[Megan Calabro]

Also – I like the idea that was posted about reaching out to private OT practices!!! I’m definitely going to continue to explore opportunities such as those as well.

[Megan Calabro]

Great question! Because I’ve had several parents over the years ask me about the benefits of music in early childhood, I took the opportunity to create informational flyers to give to parents. And when I first heard about SM, I did research it a little bit, reached out to Erika, and shared that information with a few parents who had asked about early childhood music opportunities. I would absolutely continue to share that information with parents, and have also shared some blurbs about SM with the manager (who’s also a developmental nurse practitioner!) of our child development center. She was very excited about the possibility of having something that could be offered as part of the NICU follow-up clinic, and emphasized that opportunities for parent education was a big draw. I’m happy to say that I now have a better understanding of the what’s/why’s/how’s of SM, and will continue to advocate for quality early childhood music programs (this being my top choice and first recommendation) when speaking with parents and families. =)

[Megan Calabro]

Hi, everyone

This is quite a loaded question, and one that I’ve been seriously praying and thinking about for a few months now. We still do not have any update on my funding at work, so I think it would really be in my best interest to file for an LLC, and offer private practice MT services that are centered around both wellness and early childhood/parenting. I’ve also strongly been considering a second masters degree in social work to sort of “beef up” clinical opportunities. So, we shall see. In the meantime, I’ve been successful in reaching out to our child development center at work, and started facilitating some demo groups/session/interactions/whatever-you-want-to-call-them. Thus far, it’s been pretty well received! If nothing else, it’s networking and an opportunity to further explore the territory.

A couple of things I think I’ve gained most from taking this training is a better understanding and appreciation of both music in early childhood, and how providing opportunities like these can help to grow a private practice. All in all, I really enjoyed my time in this course, and am looking forward to what comes next!

[Megan Calabro]

Hi, Erika

I didn’t see your response until just now – sorry about that! There were a few different articles that I cited in my thesis. A few were written by Trainor/Trehub and included: Infant preferences for infant-directed versus non-infant-directed play songs and lullabies (1999); Distinctive messages in infant-directed play songs and lullabies (1999); and a couple of others on maternal responsiveness, infant responsiveness to maternal singing, and emotional content of infant-directed vs non-infant-directed singing. The other 2 that I would strongly recommend reading are: Infant-directed singing: A theory for clinical inteveion by Shannon de l’Etoile (MTP, 2006); and Infant-directed singing as a vehicle for regulation rehearsal in the medically fragile full term infant by Helen Shoemark (Voices, 2008). Enjoy!

[Megan Calabro]

Hi, all

I think my answer is two-fold. On one hand, I’m excited about working with an age range that I’m passionate about. I’m also passionate about working with parents of young children, simply because there’s so much wonderful, awe-inspiring stuff that is happening during that time. And as a parent who had to go back to work when my children were very young, I also know how difficult it is for the parent who desperately wants that time to simply enjoy being mom or dad. I’m all about supporting that in my clinical work, and would welcome the opportunity to support families within my community. On the other hand, and this may be a slightly more selfish take on things (so please forgive!), I honestly don’t know what the status of my funding is at my current job. I’ve been a grant funded position for the past 11 years, and we’re still waiting to hear if they either (a) received funding for the next year, or (b) were able to roll me into the operating budget. I’ve been waiting on an answer since June, and we still don’t know… I keep thinking that it’s a good sign when I clock in and my badge works… Sad, but true. I also know that I both want and need the flexibility of being able to be present more to my own two kiddos. Don’t get me wrong; I love many aspects of my clinical work. But it’s also very challenging at times to come home after an exceptionally difficult day (such as when we lose a patient), and know that I have to be 100% on my game for my own two. My son (just shy of 8) has ADHD, so not being 100% is usually never an option. And in all honesty, if I’m meant to stay at the hospital, I think it would be a saving grace to have an opportunity to work with children who are not chronically ill. But if the door on my current job closes, I need something that I know I can confidently fall back on. This has really provided me with an opportunity to say that yes, private practice can be an option. Starting my own practice has always seemed a little overwhelming, but I honestly now feel that it’s something I don’t have to be afraid of.

[Megan Calabro]

Hi, everyone

As I’ve shared in previous posts, by far the majority of my work with children in this age range has been on an individual basis. Some of the strategies I’ve used have primarily included modification – whether through adaptive instruments, modified movement patterns for children who may be wheelchair or hospital-bed-bound, modified tempo, and especially vocal modifications (timbre, tone, pace, etc). When I was doing my MA, there were multiple times when I cited this one article about infant-directed singing, and that knowledge has really become part of how I choose to practice. This is also something I’ve strongly encouraged any students I’ve had to really look at. With regards to music choices and presentation, I have always taken those cues from the child that I’m with. Early childhood groups are going to differ, and I will fully admit that this is something I will have to get used to. More over, it is something I’m going to have to be forgiving with myself about as there is going to be a learning curve. I think I would be fine with small groups, but larger groups will take some getting used to. But, I’m definitely excited to see where this can all lead. =)

[Megan Calabro]

Hi, all

With the small groups I’ve done, I have found that the most challenging part is striking s balance between what is “enough” for everyone, without overstimulating one child, or under-stimulating others. More often than not, I’m facilitating individual sessions, so groups have not been my forte. I will be starting to facilitate some demo groups at our child development center as part of our NICU follow-up clinic next week, and this is something that I’m actually a bit apprehensive about. These conversations have definitely been good food for thought, and things that I will be referring back to as I start this process.

[Megan Calabro]

I really like how each of you explained this! Similar to what Joanna said, I have also shared with parents that there are many ways that music can help support development and the reaching of milestones. I have also shared that music can be used specifically to support skill development as part of “music for development”.

Thank you for posing this question! This is definitely prompting me to take another look at the handouts I’ve created for parents regarding this topic.

[Megan Calabro]

Hi, everyone

SM 3: inviting, exciting, deliberate, connecting, joyous

Session Plan:
Hello song – Come Sit With Me; Songs About Me – Where Is the Music?; Instrument song – You Play A Little / Come On and Clap; Movement – Jumping Up and Jumping Down; Musical Story – Brown Bear, Brown Bear; Bonding Song – Horsey Carry Me; Goodbye / Thank You for the Music.

Family Sprouts: welcoming, inviting, inclusive, connectedness, joy-filled

Session Plan:
Hello song – Hello / Come Sit With Me; Songs about me – All of This Is Me; Instrument Song – I Like This Song; Movement song – My Brand New Friend / I Can Move Around; Musical story – Five Little Ducks; Bonding song – Wiggly Jiggly / Love You Always; Goodbye / Thank You For the Music.

[Megan Calabro]

Hi, Dina. I usually make something up on the fly. Thus far, my two favorite improvisations have surrounded either (a) “it’s time for the instruments to have a bath”, or (b) “it’s time for the instruments to have a nap.” Other than that, I usually sing a Goodbye/Thank You For Singing song, during which I prompt the kiddos to put the instruments away. Hope that helps a bit!!

[Megan Calabro]

Joanna – I love the idea of using a uke! I absolutely love this one lullaby song on the Tropical Lullaby cd (Elipses Arts) that’s played with a ukulele. I’ve played that song for my kiddos probably a million times, and they’ve never gotten tired of hearing it.

[Megan Calabro]

Lauren and Gina – completely agree! If the child is engaged and remains engaged, then it’s enough stimulation. And I absolutely agree that songs with lots of textures and more complex rhythm patters can be way too overstimulating! And when a baby becomes overstimulated, they make that well known either through crying or showing signs of discontentment, to completely disengaging. Some kiddos, expesially those with sensory sensitivities or ASD, may also begin engaging hardcore in some self-stimulating behaviors. One thing I really took back from my DIR training was that whatever sel stimulating behavior it was, there was something about it that was (a) meaningful for the child, and (b) that child’s way of trying to soothe or self-regulate. So, by providing enough to help engage, while balancing that with opportunities to self-regulate through co-regulation, you can really help ward off becoming overstimulated. (Hopefully that made some amount of sense???)

[Megan Calabro]

Hello, again! From my experiences, I believe that a child will absolutely let you know if it’s “too much”. That being said, though, I feel like I’m second guessing myself on making that call when I’m facilitating a group. I do primarily individual sessions at the hospital, so I’m pretty good at making that call on an individual basis. But groups, especially when kids “join forces and bang into the wall”, the way Meredith shared, is an entirely different ball game. I think it’s just going to be a matter of doing it, though.

Whenever I facilitate individual sessions, especially with children who may have sensory sensitivities, my philosophy has always been “start from the bottom and work your way up to where they’re tolerating everything; you can slowly progress from there.” For example, whenever I go into a room with an infant, I usually always start with an audible breath sound followed by a gentle hello. From there, I then introduce the music, but am constantly mindful of what the infant is telling me through their behaviors and state changes. I would imagine that for a group at this age level, I might start in a similar manner – just by taking a breath, and then progressing into a Hello Song. I think it’s important to definitely keep it interesting, but to also allow for those breaths or pauses to happen, not only for the element of “surprise”, but to also allow for the baby to naturally come back into the music. Anything that may be significantly fast paced, louder, or with more than 2-3 layers (ie voice and drum, or voice and guitar) may be too over stimulating. Sometimes, the more simple it is, the more beneficial it is. Less is more!

[Megan Calabro]

For this age group, I would probably stick more with the Chiquita’s, ocean drum, guitar, gato drum, a larger sound shape (or frame drum), and cage bells.

[Megan Calabro]

Hi, all. At the hospital, I have a variety of instruments, but am trying to “push” a bit to purchase a small black/white rain stick, and some other high contrast (color) instruments. At home, I have a full size Yamaha digital piano, a set of sound shapes, my guitar (Takamine), a small Tom drum, a set of desk bells, children’s castanets (one is a whale, and the other is a hippo), a bell stick, a small remo ocean drum, and a pair of Chiquita’s. Additionally, I have my larger djembe, a dumbeck, a larger ocean drum, and a gato drum. I’m hoping (maybes for Christmas) to purchase some scarves and maybe the early childhood rhythm set that’s available through West Music. While it looks like I have a lot, I really only have one single or pair of each, so doing groups where everyone has a maraca, for example, is pretty difficult.

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