[MacKenzie Lyons]

Singing: (A) A child will turn their facial attention toward the source of the singing → (T) A child will make purposeful pitched vocalizations in response to singing → (I) A child will babble using melodic intonation → (C) A child will sing two words in phrases using pitched intervals → (R) A child will sing familiar songs using melodic contour.

Playing: (A) A child will turn their eye gaze toward the source of the sound → (T) A child will reach out to touch the instrument → (I) A child will explore an instrument with their hands, feet, or mouth → (C) A child will use a familiar instrument functionally → (R) A child will alternate beating tempo from fast to slow and slow to fast.

Moving: (A) A child will calm to rhythmic rocking → (T) A child will move their entire body rhythmically in response to music → (I) A child will clap their hands → (C) A child will stop movement when music stops → (R) A child will imitate movements of others.

Listening: (A) A child will tolerate live music in the environment → (T) A child will adjust vocalizations to indicate happiness or displeasure → (I) A child will attend to favored music despite extraneous sounds → (C) A child will tolerate playing instruments along with peers and others → (R) A child will follow a session routine.

[MacKenzie Lyons]

The information that was covered this week really helped solidify why singing, playing, moving, and listening are all vitally important when it comes to working with children. I definitely try to be aware of what types of experiences I am providing for my groups/individuals, but I think that it’s easy for me to overlook the why. Hearing and seeing how the developmental sequences were structured and how each new skill builds upon each other, helped me better understand why I do what I do. I know that each type of experience is beneficial for development, but being able to see how a child’s response changes based on where they fall in their stage of development is really amazing. Previously, I used singing, playing, moving, and listening experiences to provide variety in a music therapy setting. I was aware of the benefits of each type of experience so I thought that just implementing them was enough. I feel much more confident now that I know what I am looking for when implementing these experiences in sessions. Moving forward, I anticipate that I will be much more aware and intentional about how and when I am implementing these experiences.

[MacKenzie Lyons]

I work with a wide variety of clients in different settings. In many of the schools and group homes that I work in, my clients are bilingual in Spanish and English. As a result of this, many of my clients prefer Latin American music. I am personally not well versed in this genre of music, so I take it as an opportunity for my clients to teach me something new! I often ask my clients to share any songs or artists that they like with me so that I can learn about the type of music that they like. In these moments I feel that it’s okay for me to tell them that I don’t know the song/artist. I do this because it gives my clients the opportunity to be the expert and teach me something new.

[MacKenzie Lyons]

There have been several moments when I have observed a child in one of these developmental levels. In one of the younger sprouting melodies classes that I am working with I often see children put the handle of a maraca in their mouth. Most recently I have also observed children discover the underside of a frame drum. They often make this discovery because they are exploring the drum with their hand and realize that the opposite side is different. This is an example of a child being in the trust development stage, during this stage, children begin to explore instruments with their hands and mouth.

[MacKenzie Lyons]

I just started co-leading sprouting melodies groups, so I was very excited to be able to use “The Tickle Song.” I had been facilitating a lap ride, but when I heard Meredith mention that the tickle song could be a great addition at the end I immediately wanted to try it! There was a wide variety of reactions from children as the tickle song was sung. Some kids were seen playfully running away from their parents, others just stood there and smiled, but many of the children were heard shrieking with laughter. It was really great being able to see parents connect with their children in that moment whether they were sitting in their lap or running around the room. I haven’t had the chance yet to use the other two songs but I am just waiting for the opportunity!

[MacKenzie Lyons]

Awareness:
1. A child may turn their head toward the source of the music
2. A child may vocalize in response to singing
3. A child will alter their movement in response to the music stopping silence.
Trust
1. A child may make purposeful, pitched vocalizations in response to singing
2. A child will show pleasure when hearing a familiar song
3. A child will move their body parts to the internal rhythmic beat
Independence
1. A child will use a vocal glissando
2. A child will reach for/retrieve a musical instrument
3. A child will clap their hands
Control
1. A child will match specific pitches
2. A child will play with a variety of dynamic levels
3. A child will run in response to faster music
Responsibility
1. A child will sing familiar songs using melodic contour
2. A child will alternate hands when playing shaking instruments
3. A child will sing and move at the same time

[MacKenzie Lyons]

Hi everyone!

I have loved reading everyone’s responses to this prompt and I agree with what everyone has had to say so far! After reviewing this week’s materials, it has emphasized the importance of discussing how each individual develops at their own pace. To echo what Camryn stated, I feel like many parents get frustrated from hearing “you baby should be doing this,” especially when their child may be developing at their own pace. As I move throughout the rest of my internship and the rest of my career, I want to emphasize that each child is on their own individual path through development. By doing this, I hope to provide parents with some peace of mind as well as knowledge about what they can expect as their child continues to develop.

[MacKenzie Lyons]

My most valuable takeaway from this week’s material was the reminder that development is always happening in the early stages of life even if you don’t see it right away. It’s easy to feel like nothing you are trying is working because you are not seeing the impacts right away. However, everything that young children take in contributes to their development and it is likely that you will not see the impacts until a few weeks or months down the line. This is also something that is important to reiterate to parents because they may also be feeling the same way about their child. Everyone develops along their own path and it may take some time for them to see it.

[MacKenzie Lyons]

Hi Everyone! My name is MacKenzie Lyons and I am from Concord, NH. I graduated from Nazareth University in Rochester, NY earlier this year with my undergraduate degree in music therapy with a minor in psychology. I am currently completing my music therapy internship at Roman Music Therapy Services in Wakefield, MA. Throughout my undergraduate program and my internship, I have had the opportunity to work with a wide variety of clients and settings. I have loved my experiences so far working with early childhood groups and I hope to continue similar work in my future career.

I have been a part of the Sprouting Melodies Program at Roman Music Therapy Services since I started my internship back in July and I can’t wait to continue to learn more about it! By taking this course I hope to learn how to involve parents in musical experiences as well as promote a sense of community and belonging for parents and their children.

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