[Rachel Lighty]

I try to use all of these experiences during my sessions. Singing familiar songs and encouraging clients to sing increases the likelihood of engagement and participation in this category. The dynamics in which this occurs can either help or discourage clients to sing depending on the group, client, and situation. I have found that in some cases, loud/strong singing can increase the response from the client, whereas in other situations it can intimidate the individual who needs a more supportive and gentle approach. In some cases, especially with kids, they need a fun and goofy/surprising support to encouraging active singing.

I also always have instrument play in my groups. I allow the clients time to explore the instruments first before going into an instrument play song and then a familiar song which can combine the two elements of instrument play and singing.

I try to do movement in all of my sessions, but am not super good about doing this regularly. If the group is getting fidgety and antsy I will pull out a movement experience, but if they are doing well with the instruments and singing then sometimes I forget to include this experiences or just tie it in with the instrument play (up high, down low, to the side, etc.) This might be because I don’t feel like I have very many movement interventions that I can pull out on a moment’s notice. Having things that I can just pull out and use when needed would help me with this area.

I incorporate listening through musical surprises that are followed by directions and turn it into a game. I would like to use more silence during my sessions to allow clients and parents or staff to have a chance to process everything as it is happening. It seems like when I am working with kids or in a session that music always has to be going, but silence is also music and it is important for me to remember that and incorporate it more in the sessions.

[Rachel Lighty]

SINGING
Can discriminate pitches –> uses descending intervals in melodic contour –> Uses Glissando –> produces discrete pitches –> Increases ability to match pitch center

PLAYING INSTRUMENTS
Reaches toward instruments –> briefly plays instrument –> uses hand to strike instrument –> dynamic control (loud) during instrument play –> maintains play of instrument in a group

MOVING
Turn attention toward or away from music –> displays movement that is rhythmic, but not synchronized to the music –> Uses whole body rhythmically –> imitates learned movements to the music –> Uses music movements in sequence

LISTENING
Recognizes pitches in a triad –> detects changes in familiar melodies –> enjoys musical surprises –> choosing to sing or listen –>controls dynamics of play to match music

[Rachel Lighty]

In the community I live in, traditional music for these age groups include songs such as “Wheels on the Bus”, “Itsy Bitsy Spider”, “Old MacDonald”, and other similar songs that I am sure are traditional songs in many areas. I am originally from Iowa so the songs are traditionally folk songs or songs like I listed above. Since I live in Utah now, a different culture is very prevalent and is predominately the LDS community. Some traditional songs for this community that I use quite often are “Popcorn Popping” and “I Am a Child of God”.

[Rachel Lighty]

I loved learning and hearing these songs! Sometimes I feel like I get in a rut and seems like I am using the same songs over and over again. These songs will definitely be a great resource, a source for new material for my groups, and has given me fuel to create my own songs for the specific needs of my groups. It was nice to hear and learn how the minor songs were utilized as well because most of the songs that are geared towards this age group are minor and sound similar or have very similar qualities about them. The songs from this course add variety, while still being age and developmentally appropriate.

[Rachel Lighty]

I have seen this behavior in many sessions or just in observation, but in one session in particular, the child was fidgety and the mother was trying to have him sit on “his” spot on the circle carpet. This was causing the child to get upset and even more fidgety. I encouraged the mother to allow him to move around the room or wherever he felt he needed or wanted to be during the session, as long as he was still engaged. Once the mother allowed him some independence, his affect brightened, he was moving to the music, and appeared to be more engaged in the session then he had before. This client was in the independent stage, or working towards this stage in his development.

[Rachel Lighty]

It was very valuable for me to understand each stage of development, what things to look for in typically developing children, and things to look for that could indicate a developmental delay. It was also very useful to have some key items to address with parents if they are concerned with the development of their child and to encourage some behaviors over others.

[Rachel Lighty]

I have worked with young children for years in and out of the music therapy profession. In my previous job as a daycare teacher, I found that children responded best when I participated in the activities fully with them, bringing energy to the group that energized them and encouraged them to participate and have a fun time while doing so. I also had opportunities to talk with the parents about what happened during the day. The parents often asked questions about how they could implement what I was doing at home and I think this type of program will be great so the parents can see and experience what happens in the groups. It also allows the parents to ask questions they have in the moment so they can take what they learn back home with an even better understanding of things to look for and encourage.

[Rachel Lighty]

Hi everyone! I am a little behind on this course… I just found out about it a few days ago and had to jump on the opportunity! My name is Rachel and I am living in the Salt Lake area in Utah. Most of the work I have been doing is with school age children with developmental disabilities. I also work with adults at a developmental center. What got me interested in early childhood was working in the NICU and with the babies at Primary Children’s Hospital during my internship. I am excited to get back into working with this age group as some contracts for this population are starting up for me in the next few months. I am looking forward to adding some more repertoire and to have a framework to help me plan sessions for these groups.

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