[Shelly Peterson]

Another business resource that was very helpful to me was my state’s Small Business Development Center. Look into your state and see if you have one. They offer classes that are affordable and often 1:1 consultations for free once you finish the initial courses. They help you every step of the way as much as you want!

Best wishes to everyone on your journeys!

I like Susan’s idea of sharing email addresses so I will just list mine here:
kidsinharmonymusic@gmail.com

[Shelly Peterson]

Susan, I wish you well as you are headed into an amazing world! It is not easy to start up a practice, but it is so rewarding and flexible!
I would like to add that AMTA has many resources as well for starting a practice, reimbursement, advocacy, etc. Check out the website and explore all it has to offer you as well as the resources Julia mentioned.

[Shelly Peterson]

I feel like the sky’s the limit and I need to wrap my head around the possibilities. My family is moving to Fort Collins, Colorado in July and making some big changes so now might be a really good opportunity to implement Sprouting Melodies within my business. This training has really given me such a boost in confidence in my skills and what I can offer my new community as well as updates in the research and best practices in working in early childhood. My repertoire for songs has increased and also provided me with new inspiration for my own song creations. I would like to be able to offer classes to families in need within my new community – for instance low socio-economic areas, but community needs are yet to be determined.

[Shelly Peterson]

I will be starting over in a new community and learning about the needs and making many new connections. I will start from the beginning with parents and others working in the field by starting conversations, making connections and offering presentations and classes for people to see firsthand. This course has increased my excitement and passion again for the work that I love.

[Shelly Peterson]

I am looking forward to looking at my students and families in an entirely different light. I am excited to observe more of their musical behavior and development and really see my students in each developmental level. I am also excited for this developmental knowledge to share with parents and teachers.

[Shelly Peterson]

I agree with Susan that communicating and educating more with parents is essential.
I am also constantly evaluating the responses of my students to determine where they are at that day. I have found it so helpful to be engaged with them and also paying attention to the seasons, changes in their schedules, checking in about their sleep and routines, holidays coming up. When I see or learn that a child is experiencing many changes, I often make the activities a step easier and familiar for them so they can regain their confidence and security, then bump up the difficulty again to where we have been once they are demonstrating comfort. I’ve found it is natural for people of all ages to go through periods where they need more familiarity in their life than others and that is ok.
I also find it helpful at times, with some ages and some groups, to use instruments that are alike so there is not any fighting over getting their favorite color or instruments, or make sure there are many of each color and type of instrument and it will avoid the “mine” issue altogether.

I bring this situation to the group as a learning experience as well as to invite suggestions and insight to add to my repertoire…I had a situation in a 6 week session of classes I was offering at a daycare center where the parents could choose to attend music class with the child. One particular set of parents were really struggling with accepting the developmental stage the child was in (age 12-24 months – independence) as he tended to want all of the instruments, take them out of other children’s hands, not want to put them away, throw them when he didn’t get his way, etc. I supported the child and the parents by modeling appropriately, encouraging the parents participation, expressing that his behavior was ok or not for his developmental level (or saying no throwing, etc.) and offering strategies that allowed the child (in the independence stage) to have more time with the instruments-having him put his away last, etc. The parents often held the child when he didn’t want to be held, helped him put back the instruments when he wasn’t ready and were not picking up on anything I was providing to them – I’m sure I said several times to let him be and explore as long as he is not hurting anyone or himself. During one class when the parents were not there, the child did just as well as the other children making it obvious he just needed his time and space to be ready to do what was asked (I think he was getting ready to move up to the next class as well). I praised him for this and reported to the parents how successful he was in that class. I was unable to follow up with the parents outside of the group because I was not allowed their contact information by the center, however, in hind site, I should have at least given them my card and encouraged them to contact me to discuss further ideas. I also did not want to draw more attention to the child and parents than they already had. If I could have, I would have changed the environment greatly to get rid of distractions and tables/chairs to climb on. I wish I would have also connected with the teachers more to discuss how we could work together to support this family. Does anyone have suggestions for such a situation? Encouraging parents to just let their child explore individually when the parents aren’t quite ready for their child to be independent?

[Shelly Peterson]

Oops! I posted the wrong thing above.
Share how you can explain to parents the difference between music for development and music for skill building…Music for development is more of a guide for the children and encourages individual development of themselves as little people. It allows for much more of the process within the music and time for responding. Music for skill building I think of as more academic in nature. This may be more focused on the outcome.

[Shelly Peterson]

Share some thoughts about the challenges of providing multi-age groupings…it can be such a joy and challenge to see families with multiple children attend classes. It is a great way to engage families together in a shared experience that is joyful and interactive, but not all children are at the same place developmentally and it is important to note the differences in development with the difference in age as well as individuals throughout as parents can often expect their children to respond similarly. If one child is in the awareness stage (mostly contained and not physically moving around independently – so also needs constant support) and another is in the independent stage (moving all around and wanting to explore everything), there is a huge difference in what I would expect as a facilitator with these two children. There also may be more adults in the room and filling the space more than usual, a consideration to think about when the space is limited. How some children respond in a developmentally appropriate way (putting the instruments in their mouth when in the trust/independence stage) may not be appropriate for a much older child who may not understand there is a difference in expectation. I can see this being an issue with the parents more than the facilitators.

[Shelly Peterson]

Share some thoughts about the challenges of providing multi-age groupings…it can be such a joy and challenge to see families with multiple children attend classes. It is a great way to engage families together in a shared experience that is joyful and interactive, but not all children are at the same place developmentally and it is important to note the differences in development with the difference in age as well as individuals throughout as parents can often expect their children to respond similarly. If one child is in the awareness stage (mostly contained and not physically moving around independently – so also needs constant support) and another is in the independent stage (moving all around and wanting to explore everything), there is a huge difference in what I would expect as a facilitator with these two children. There also may be more adults in the room and filling the space more than usual, a consideration to think about when the space is limited. How some children respond in a developmentally appropriate way (putting the instruments in their mouth when in the trust/independence stage) may not be appropriate for a much older child who may not understand there is a difference in expectation. I can see this being an issue with the parents more than the facilitators.

[Shelly Peterson]

Use 5 words to describe the music experiences in Sprouting Melodies® 3…Active, energy, emotions, independent, accepting, personality
Create a plan for songs and music experiences to use in a Sprouting Melodies® 3 session…Gathering/Greeting: “Gather Round” I like how inviting this song is as well and strong and rhythmic to give a strong, predictable nature to the start of the group that will put them at ease. Bonding: “My Brand New Friend” provides an easy way and transition for the children to begin interacting more with other children and I love how a prop is integrated to make it even more inviting. Songs About Me: “Where is the Music?” Again, this song provides a strong rhythm to support a strong sense of self and confidence within the song. Instrument songs: “I Can Play With You” This song provides for an interchange between you and me as well as learning the meaning of these words. Incorporating this with instrument play is a very concrete way to assist a child in understanding this concept and is playful in nature so will appeal to this age. Movement Songs: “Will You Come?” Invite the children to move along and give ideas about moving. Goodbye: “Music Time is Over” This song provides a great transition into the next activity of the day to prepare the children for what comes next.
Use 5 words to describe the music experiences in Family Sprouts…joyful, engaged, bonding, spectrum of ages, range of responses
Create a plan for songs and music experiences to use in Family Sprouts sessions…Gathering/Greeting: Start with Hey Everybody to engage all the different ages and levels to engage. Bonding: invite everyone to get into their pretend car for “Wiggly Jiggly Car” as it appeals to all ages. Younger ones can ride on a lap while older children can sit on their own or even stand up and bounce along. Songs About Me: “Watch Me Go” is a playful song that will engage many ages of students, engage them more by asking for exaggeration. Instrument Songs: “One, One, Play the Drum” can be adjusted in multiple ways to fit the needs of the group. It can encourage simple playing along or be made into a game for older children and taking turns. Movement Songs: “I Can Move Around” allows for many varieties of movement and can also incorporate instrument play. Goodbye: “Thank You Very Much” would be a great song to end a Family Sprouts class and engage all of the children together as appropriate.

[Shelly Peterson]

Share your thoughts with the board on how much stimulation is enough? How much stimulation is too much? It’s all about assessing the group in the moment. You have to be careful and watch how the children are responding to the activities in the group. When they exhibit behaviors like out of control high energy that is reckless and could hurt someone, the energy needs to change. If the children are seeking more stimulation by way of banging on the wall, the energy needs to be brought up.
Susan, I too have experiences with other professionals thinking the child being appropriate in their development is acting out as well as being so quick to correct behaviors, even at SM2 age. It is really hard when they are the teachers helping out in my groups to get them to just be in the group. I often say, “I’m so glad you got to bring the kids to music today! Your job is to play with the children and be child-like. Enjoy just being with the children and if I need help with a situation, I will ask you. I invite the children to explore during class to encourage their development.” I realize this may be a different situation, but it is so hard for them to break out of the mold of teaching the children to be little adults that it can be frustrating when we are encouraging them to just be!

[Shelly Peterson]

What kind and brand of instruments are you using in your groups with children of this developmental level? I use Latin Percussion chiquitas and Basic Beat maracas and love the Remo drums. I have found that if I use lollipop drums at this age with mallets, the mallets go straight into the mouth and they don’t play much and if I don’t use mallets, the drums become the mallets and are banged on the floor. The Remo drums without handles can be held and played or set on the floor and played and are much more intuitive for the children of this age to play. They are durable and have a great sound as well when played with your hands. Wrist bells work well too, you just have to be careful of how much they mouth them as they can get cut if they stick their tongue inside the bells. I stick my bells in some bags that pull shut and wash them in the washing machine to get them clean all over.

[Shelly Peterson]

Use 5 words to describe the music experiences in Sprouting Melodies® 2…energy, playful, independence, exciting, explore, discover

Write 5 sentences you can use when speaking with parents about musical responses of children in SM 2…1-You parents are the secure base for your child, expect them to go out and explore and then come back to you and that’s ok, that’s what they need right now and where they are at developmentally. 2-Don’t worry if your child is not participating fully in class, they will often sponge it all up here then go home and practice. When they are comfortable doing it here, they will and we can give them that time and space to get there. 3-Remember, we are encouraging the babies to develop independence at this level. It is ok if baby is not by you at all times. It is ok to allow them to explore and come back to you. 4-45 minutes is a long time at this age – we don’t expect your child to be as an adult would be during the entire class, they will have times where they are more engaged than others and that’s ok. 5-When we are doing this movement, some children will want to be held while others will be independent on the floor and that’s ok. Each child will develop their comfort with that in their own time. Let’s give them an instrument to hold and see if that helps. Sometimes when they are so busy holding onto something, they don’t notice they are doing it on their own.

Create a plan for songs and music experiences to use in a Sprouting Melodies® 2 session. Gathering/Greeting: Hello, Hello, It’s Time for Music is a high energy song that invites the children to come greet one another. We can model waving hello, sing each child’s name and encourage movement as well to get everyone feeling the rhythm. Bonding Song: Wiggly, Jiggly Car I have used in my classes and it is one of my favorite new ones. Everyone responds so well to this song and it does just what it was designed to do in creating a bond between caregiver and child. Songs About Me: Just Like Me brings the energy down a little as discussed with the ebb and flow of high energy/low energy and invites the children to really look at relationships between two people. Instrument Song: In My Little Hand is another great new song in my repertoire that encourages shaking and playing instruments but not in such a structured way. This encourages that exploration and tells caregivers it’s ok to explore as well. Movement Song: March With My Baby looks like a great one to try with my groups as they love to stop and go as well as practice different gross motor movements. Goodbye: Thank You Very Much – I really liked Elizabeth’s demonstration of shaking hands and then encouraging the babies to shake each others’ hands as well as the caregivers. What a wonderful way to connect them as well as encouraging them to be thankful for the experience. There are so many opportunities throughout the day where a reference to this is appropriate.

[Shelly Peterson]

Use 5 words to describe the music experiences in Sprouting Melodies® 1…gentle, calm, bonding, breathe, be

Write 5 sentences you can use when speaking with parents about musical responses of children in SM1…1-Look at your baby follow the scarf with their eyes, that’s exactly what they should be doing. 2-Your baby can play an instrument! Just watch them hold on and shake the maraca…it may only be for a short time now, but watch closely and you will see them play longer and longer as we progress through the session of classes. 3-It may seem like your baby is not responding to much when they are so little, but really they are watching and observing. If you look closely and stay within their visual range, they might surprise you with more responses. 4-Go ahead and try having your baby stand up if they don’t like sitting, some babies like to stand while others like to sit. 5-Think of music class at this stage as your oasis, it is a time of calm, breathing and being with your baby.

Create a plan for songs and music experiences to use in a Sprouting Melodies® 1 session…Gathering/Greeting song: Hello Babies-sing all babies’ names in the greeting song in a calm and steady/predictable way to welcome the babies and create a predictable environment for them the feel secure. Bonding Song: Wiggly Jiggly Car – invite caregivers to place baby on their lap and be childlike in their play with the baby, enjoying being in the moment and watching the baby’s responses. Songs About Me: Just Like Me – invite the group to sing along and follow my motions to help baby to explore and learn about their world and make connections between the caregiver and baby as well as others in the group. Instrument Songs: Egg Shakin’ Blues is a song many therapists in my area know and is so inviting and repetitive that it works well with babies who are learning to play the shakers. Bring appropriate shakers for the ages in the group as shaker eggs do not lend themselves well when working with babies. Movement Songs: Lift Up and Let it Fall is a song I use with the scarves. Caregivers can be encouraged to move the babies in the same way (falling with assistance of course!) for movement. Goodbye: Goodbye babies provides another opportunity to sing baby’s name in the song as well as closure to the group. If using guitar, babies can be given an opportunity to reach and touch or even explore the difference in sound when they touch the strings and let them go.

[Shelly Peterson]

I have experienced that babies definitely communicate with us what they are comfortable with and what they prefer and that can be consistent as well as change from week to week. It is important to be in tune with the babies each week and not assume they are the same as well as acknowledge when you see changes. I have really noticed a difference in babies when they can sit up on their own and start eating solid foods. I have recently had some babies that were a little bit fussy or had facial expressions of being unsure of what was going on and then a complete change into more happy, smiley babies. When I have acknowledged this to the parent or teacher, they report they started on solid food and seem more comfortable all around or they have become more independent sitting up and it opens up a whole new perspective on the world. Recognizing where the child is at in their development unrelated to music can be so beneficial for us during our classes to gain insight and acknowledge something has changed and they are ready for the next step.

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