[Shannon Flaherty]

After completing this course, I feel confident in suggesting this course to other colleagues looking to expand their knowledge of early childhood development. Since I am working for a company with a well established SM program, I would encourage participants to tell their friends about our classes and inform families of all the times available so they can pick what works best for their schedule. Now that I have learned more about SM, I can further advocate for families looking for programs like SM at various conferences or events. In other family groups throughout the community, I could hand out flyers describing our services and highlighting the goals of SM.

[Shannon Flaherty]

I am eager to begin leading more SM classes at Roman Music Therapy. I have covered two SM 3 classes, I am covering 3 SM classes this weekend for a colleague, and continuing training with Meredith during a SM 2 and 3 class on Wednesdays. I look forward to eventually having my own SM classes with RMTS and developing my own style of leading classes as well as writing songs that could be used in this setting. As many of you have mentioned, this training has boosted my confidence and given me tools to communicate with parents/caregivers on how to support their child’s development.

[Shannon Flaherty]

I am looking forward to so many different things when leading the SM classes. As many of you have mentioned, I am eager to form relationships with the caregivers and children in the class as well as watching friendships form among children and families within the classes. I am excited to be able to share my further solidified knowledge of early development with parents/caregivers during and after the session. Cassie said it really well, having all this information to synthesize and share with others is one of the most powerful and important aspects of this course. I have already began implementing a lot of songs and strategies I’ve learned during this program with other clients and groups and I have seen wonderful improvements in those sessions.

[Shannon Flaherty]

Have a flexible plan – Many of you mentioned the importance of having a plan, whether its a list of songs AND a list of back up songs if the intervention is not working or if the group is gravitating in a different direction than previously though.

Stay goal centered – It’s important to keep the objectives of the songs in mind and communicate WHY you are doing what you are doing to the participants or their caregivers.

Be aware of group stimulation – I am constantly looking for signs of under/overstimulation. It is imperative to know how to adjust the music in the moment to meet the needs of specific participants while not loosing the rest of the group.

Make safety a priority – Safety allows everyone to relax and focus more on the music. Prevention is important (as Erin mentioned) and some accidents are easily avoidable if you offer choices that set up the children for success, are aware of and remove things that may become safety hazards, as Juliana mentioned, as well as addressing potential behavioral safety concerns within the moment.

[Shannon Flaherty]

Haley, I like what you said about tweaking your songs and using the different layers of songs to relate to the age groups. Erin, I also like what you said about the music of SM being so adaptable. I have used some of these songs with a community based family group with an age range of approx. 20 years. I was fortunate enough to observe Meredith leading this group first then later took it on by myself. I noticed that the if you focus on providing older participants with challenges, leadership roles and changes while keeping the structure of the song steady to not over stimulate younger kids, the group as a whole seems more engaged throughout the session. As Caitlin said, rhythm can be a helpful structural support to keep all ages engaged.

[Shannon Flaherty]

The music learned through SM can help children gain academic and developmental skills (labeling body parts or targeting speech sounds) but can also assist with social development. SM focuses on the use of functional language in the music, especially through teaching the child social language through songs like Gather Round or Sit Down With Me and opportunities to make connections with other children. There are songs that work on developing language to express needs and wants, moving children further in developmental levels. I think what makes this question tricky is the fact that the line between skill building and development can be somewhat blurred at this young age. Although our main focus in SM is social development, we are supporting the skills that enhance the child’s ability to communicate with others.

[Shannon Flaherty]

Five words for SM3: independence, personality, dynamic, growth, intentional

Plan for SM3 – Gathering song: All Night All Day
Greeting song: Hello Everybody
Song about me: Sit Down With Me
Bonding song: A Froggy Went Swimming
Instrument song:You Play A Little
Movement song: Jumping Up and Jumping Down
Cool down song: Thank You Very Much
Goodbye song: Bye Bye Music Time Is Done

Five words for FS: diverse, inclusive, together, empowering, supportive

Plan for FS –
Gathering song: All Night All Day
Greeting song: Hey Everybody
Song about me: All Of This Is Me
Bonding song: Hold On Tight
Instrument song: I Like This Song
Movement song: I Can Move Around
Cool down song: Row It Fast w. scarves
Goodbye song: Its Time To Say Goodbye

[Shannon Flaherty]

During the Sprouting Melodies classes I’ve been observing as well as my other groups with children who are a little older, we have been using different sized frame or paddle drums, rubber tipped mallets, maracas, castanets, and other plastic shaking instruments that small enough to hold but too big for mouths. We also use scarves, parachutes, and ocean drums in a lot of sessions.

[Shannon Flaherty]

Erin, I also really struggle with knowing how much stimulation is enough or too much for clients. It’s especially hard to balance in a group. I recently had a conversation with Meredith and some other co-workers about stimulation and the signs of over stimulation and some of my favorite take-aways included: Its important to have a balance of new and familiar songs during the sessions. When introducing new songs, it can be helpful to tag familiar song to make the child more comfortable. Stimulation can also be maintained by using the elements of music (tempo, dynamics, cadence) to adjust the levels of stimulation. The flow of the session should support the child’s fluid attention and energy as well as guide them and provide the parents with methods to adjust stimulation. Haley, what you said about gauging the child’s reaction to the instrument is so important, especially when working with children with special needs. We talked about maintaining a warm but energized timbre in our voice and utilizing timbre as another element of music that can adjust stimulation.

[Shannon Flaherty]

Five Words: balanced, whimsical, authentic, educational, anticipation

Five Sentences: 1. Its okay to let your child explore the room! 2. If your child sings the songs at home but doesn’t sing along here, that is OK. They may join in when they feel more comfortable. 3. Your child may face inwards towards you or outward towards their peers. 4. Look for when your child is anticipating the movements during the familiar lap ride songs. 5. Look for responses during the pauses in the songs.

Session Plan: Instrument exploration – Beat The Drum To The Music, Hello/ Gathering – Hello Everybody, Song about me – Can You See Me?, Lap Ride – Wiggly Jiggly, Instrument play- Sit With Me and Shake, Gross motor movement – Can You Follow, Cool down – Listen To The Rhythm Of The Waves, Goodbye

[Shannon Flaherty]

Community based MT is inclusive and aims to meet the needs of the community. It is strength based, highlighting the best parts of individuals and encouraging group cohesion. We as music therapists are able to use our unique skills, abilities, and knowledge to help families throughout the community connect to each other.
I really love what Cassie said about music being an integral part of cultural development and as Erin mentioned, the culture in her town allows for a community-based model to be successful. Community based MT is sensitive to all cultural differences and practices within their community which allows it to effect the most change. Providing community with groups that match their needs is essential.

[Shannon Flaherty]

I have had limited experiences with this age group in my professional life, most of these experiences have occurred in the past 4 months. I have had the opportunity to observe Sprouting Melodies classes and other early childhood groups, learning about development from this course has helped me understand what exactly I was observing in these groups.

In my personal life, although I am the youngest in my immediate family, I have a large, tight-knit extended family and most of my experience with children has come through spending time with my younger cousins. I have learned a lot from babysitting and interacting with my cousins that I have been able to apply to my professional work with children of different ages.

[Shannon Flaherty]

5 words: relational, soothing, individualized, educational, rhythmic

5 sentences: 1. I am so glad you are here! Parenting a little one can be very challenging and I hope you feel proud that you are out of the house and present today. 2. Please sing along. This is your opportunity to learn the music so you can keep the music going at home. 3. Your baby might be looking at me but they prefer the quality, tone, and familiarity of your voice. 4. It is okay for your baby to be patting their knees when we are clapping, it is all part of development. 5. We are looking for the child to take the maraca out of their mouth during the pause or initiate the shaking.

Session plan: Hello/instrument exploration – “Hello Hello” as caregivers and children as they enter the room to “Today Is A Beautiful Day” once the group is settled, Body percussion – “Sit Down With Me,” Lap ride – “Row It Faster,” Instrument play – “In My Little Hand,” Gross motor – “Pick Your Hands Up High,” Cool down – “Where Is My Face,” Goodbye – “Bye Bye Music Is Done”

[Shannon Flaherty]

All my clients with varying family structures and dynamics. It is hard to pinpoint a specific need that applies to all the families I work with. I have found parents appreciate communication (as many of you have mentioned already), education, external resources (anything from CDs to books to community programs). Communication is so vital in understanding what the family wants to get from music and to discuss what we as clinicians are seeing in the child. Education, meaning the knowledge we share with the families about developmental milestones or why we are doing what we are doing can totally bring a relationship to the next level. External resources can often help connect families together, form new bonds, further educate, and make the music more accessible for different families at any time.

[Shannon Flaherty]

Music therapy is a goal oriented, evidence based practice. As clinicians, we are able to explain WHY we are doing what we are doing at any given moment – continuing the education and supporting the development of the child and their caregiver.
Music has a way of connecting individuals, bonding parent to child or forming relationships with others in a group music experience.
As many of you have mentioned, music therapists are trained on human development and often have diverse experience to pull from. We are able to encourage and support music making in a way that promotes health and growth in multiple domain areas.

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