[Rebekah Martin]

From here on out I believe I will view early childhood music therapy a little different from before, in a good way. I am excited to turn this knowledge into action and better my experiences and sessions to be the most effective yet. I hope to be able to find out more information regarding the logistics on the business side to see if becoming a Sprouting Melodies provider is something I can start to do now, or will have to do sometime in the future. Hilary, I agree that it is scary to delve into something new especially if it comes with changes in income, etc. Regardless, the wealth of information I have received and growth I have seen in myself, similar to what Rylie was saying above, has been so encouraging and I look forward to, someday, being able to provide Sprouting Melodies services.

[Rebekah Martin]

I agree with Hilary, in that already I am creating little handouts to bring to my classes for parents to take home. In those handouts, being sure to include musical activities that are relevant at each developmental stage that they can incorporate into their daily lives. This is all so much easier now having Beth’s book on hand as a resource. I feel that during my internship this knowledge would have helped answer a lot of questions I had and guide me when working with young children. I have already set up a time next month to present some of the most relevant information in a mini in-service for my fellow Music Therapists and Interns at the hospital. And Riley, I also agree with you, now that we have learned all of this valuable information it is pivotal that we share this information with our families simply in conversations and pointing out the reaching of developmental milestones as well as when we see that milestones are not being met.

[Rebekah Martin]

Hilary–thanks for posting the links to the videos, that’s helpful! And I love how you use familiar music, like Somewhere Over the Rainbow.

Jeannelle–I respect how you’re incorporating such a rich variety of musical material, ranging from Daniel Tiger all the way through Tschaikosvky!

[Rebekah Martin]

Hilary- That’s a great question! Like you hinted at, a lot of these children are immunocompromised. The need for socialization is so key yet could be potentially harmful to their health. If appropriate, though, like you said, I think I would include them in my other groups. I think there would be a benefit to not secluding them to their own group! Great question–one I would need to think more about myself.

Rylie–I agree that even with older children with neurodevelopmental disorders, parental involvement allows the parent to see their child being successful at something and enjoying something which can really change their relationship and interactions positively.

[Rebekah Martin]

Hilary- that’s a great point. Self-discovery and exploration is not only for the children but also the adults as they are taking on this new role as parent.

Sabrina- you’re completely right. The flexibility within still an organized structure is something that requires a lot of work because we are responding to our clients rather than just “performing.” I agree this is one of our biggest assets as music therapists.

[Rebekah Martin]

For my groups to be successful I like to have session plans (whether that be written out or just ideas in my head) that offer different paths to take. So in each group I have my basic arc of the session but there are alternatives for groups that might be responding in different ways altogether.

Additionally, I like to over-plan. There are days when all the families arrive right on time and halfway through my first experience the children are signaling that they are just not wanting to play with shakers and want to move right on to drum play etc. In these instances, I have to be over-prepared to be able to bring new experiences/additional old experiences back into my session so that I am providing therapy the whole time.

Both of these strategies rely on flexibility–like Hilary stated above. This helps to make sure that you and your group is getting the best group experience possible each time.

Similarly to Jeannelle as well, coming from a very clinical background it can be very hard to allow the music to be music and to allow each child to engage in their own way, whatever that may be. This has been something I’ve been growing in and it allows the class to truly be a place of joy, togetherness, and individual growth, for each child & family due to the pressure that can be alleviated when one simply lets the music create that environment for growth and exploration.

[Rebekah Martin]

Hilary–you’re right in that this challenges/pushes the standard for early childhood music.

Jeannelle–I agree that the community/network of other provides is a valuable resource that will make the transition to SM Provider, whenever that may be, much easier and more exciting!

[Rebekah Martin]

Speaking as someone who is still a young professional, I’m looking forward to being able to expand the opportunities available for myself to use music therapy as my main source of income. It’s extremely difficult to find music therapy jobs that are full-time or don’t involve the slow growth that can come from contract-based employment. This provides an opportunity to provide services and create some income from a target market that is present in every community.

Moving away from the business side, I’m also looking forward to offering a music therapy based program in a community where right now the music programs are more like sing-a-longs or focused on learning solely musical concepts/skills. What Sprouting Melodies offers is priceless in the sense that we provide the opportunities for growth in so many areas while at the same time develop relationships between families all through musical enrichment.

[Rebekah Martin]

I agree with the ladies above, how Hilary stated, “music for skill building is more focused on addressing a particular skill” and how Laura-Maria said, “music for development is when you use music to encourage a child’s growth.”

I believe that music for development sometimes use music for skill building, but it is typically much more general because development is still a spectrum, a little different for each child. Although we are striving to develop certain milestones and skills it is not as individualized as, for example, as choosing a certain skill for each child, creating a treatment plan, and assessing that goal/objective. Music for development is instead creating a musical environment in which each child can grow in a multitude of ways during group sessions.

[Rebekah Martin]

Hilary–good point with also the inclusion of assessing safety when planning for multi-age groups. Instruments that preschoolers may want to use could be potentially dangerous for an infant to put in their mouths etc.

Laura-Maria– I agree that if we are not careful we could influence a child to potentially not want to attend group again. Therefore it’s very important that we take into account all members of the group equally.

[Rebekah Martin]

Jeannelle–I like the idea of using a familiar and more current song (What A Wonderful World) for a cool down/bonding song.

Laura-Maria– What a creative way to think of each family unit–as a band. This opens up so many different routes you can take with solos, varieties of instruments, etc.

[Rebekah Martin]

Multi-age groupings are difficult because needs can be extremely different depending on each developmental level. For an infant they may need to feel secure and safe. For a toddler they may need to be engaged and surprised, even challenged in a music setting. This can be said, though, even for similar age groupings because there will always be a spectrum–There will always be different needs for different children. Although it is challenging, I try to be intentional about the music I am providing and about providing a variety of opportunities for each child’s level. Prior to a more sedative or lullaby-like song, I could still allow some of the older children to make choices or to have leadership opportunities (i.e. passing out the shakers to the infants). This requires much more thought but can allow each child to be successful. Multi-age groupings require the music therapist to be much more flexible and creative with experiences.

[Rebekah Martin]

Sprouting Melodies 3:
1. Purposeful
2. Freedom
3. Independent
4. Unique
5. Bold

Session Plan:
Hello (Hello to all my friends, we say hello)-introducing each child/parent by name, reinforcing waving & eye contact, reinforcing each child when their name is called. Movement (Movin’ & a Groovin’): Incorporating start/stop, running/jumping/marching/clapping/dancing, potentially use scarves ti work on the “letting go” motor ability. Instrument Play (On my Drum) – Gathering drum or multiple floor drums in the middle of the circle to encourage socialization and joint play. Keeping a strong steady beat for children to become engaged. Plenty of variety and surprises involved with dynamics and tempo. Songs About Me (I feel) – Introducing the variety of emotions and encouraging parents to make dramatic facial expressions. Encourage the silly play that comes with making scared, angry, happy, and silly faces matching each emotion. Bonding Song (Swimming Together)- Whether it’s bonding by sitting on the parents’ lap or bonding by the child being more independent and not touching the parent, informing the parent that both are okay and typical at this time. Goodbye (Time to Go)

Family Sprouts:
1. Together
2. Combined
3. Fast-moving
4. Spectrum
5. Bustling

Session Plan:
Hello (Hello to all my friends, we say hello)-introducing each child/parent by name, reinforcing waving & eye contact, reinforcing each child when their name is called. Movement (Movin’)- Letting families know of adaptations–moving an infant on their knees/standing in one place to other parents holding their child’s hand while they jump/run/march around the room. Depending on the age variety choosing movements accordingly. Instrument Play (I can play like this) – Providing a variety of instruments for children to choose from. Making the directives very general for younger kids but throwing in some challenging directives for older children looking to “show off” their abilities. Providing older kids with opportunities for solos or creating rhythms for group members to then imitate. Songs About Me (Me oh my)- body exploration w/ parents assisting and moving arms/legs/ears and older children moving/dancing around while identifying. Leaving space for older children to choose which is next etc. Bonding Song (Wiggly Jiggly Care)- Encouraging some imaginative play for children who are old enough, directing families to sit with the parent, then the eldest child, then the youngest in front of them. Depending on the ages prompting parents to keep it more structured or let it be more free and open to surprises. Goodbye (It’s Time to Go)- including waving and the correct signs for time to go, all done, goodbye.

[Rebekah Martin]

In groups with ages varying from, 6 months to 18 months I have an idea in my head of a general level of appropriate stimulation based on their stage in development different from a 0-6 month group. However, the appropriate stimulation level for a 6-month old is very different from that of an 18-month old. While I am beginning the musical introduction or transitioning into the next experience, I like to give a few adaptations for parents to try. I am always observing the children’s responses but I’m also trying to teach the parents how to observe too. Throughout the song I may encourage one parent to keep their child up in the air longer while I may encourage another to continue a mild bouncing rather than extremely dramatic.

Like Hilary said– I think it’s important to communicate with parents so that their child is getting the most out of the class.

I agree with you also, Jeannelle, that when we incorporate a flow of high energy with more calm energy we are providing some time for repose after what might be a lot of stimulation. Time for them to process and observe.

[Rebekah Martin]

Hilary- I like the idea of sticks. I will have to try adding that to some of my musical experiences!
Jeannelle, what a neat idea for using the gertie balls during play.

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