[Shelly Peterson]

I really like what everyone has shared about the role of music therapy in the community, especially Kate talking about empowerment, togetherness and pride. It is also so important to reinforce the importance of being in the moment with your child and others in the group. That is what builds community is actually “being” together, not just being in the same space at the same time, but truly being in the moment with others.
The role of MT in a community based setting is to provide opportunities for education about child development, for parents/caregivers to bond with their children, for education about musical development and how it affects the child’s world, bring community together (as in the village), educate and encourage families to utilize the music at home, quality time together and just being.

[Shelly Peterson]

Can you please talk more about what you mean by horizontal and vertical development? Is it the difference between cognitive development and actual growth of the body?

[Shelly Peterson]

The needs of the families in my area vary…we have many refuges that need the basics and to learn English as well as the cultural differences in raising children, we have many affluent areas in which families may need to just take time out and spend quality time with their children, we have military families with their own unique situations and needs as well as a VA hospital, we have urban families that have low income and we have a diverse cultural background.
All in all, I think that with these varying needs, families need time together to bond as well as opportunities to meet others for support and education regarding child development. Many parents think of children as mini adults which they are not. Sharing information and education about child development will only give them more tools to be successful in raising happy and healthy children.
I second the support and validation of the time and efforts they have already put into parenthood that Nicole mentioned!

[Shelly Peterson]

Thank you for really having us take a look at the value of what we know and do as music therapists. It is not something that everyone inherently know and if we don’t share it with them, they won’t know!
What is the value we bring as music therapists to young children and their families?
Quality live music
Music that is developmentally appropriate
Music that can be adapted to fit the needs of individuals and groups
Provides a broader picture of benefits for the child in music AND development
Provides a broader picture of benefits parent and child in music AND development
Provides a support and way of connecting with other children and parents
Engaging and fun for all
Rationale and tools to take the skills home with them

[Shelly Peterson]

I like how Rebecca talks about MTs providing the whole package – this is something that is valuable about music therapists in any population or setting, we look at a broader picture of an individual.

[Shelly Peterson]

Yes, Susan, we are changing our interventions to meet the needs of the individual child, parent and group, not following a “recipe” of sorts.

[Shelly Peterson]

I like your realization of the group within a group within a group. That is so true! It is like 3 groups in one, what a great benefit!

[Shelly Peterson]

You got it, Julia, exactly with the much more! Other early childhood programs seem to focus more on the music rather than the relationship and developmental skills.

[Shelly Peterson]

Singing…Awareness – recognizes changes in vocal timbre, Trust – makes purposeful pitched vocalizations, Independence – uses repeated sounds, Control – imitates words of songs before pitch or rhythm, Responsibility – discriminates talking voice from singing voice
Playing instruments…Awareness – child reaches toward sound source, Trust – briefly uses pulse and meter, Independence – claps hands, Control – likes to pound and bang, Responsibility – maintains play of instrument within a group
Moving…Awareness – rhythmic movements are instinctual, Trust – responds to music with repetitive movements, Independence – uses whole body rhythmically, Responsibility – maintains a steady beat
Listening…Awareness – responds differently to sedative vs. play-song music, Trust – recognizes changes in familiar melodies, Independence – enjoys musical surprises of fermata, glissando, silence, Control – follows melodic contour of familiar song, Responsibility – listens to the play of others

[Shelly Peterson]

Regarding my early childhood classes, every session I do contains all 4 of these musical experiences. Singing is encouraged as a form of expression as well as other vocalizations. Movement can be structured dances or more creative in nature. Instrument play and listening often go hand in hand as we practice stop and go, loud and quiet, etc. Instrument play can also be used as a time of exploration of sounds.

[Shelly Peterson]

I led a program about holidays around the world and asked for suggestions from my families. Some families were eager to share of their French or Indian (the country) heritage and others did not share so much. I find it depends on the center or area of town I am in sometimes, but my community is very diverse in cultures from around the world: Germany, France, India, China, Japan, Philippines, Laos, Africa (many different countries in Africa). I hold a great interest in learning about the music in other peoples’ cultures and share it with the children I work with. When I worked in St. Paul, I had a teacher who taught me a few traditionally American folk songs (Brother John) in her African language and I still use it with groups. What a great way to empower everyone in the group to feel like they have value and can contribute to the group.

[Shelly Peterson]

I tried Wiggly Jiggly Car and it was a hit. The combination of the calm, predictable beginning and the playful bouncing easily kept my students’ attention and invited them to join in and wanting more. It was interesting to watch the children really focus in as I played around with the length of the fermata on each “Oh, oh, oh.” Many of my 1 and 2 year olds were enthusiastically singing along with “now it’s time to stop.”

[Shelly Peterson]

I see different levels in my infant class I teach and learning about these has opened my eyes to so many more things with the infants I work with. There is one infant who is in the awareness stage and demonstrates this by choosing to look or not, choosing to reach toward the music of my guitar or not and chooses to turn her attention away or not. What I find the most difficult is helping the parents understand she is making a choice and it is ok whatever she chooses. The parents just want their baby to do a good job and what is expected, but they don’t realize my expectation is to allow the child that freedom to choose. I work more each week on educating the parents to allow the child to make their choice.

[Shelly Peterson]

I will bring my personal experiences with my children when they were young and how using music helped them make so many connections in their world as well as my understanding of child development and individuality. I second what others have said about each child being not their own timeline. As a parent, I know how other parents often compare their child to other children of the same age and wonder why there are differences. What a great opportunity for us to take a load off of their minds if we are not seeing any red flags. A big thank you for pointing out the red flags too!
I encourage parents/caregivers to use music in functional ways throughout their day to help them be successful. Let’s face it, some days, it is just hard to make it through the day!

[Shelly Peterson]

My biggest takeaway was to experience being child-like.
I often find the most difficult part of teaching young children is getting the parents and teachers to be fully engaged. Some really understand that their full participation greatly benefits their child while others just sit there and watch, fully expecting their child to engage. Even after my encouragement, direction and rationale of modeling and being engaged with the children, they can get “lazy” very quickly. I like Elizabeth’s suggestion of being child-like and reminding myself as well to experience my classes as a child. I hope this spills over to playing with my children as well…I have two girls ages 6 & 9 years.
I think the approach of inviting parents and caregivers to be child-like during class will be well received.

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