[Sarah Szymanowski]

After taking this course, I think I can speak with more confidence about music and this age range. This will definitely come across as I interact with families. I will also share about this course with my small work group. As mentioned in one of the closing presentations, it is so nice not to have to go “outside the profession” to have this kind of training.

[Sarah Szymanowski]

I think this training has already impacted me as a music therapist. I very much appreciated the review of childhood development and musical development, as well as new songs and ways to categorize song repertoire. I think also hearing such experienced practitioners week after week was good for me as well, even hearing little tips such as using silence/space in the music, or their inflection as they sang examples. As far as where I am going, I don’t see myself developing my own practice in the next couple years. However, when I feel the time is right for that, it does not feel like foreign territory anymore. I think the Sprouting Melodies program would be an excellent way to start.

That leads me to a more practical question: will we be able to access presentations and the forum in the future? Or is there a date when we will not be able to access them anymore?

[Sarah Szymanowski]

I very much appreciated the presentation on strategies for success, particularly “troubleshooting” scenarios with children who may be seemingly not engaged or children who may be intrusive. In the small preschool music therapy trio I am currently running, I have seen these behaviors come up, and reviewing how to let the child process in his own way versus gently foster engagement was a great validation for me at this time. Also in this group, I have a very physically intrusive child. It is also great validation to hear that it is my job to keep the room safe, even if that means interfering on a physical level.

Noelle, I marvel at your eloquence so soon after giving birth (congratulations, by the way!). I really appreciate your thought of flexibility as a PERSON in addition to as a music therapist. We can best put into our work what we practice in our daily lives.

[Sarah Szymanowski]

I am so excited to continue to expand my work with ages 0-5. This training was absolute perfect timing for me, as I stepped out of adult/adolescent psych in January and began to expand my work with children. The review in the beginning on development was invaluable to me. I have already added a rich variety of song repertoire from the Sprouting Melodies program into my music therapy work and in my informal group with my son and his contemporaries. I still remain nervous about starting out on my own, but I now feel that I have the resources and tools to do so when I feel the time is right.

[Sarah Szymanowski]

I think of music for development as music experiences for “the whole child.” When I first read this question, I thought of “music for skill building” as the parent who signs up their baby for music class so she’ll be ready to start violin at age 3. We have a lot of that in the DC metro culture. I think there are more didactic approaches to early childhood music (I’m thinking of Jon Feierabend right now) that emphasize importance of early rhythmic skills for the sake of rhythm, early pitch skills for the sake of pitch, etc. The Sprouting Melodies/music therapy in general approach of course addresses these musical goals, but through the lens of whole-child development.

[Sarah Szymanowski]

There are plenty of challenges for the therapist: music choice, instrument choice, movement choice, making sure therapist focus does not sway toward one age group or another, and allowing for older children’s creativity.</p>
<p>But the biggest challenge I see is for the parent who brings two children! As someone who is already wondering “how the heck am I going to parent two children at once?” just on a day to day basis, I think parents entering a setting like this are very brave. Their younger children will need more stimulation and fostering of engagement than their older children, but their older children will need and expect their attention as well. I can imagine that some sibling rivalry scenarios can arise in this setting.</p>
<p>As the therapist, in addition to supporting the multi-age group, I think we need to keep a special eye on the parents as well. Maybe step into the maternal if mom is dealing with a fussy baby but the toddler really needs validation. Maybe take an infant in our laps if a mom is dealing with a toddler on the edge of a meltdown. Music therapists are a part of that “village” we hear about!</p>

[Sarah Szymanowski]

Sprouting Melodies 3
Creativity, independence, interactions, intentional, ideas

Gathering: Sit Down With Me and Sing This Song – I’ve added this into frequent practice since learning it here!
Hello: Oh Golly Golly Golly Good Morning – Song I learned at a conference years ago — by Marcia Humpal? Continue with strong knee patting, introduce each child.
Bonding: Do You Want To Be My Friend? – Also introduced into my practice since learning it here
Song About Me: Song in My Belly – Laurie Berkner
Instruments/Book: Quiet/Loud by Leslie Patricelli together with the gathering drum
Instruments: Music is the Way To Say – I love this. Add harmonic content.
Movement: Move Your Body – add different motions
Goodbye: Music Time Is Over

Family Sprouts
Shared, balanced, multi-level, challenging, rewarding

Hello: Let’s All Sing – sing for each child
Bonding: Hold on Tight – another song I love and have added to my repertoire. I can see this working well with all ages as mentioned.
Song About Me: All of This is Me – have older children model and support younger siblings.
Instruments: Looby Loo – allow each child to play/explore at developmental level. Offer directions for the older children to engage in.
Movement: Let’s Go Fly a Kite – with scarves, older children can be quite active, younger children can be visually stimulated by scarves flying in the air and touching them
Goodbye: Swing Low/Goodbye – calming down, combine traditional soothing song and swaying with goodbye lyrics

Note to moderators: Something funny happened with my computer logging out but keeping the video screen, and a link took me astray — and I posted in the November 2012 training! Sorry!

[Sarah Szymanowski]

I agree that music therapists could be more sensitive to the signs of overstimulation. I think Meredith & Beth made a good point in the presentation to vary the degrees of energy throughout the session. We’ve all observed that overstimulation can be FUN (think of when you were a kid and could whip a sibling into a frenzy — so much fun until the tears!), so it’s our responsibility to go with the energy and but then reign it in.

I think others have made good points about being genuine. Stimulation coming from a true place of engagement and fun is the most effective for the kids and most sustainable for the therapist!

[Sarah Szymanowski]

I really appreciate the point that egg shakers can go (sometimes all the way!) into the mouth, and I’ve found and often use with this age group a larger egg shaker. Even if they are mouthed, I’m happy they are too large to be held in the mouth! I like to keep them in an egg carton. I have a two large Remo gathering drums (one tall, one short) at work that I love and would work great with this age group. At home, use a large djembe for gathering drum purposes and the children can stand around. I’ve loved using bells with this age group — I have the “combined” desk bells that can be held like handbells or pressed like desk bells. We only use them for short periods, but they have been so drawn to the different timbre.

[Sarah Szymanowski]

lively, animated, exploring, mobile, adult-base

— See how your child is anticipating the movements? — How nice it is that all children have found a lap, even if it’s not who they came with! They’re learning to trust others. — It is fine for your child to be mobile and exploring. — You are still their home base. — Your child is loving the surprise and timbre in your voice, watch her attention! —

Gathering: Sit Down with Me and Sing This Song – “shepherd” the children back to their adult base
Hello: Hello Everybody – greet the group with a 2 word song, option to add childrens’ names
Lap/bonding song: Wiggly Jiggly Car – observe children session to session anticipating movements
Song about me: Can You See, See, See? – allow opportunity for response
Instrument: Play, Play, Play (“Old Joe Clark”) – sing and play, include opportunities for directional playing
Movement: Walking, Walking (“Frere Jacques”) – varying mobile movements, can be held by parent, or practice holding hands
Movement: Let’s Go Fly a Kite – with scarves
Winding Down: You Are My Sunshine – allow for a quieter moment after movement and bonding time with caregiver
Goodbye: Well It’s Time to Say Goodbye – allow for guitar exploration

[Sarah Szymanowski]

Come together: Have room set-up with plenty of space on periphery for all of those young infant accessories. Consider set-up to include a comfortable place to nurse or change diapers. Recorded music can be on the background, but quiet enough to allow for talking and not to startle sleepy babies.
Hello: “Let’s All Sing for Baby” – a simple, repetitive melody where child’s name is inserted and can be accompanied by gentle tapping
Bonding/Lap: “Come Sit With Me and Hold on Tight” – contrast between fast and slow, with consideration for the fast not to be overstimulating. Song allows for pausing and space.
Song: “Just Like Me” – also furthers bonding with caregiver
Instruments: “In My Little Hand” – allow for some hand over hand but also letting child explore or observe on his/her own
Movement: “Noble Duke of York” with lifting up and down
Relaxation: “Swing Low, Sweet Chariot” – familiar tune for parents to bring out their voices, can use gentle rocking in rhythm
Goodbye: “It’s Time to Say Goodbye” – address each child. After song, allow for caregivers’ questions and perhaps socializing between parents.

[Sarah Szymanowski]

inviting, accepting, developing, exploring, loving

— Give yourself credit for making it here today. — Do what you need to do to make yourself and your child comfortable. — Your voice is your child’s favorite. — Look at his eye gaze. Observing is an important form of engaging and participating. — That cry is warming her up for a lovely singing voice someday! —

[Sarah Szymanowski]

I don’t have group or music therapy experience yet with this age group outside of mostly observational experiences 8 years ago. And the group I started with my son was when he and his peers were 9 months and older. However, my own son has been my personal music experiment. Starting with singing and lullabies, I began to notice reactions and preferences to different songs. I enjoyed observing his increasing attention as I practiced cello with him in his bouncer. And when he first was interested in playing a jingle bell, I couldn’t have been more proud of this small development. Music played a key part of him knowing his world, and I look forward to sharing this with other families.

[Sarah Szymanowski]

I remember discussing community based music therapy in a college class and how it felt like a very abstract concept to me. Till that point we had been so focused on specific settings, diagnoses, behaviors, etc. How could MT fit in the community without these concrete directions and goals? “Wellness” can be such an overused buzzword, but when a music therapist works in a community setting, we can address (or at least acknowledge and observe) the well-being of whole person under the guise of “fun” or “education” or “distraction.”
I also appreciate what Laetitia said about advocacy and that “we can build relationships in non-threatening settings.”

[Sarah Szymanowski]

A quick well wish to Noelle and congrats to making it to your last pre-baby work day 🙂 When are you due?

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