[Penny Roberts]

Thanks to Hilary and Sabrina for bringing up safety, especially during those frenetic and movement songs. It’s easy for something to spiral out of control simply due to excitement.

Sabrina, great idea to use older kids as leaders in the group. I think it’s a much better way to layer responsibility than pairing up younger and older, as I suggested 🙂

I also agree with Rebekah that this will be super challenging and require the music therapist to be flexible and on her toes, and this is where that over-planning we were talking about earlier is essential- thinking ahead about how to provide multiple layers to the activity.

[Penny Roberts]

Rylie, I really understood what you’re looking for in how you structured your activities around one song. Outlining what you’re looking for that way really makes each stage clear- thanks so much for that structure!

Jaennelle, thank you for reminding me to share the progression with parents. So often I’m focused on the client, the room, the time, the temperature, where are the instruments, who’s crying, etc. that I neglect to explain what happened and why!

Amanda, your “child will”, “child responds” breakdown reminded me of “SWBAT- student will be able to” from my old music ed days- made it very easy to read and I appreciated that ease 🙂

[Penny Roberts]

I plan to use SM as a curriculum guide for community projects. That is, I’m not in a place to begin a private practice or begin working with young children; I’m in a position of advocating for more music therapy programs in general. I plan to apply for grants and petition for music therapy positions at local facilities and use SM as an example of evidence-based curriculum that can be implemented. I want to create music therapy positions all over my city!

Sabrina, I really appreciate your honest appraisal of where you are professionally. You’re wise already!

Rebekah, I completely agree that I see infants and young children with new eyes now. I was always interested in their development, but now I see and hear them in a completely new way!

Hilary, I like the idea of summer SM programs- what a great way to try it out and keep your regular gig!

[Penny Roberts]

I’ve assigned Beth’s book in my Music Therapy & Education class! It’s a great textbook for undergrads. I’m including examples and asking them to create their own example songs as well. I really liked how Meredith & Beth stressed that we can and should compose our own music and gave us the tools to do it.

I’m also trying to develop new field sites, and I’ve noticed a distinct lack of music therapists working with young children in my community. I plan to spread the word about SM and encourage music therapists to enroll in this training and develop SM classes!

Sabrina, thanks for reminding me about the songbook! I’ll order that as an extra resource for my classes.

I also really like the idea of creating handouts with current research, and how families can use that research in a practical way- what a great thought!

Jeannelle, what a beautiful contribution to foster families you’ll be able to make now ☺

[Penny Roberts]

Hey everyone,

Jaennelle, I couldn’t written parts of your post! I, too, am a hospice MT, but also have experience with children. I am *thrilled* there is a program that focuses on music therapy in a developmental framework and ALSO includes bonding. I really love that SM includes JOY!

I don’t think I’ll become a SM provider, but the information I’ve learned in this course is absolutely invaluable. The support the company places in the music therapy community is heartening. I’m teaching at a university and I look forward to pointing my students toward SM with confidence that this program presents this material in a professional and researched way.

Hilary, I totally agree that this raises the bar for early childhood music. I also loved what you said about this company not being money-grubbing- the enthusiasm for young children is so *obvious* in the videos- each time I sat down to engage in the material I was dreading the time commitment, and instead I ended up engaged and singing along.

I’m really happy I signed up for this course, learned SO much, and cyber met you all!

[Penny Roberts]

Like Jeannnelle, my philosophy is to let kids be as they are in my music classes. I’m here to work with you to be your best YOU- not the best neighbor kid or classroom kid or cousin. This isn’t the way I began as music therapist but it feels so much better than trying to accomplish my session plan, regardless of what actually happens. In this way, I feel I honor the child and what s/he comes in with that day/time- the flexibility that Hilary, Rebekah and Rylie also mentioned.

I always have a session plan and we’re going to do that to the best of my and your abilities, but knowing my kid well allowed me to know whether I should stick to it or not- if the child was resisting structure or maybe experiencing stress that meant I shouldn’t push. Because I’m so used to working in a one-to-one environment and knowing each child and family so well, I’m nervous that I won’t be able to meet the needs of children this young well enough when we’re in a group setting. I think taping sessions would help me to evaluate myself and learn from what happened.

[Penny Roberts]

This seems super challenging. My first inclination would be to pair older and younger children or siblings, but I’m afraid that would create an obligation in older children, and as y’all mentioned, someone may feel left out. I think parent understanding that their involvement is essential would be important. Hilary, safety would freak me out!

I really feel like the music provided by SM provides so many layers of adaptability that it will be much easier than before and I’m so SO grateful.

[Penny Roberts]

I really like how Hilary described skill building and how Laura-Maria talked about growth. Rebekah, your comment about generality is a great way for parents to understand what’s happening- that really makes sense.

I think I’d say something like, “music can support development by facilitating a skill. For example, encouraging fine motor by playing an specific instrument or sequencing by using two drums. Music for development can encourage a child along their grown, for example encouraging him/her to be more independent in playing an instrument or playing louder in a group to encourage confidence- the ability is likely already there, and music can strengthen and reinforce it.”

[Penny Roberts]

5 words for Family Sprouts

1. Joyful 2. Active 3. Purposeful 4. Independence 5. Confidence

Family Sprouts: Greeting song: “Coming and join me in the circle” using body percussion 2. Songs about Me: “I like myself and I like you” (PR) identifying body parts, with I like me gesturing to chest and on the “you”, children get to shake hands with one another or with parents…sing and sway as able. Instrument song. Mardi Gras Mambo. This cues children to choose instruments as they are able. https://www.youtube.com/watch?v=L1fBDVNn1pU Movement: Hokey Pokey, adapted. Layered with different choices available to each child.
Goodbye: “It’s time to say goodbye”, gently encouraging each child to participate as they are able. This would be a great time for older children to say goodbye to younger children, if they need more stimulation.

SM3 1. Community 2. Adaptation 3. Cooperation 4. Growth 5. Fun!

Welcome: Movement Songs: Hello, Dolly with all participant’s names. Bonding: “Swimming Together” , encourage cooperation between child and parent, encouraging connection with others in the group- parents/childrent/others in the group. Movement: Three Little Fishies- during the boop, boop, ditty watty datum CHU, freeze on the CHU!) Adapt tempi and dynamics with energy of the group. Songs about me: “Raindrops keep falling on my Head”- change “head” to different body parts. Goodbye: “Goodnight, Irene”, adapted to encourage group to gel again before they exit, especially everyone calling each other by name.

Laura-Maria, we’re ALL in love with your family band, idea! Thanks so much for sharing this!

Jeannelle, I’ve heard good things about Music Together, and your comment has encouraged me to look into it. Your video link also made m ☺

[Penny Roberts]

5 words:
Discover, Energy, Play, Explore, Fun

5 sentences: 1. All children will discover the room differently- we love to see how each child is different! 2. How wonderful that you’re giving Johnny the time and space to observe and process everything that’s going on! 3. I love the way your baby is exploring with her mouth there- using all her senses is great! 4. When marching, let’s make sure those feet are all the way on the ground! 5. Pausing for a few seconds allows your child to initiate- how cool to see her do that! Experiment with this at home!

SM 2 Session plan:
Welcome song: “Hello, Dolly” with each child’s name. Bonding: “This Little Light of Mine”, include movements and added surprises- don’t hide it under a bushel (No! with fingers wagging, everywhere I go (yes! With arms wide) Movement Song: “Jump when the Music says” adapted for SM2- this time jumping, marching, waving! Parents are moving with their children as this happens! Songs about me: I got a wiggle in my knee (arm, leg, eye, ear, etc. http://www.songsforteaching.com/colleenandunclesquaty/s/igottawiggle.mp3 ) Instrument song: “Listen, listen, do you hear my music?” by Julie Berghofer. Each child has the opportunity to play mini shakers. Cool Down: “Baby Mine” from Dumbo – moving from an upbeat tempo to a slower one, parents gently swaying children to assist with cooling down. Goodbye: “Goodnight, sweetheart”- each child’s name is put in at the start of the verse, then says goodbye to the child next to them at the end.

Laura-Maria, I really liked your sentence that told parents WHATEVER their children play, sing, move is a success. What a wonderful, positive thing to say!

Jeannelle, I also loved Skip to my Lou.

Hilary, I love how you pointed out to parents that the surprises you planned are safe as well. Nice!

[Penny Roberts]

HI friends! I experienced website issues for the first two weeks, and when I went back to complete them, didn’t see the avatar part OR the intro part. I apologize I’m just now introducing myself, especially because we’ve all been conversing for so many weeks on the forum! I’m Penny Roberts, have just finished my PhD and will be soon teaching Music Therapy at Loyola University, New Orleans. I’m enrolled here because I’ll be teaching a music therapy in education class and wanted more information about early childhood development. I worked with children with special needs for about 10 years in Los Angeles, and am really enjoying connecting those clinical experiences with the information we’re getting in this course. I also love reading your forum entries.

[Penny Roberts]

This is also an interesting question, and I really enjoy reading your thoughts. Sabrina, I appreciate what you’re saying about being a resource for appropriate referrals. I think because MT’s are trained in so many different populations and have such a wide breadth and depth of knowledge, we often notice things others may not and end up being the ones who DO say something. At the same time, our skills are so specialized, as Hilary says, that we can often do things other therapists cannot.

As for community music therapy, I feel our best service is to be a combination of those- to advocate for MUTX whenever possible, and be aware that our specialized skills cannot always serve all populations. For example, my skill set does not serve well adults with substance abuse, but my training included recognizing its efficacy in that population. Maybe the best way to be an advocate for community music therapy, then, is to lobby for an MT if I run into a politician or attend a community planning meeting. This way I can continue to advocate for music therapy in my community, encourage job growth, and be sure the best and most qualified music therapist (who is not myself) is hired.

[Penny Roberts]

I, too, have very little experience as a music therapist with children this young. I’m so grateful this has come my way, especially with all the new research emerging that says we can spot disabilities and challenges so young. The specific observation SM has given me really helps! I also appreciate how Meredith said in this week’s video that the bonding that happens in the SM1 classes is essential- this is likely on a lunch break- and this may be one of the few moments the parent has to bond with his/her child in a joyful, quiet, peaceful way. What a wonderful chance to encourage positive relationship skills for both. </p>

<p>I think many people feel the movements/reactions of infants are accidental- they really can’t control their arms, legs, heads, etc. Hilary- that must’ve been so cool to see the child reach for the drum!

[Penny Roberts]

My clinic had egg shakers- both with and without handles, cabasas, drums with and without rims/handles, ocean discs. We also had bells- SO MANY BELLS- and stand up drums- gathering, djembe, etc.

Hilary, I haven’t seen those drums before- thank you for the link!

[Penny Roberts]

This is a great question. When I first began as a music therapist, I was terrified my kids would be bored and I had to have something- everything- new each week. I can now appreciate the important of trust and safety. It’s especially challenging in a group, but I find the best way to adjust is often with instruments. Those that need security can choose the same or similar instruments can choose the familiar, and the therapist can guide more adventurous kids to new ones or instruments that have several layers to explore.

Hilary, involving parents is a great idea. I did not have the pleasure of working in a group WITH parents and I’m not sure I’d have thought of talking to them before the class- I’d probably realize too late and be frazzled in the middle. Thank you for pointing that out!

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