[Megan Goddu]

I actually learned about this course from a previous participant and who is now a Sprouting Melodies Provider. I will continue to pass on the information about Sprouting Melodies and the professional opportunities it provides for music therapists. With families and administrators, I plan to more actively advocate for music therapy and its importance to help all gain a better understanding…particularly in the school systems I am currently working with. I am also starting to talk to my family and friends about the work I do and making sure I highlight the reasons why it is helping the individuals I work with.

[Megan Goddu]

A big thank you for providing this online training. It really had a lot of useful and relevant information. I learned a lot, espeically new songs. =)
Moving on from here, since I just completed my first year as a music therapist, I am not quite ready to start my own private practice. However, I will be using the knowledge gained here in my current placements as a way to practice and gain my personal, first-hand experience to hopefully later build upon my practice.

[Megan Goddu]

I try my best to meet each child or client I am working with at their level of engagement as long as the child was being safe. I would bring the music to them while still maintaining the engagement of the others in the group. Usually the other children would try to help me engage the other child as well which was great to see. If the child was sitting in the corner, I would hold a drum out for him to play or not to play…still getting him the choice. Or if he was walking around the group in a circle…hold the drum in his path for him to decide to hit with his hand, head, arm or to walk around it.

[Megan Goddu]

I have enjoyed learning about early childhood music therapy. As a recent graduate, I have had a lot of experience through clinical hours and such in different populations; however not a lot in early childhood music therapy. It was on really addressed in my college course work. I enjoyed this opportunity to learn more about it before attempting to build my own practice with it. The online forum sounds likes a wonderful way to network as well as to have a support system.

[Megan Goddu]

I agree with all that has been said before. I just want to add that music for development has not set timeline. The music for development is supporting the whole child on that child’s own timeline. The music is adapting to best support and enhance that child’s world. Music for skill building focuses just on that…skill building. The goal of the music is to help the child learn that particular skill in a timely fashion that varies with the child.

[Megan Goddu]

I think the hardest thing about leading a mult-age group is making sure everyone is being included. While I have not ran a group like that with young children; I have run a couple of different groups with wide age and developmental ranges. The hardest one was a group of 10 from the ages of about late 20s to early 60s… it was very hard to find songs likes by all; however regardless of the song, I would always try to make sure everyone enjoyed at least one aspect of it… be it singing the song, playing a particular instrument or dancing to the song. It was always a challenge… a good challenge to make sure you are always thinking of the best way to work with the group.

[Megan Goddu]

Sproutine Melodies 3
1. Instrumental Exploration 2. Hello/Gathering: Gather ‘Round 3. Body Percussion: All of this is Me 4. Bonding Song: My Brand New Friend 5. Instrument Play: You Play a Little 6. Gross Motor Movement: Will You Come? 7. Cool Down: Music Time is Over 8. Goodbye: Thank you for the Music

Family Sprouts: 1. Instrument Exploration 2. Hello/Gathering: Hey Everybody 3. Body Percussion: All of this is Me 4. Bonding Song: Swimming Together 5. Instrument Play: Dancing in the Middle 6. Gross Motor Movement: I Can Move Around 7. Cool Down: Music is Over 8. Goodbye: Thank you for the Music

[Megan Goddu]

transformative; joyful, busy, sharing, interaction between older and younger children

[Megan Goddu]

Deliberate, intentional, personality, changes for parents, tantrum central (liked how that was described)

[Megan Goddu]

Thank you Meredith! I liked how you explained it in the video. It made me realize that some things that I wouldn’t have considered a “surprise” within a song…in reality is and if a child isn’t properly prepared for that surprise it can be frightening.

[Megan Goddu]

The correct amount of stimulation really depends upon the child, I believe and can be every different for each child or not at all. Overall, I think there needs to be a flow of stimulation going from highly stimulating to low stimulation. In a way, it is connected to the energy flow created by the varying music and actions you as the music therapist provide for the child and the class. You don’t want your energy to be so high that you are overstimulating the child and you don’t want your energy to be so low that the child is bored and not even aware they are in music. Stimulation is how the child is interacting with their environment at this developmental level. If a child starts to really become upset than it is time to figure out if it’s too much for them or not enough or something else (i.e. hungry, wet diaper, etc)

[Megan Goddu]

playful, engaging, energetic but calm, authentic, anticipated surprise

[Megan Goddu]

It’s ok if it seems like your child isn’t doing anything right now, they may just in standing there, but see how he is looking around…he is taking it all in. When he is ready, he will join in. Your child seems to be extra wiggly today, why not try turning her around so she is leaning against you? It’s ok if the instrument goes in his mouth. We are a “clean me” bin for dirty instruments. When we use our bodies, we want to help your child organize their bodies, not disorganized them. Don’t be afraid to make sure their feet land fully on the ground; that helps your child to feel grounded. If your child doesn’t want to be picked up that is okay, why not see if they want to march on the side of you or in front?

[Megan Goddu]

Preclass/Instrument Exploration: Let the families get settled to begin music.
Hello / Gathering: Hey! Hey! Come and Play! (EKS)
Body Percussion: All of this is Me (EKS)
Lap Ride: Wiggly Giggly Car
Instrument Play: Dancing in the Middle
Gross Motor Movement: March with My Baby (really enjoyed this song)
Cool Down: Just Like Me
Goodbye: Thank you for the Music

[Megan Goddu]

While I am not currently working with children of this developmental level, I do have some small maracas, rhythm sticks and a drums that doesn’t stand too tall. I would use those if I was working with this population. I like the rhythm sticks, because they are good ones for hand over hand help between parent/caregiver and child. If a child is sitting on the parent’s lap, the parent is able to help support the bottom of the rhythm stick while the child either puts their hands right on top of the parents or right above the parents’ hands on the rhythm stick. I have gotten most of the instruments I use for my music therapy work from WestMusic.com … they have reasonable prices and have some decent sales every now and again.

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