[Meghan Hanley]

I am also looking forward to the large choices of songs! I am excited about potential session themes and plans.

[Meghan Hanley]

My key takeaway from this course was the musical development of children. Having the individual stages of musical skills written out really helped me plan interventions and songs that allow for the maximum, stage-appropriate behaviors to occur. I have used this in my mixed-age, mixed-development school group (ages 3-16!) to increase engagement and respect the stages that these children are currently at.

I am definitely going to share with my families, colleagues, and interns some of the principles behind these musical developmental stages, such as trust and responsibility. This is something that I can use to describe child behaviors as well as the intentions behind interventions.

[Meghan Hanley]

I 100% agree with the idea of creating opportunities for success! We definitely want to create rewarding experiences for children to try new things and engage in any way.

[Meghan Hanley]

I use interesting visuals and instruments to encourage participation and engagement. For example, I might use plastic buttons which make different sounds like horn honking and incorporate them into songs, like the Wheels on the Bus. I also use a visual schedule for the older children groups so they can see and get excited about what they might do together. I try to find a balance between a repeatable, predictable schedule and individual choice to allow each child opportunities to show autonomy.

[Meghan Hanley]

I am excited about using some of the types of songs in my groups, especially the songs for bonding. This is one area that I have not used too much lately. I also look forward to incorporating siblings in my groups to encourage positive interactions.

[Meghan Hanley]

I like your point about needing a balance between new, challenging tasks for older children and repetition for younger children! I’ve definitely seen this in my groups.

[Meghan Hanley]

Strong, deliberative, personality, creative, and active

Sit down with me, Music is the way, Hold on tight, The leaves go down, I’m glad you’re here today, Time to go

[Meghan Hanley]

Busy, cooperation, connections, joyful, sharing

Hey Everybody, I like this song, Row it faster, I can move around, Can you see me, Music time is over

[Meghan Hanley]

I would share that music learned based programs focus on encouraging connection with parents and teaching the basics of music, eg. rhythm, tempo, dynamics, etc. Music therapy and Sprouting Melodies also encourage parent/child bonding but also focuses on using musical experiences to reinforce the developmental stages and milestones of the young children.

[Meghan Hanley]

One challenge with multi-age groupings is keeping everyone engaged. I find that providing opportunities for older children to make decisions about movements or ways of playing instruments and encouraging them to demonstrate helps with improving engagement.

[Meghan Hanley]

My children groups love the ocean drum! I also like the suggestion of finding common items in the area to make music with.

[Meghan Hanley]

Finding just enough stimulation varies by child by day. Some children will receive enough stimulation from being held with music in the room. Others enjoy holding instruments while receiving extra movement and sensory input. If most of the children are wandering out of the circle, they may be understimulated. I have found that having multiple instrument and movement activities back-to-back is too much stimulation for my younger children. Remaining flexible and having back-up songs and activities in anticipation and response to these moments is one of the wonderful aspects of music therapy.

[Meghan Hanley]

I’m not currently leading any groups with this developmental level. But, in the past, I have used Remo sound shape circle drums which are different sizes and are very lightweight. I have also used Remo Babies Make Music Maracas.

[Meghan Hanley]

Playful, surprise, energy, free movement, exploration

It is great for children to face parents to see them as well as their peers.
It is okay for children to move in and out of the activity.
It’s ok for your child to be sitting still. They are just observing and taking it all in and observing.
It’s great to tap them on their bottom of their feet to provide extra sensory input.
When jumping, make sure their feet land firmly on the ground.

Hello, Wiggly Jiggly Car, Shake Down, March with my baby, all of this is me, Goodbye

[Meghan Hanley]

Music therapy plays an important role in providing emotional support and education to the community. We can inform parents on development stages as well as provide resources for how to bond and interact with their children. We also provide a support for doubts and concerns as we can encourage parents to enjoy the moment with their children and focus on the children’s abilities and interests.

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