to make them more effective per each age group/parent I work with. I also found it valuable to know how to identify what is “appropriate” and perhaps “red flag” interaction or behavior by a child because sometimes some children just develop at a slower rate than others and sometimes there is a developmental issue that needs to be further examined (i.e. child calling a blue maraca a truck or child calling a blue maraca, red) . I also liked how it was discussed how to talk to a parent when they are concerned or worried about their own child’s growth and development.

[Lauren Klimek]

Yay!

[Lauren Klimek]

I created the account with a picture. Hope it worked!

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