[Vanessa Talbott]

Interaction, Cooperation, Modeling, Sharing, Connecting

[Vanessa Talbott]

Routine, Freedom, Creativity, Self-expression, Connection

[Vanessa Talbott]

Sprouting Melodies 3: 1. Gathering/Instrument Exploration 2. Hello: Hey Everybody 3. Songs About Me: That All Makes Up Me 4: Lap Ride: Hold on Tight 5. Instrument Play: All Night All Day 6. Gross Motor Movement: Jumping UP and Jumping Down 7. Cool Down: My Eyes are On My Face 8. Goodbye: Time to Go

Family Sprouts: 1. Gathering/ Instrument Exploration 2. Hello: Hey Everybody. 3. Songs About Me: Who’s That? 4. Lap Ride: Wiggly Giggly Car 5. Instrument Play: Dancing in the Middle 6. Gross Motor Movement: Can you follow? 7. Cool Down: Can You See Me? 8. Goodbye: Thank you very much

[Vanessa Talbott]

I will probably offer an inservice in the fall at the daycare that I work at to help staff integrate music into their daily routines with the children. I will also be sharing with my colleagues and with the families I see each week.

[Vanessa Talbott]

This training will reinforce my current understanding of early childhood music development and increase my intention behind the use of music with families.

[Vanessa Talbott]

I will share some of this information with the daycare teachers I work with and continue to help them integrate developmentally appropriate music into their routines. I plan on sharing musical developmental information with the child life specialists at the hospital where I will be training.

[Vanessa Talbott]

Thank you so much for a fantastic training. I have been using some of the concepts as I train to become a Child Life Specialist in a pediatric hospital and continue with music therapy as well. I have really embraced the use of embedded songs with the children I see.

[Vanessa Talbott]

I have taught multi age classes before and I found the most challenging aspect of it teaching to the youngest and the oldest at the same time. I especially felt that the infant age group was harder to meet the needs of when in a multi-age group. I do not have any multi-age classes right now. I do enjoy though when siblings come to class every once in a while to watch the interaction between siblings.

[Vanessa Talbott]

Music for development as mentioned by others above is about the whole child and the development of each child at their own pace. I love using music in skill development contingently and talking to parents about how much music can be used to reinforce developmental skills like crawling, pulling up, etc. The cause and effect relationship for learning especially with infants and toddlers works so well with music.

[Vanessa Talbott]

1. Your toddler is not expected to stay in your lap the entire time, find ways to interact with your toddler if he decides to explore the room. 2. I encourage creativity, it is ok if your child is not doing what everyone else is doing. 3. I accept your child for who they are, a unique individual who is allowed to make choices and have options. 4. Help your child to organize her body by having her feet on the floor during our lap ride. 5. Children learn by watching, it is important as parents that we model different ways to move our bodies and play instruments to encourage learning in our children. 6. I invite you to experience music through the eyes of your child and have fun!

[Vanessa Talbott]

When planning for this age group I really focus on the flow of up and down. This is a flow that works really well in my groups.
Gathering time
Hello
Lap Bounce to a gross motor of the chant/song such as Jack Be Nimble
Focus on gross motor movements with movement elements like start and stop, fast and slow, etc.
Instrument Play – example- Old Joe Clark
Another movement piece with or without a prop (scarves, balls, streamers)
Musical story time
Rocking/Bonding song
Circle Dance
Good bye

[Vanessa Talbott]

All the comments above are fantastic. I think it is important that we remember that the parent is the expert on their child and to empower the parents to notice certain cues of overstimulation in their own children. As a music therapist, to be able to look and feel the energy of the group as a whole is really helpful to manage the level of stimulation. I agree that flow is so important and bringing the group down at the end of the session is a vital part so children are able to transition to where they are going next.

[Vanessa Talbott]

I have really enjoyed learning about early childhood music therapy by music therapists and for music therapists. I am looking forward to taking what I have learned and applying it to my current work. I look forward to learning about the nuts and bolts of being a Sprouting Melodies provider in the next week.

[Vanessa Talbott]

To ensure that every child is successful in my groups, I focus first on safety. If the child is unsure of the environment, the child with or without the parent is welcome to observe outside the circle. I always give a child the choice to come to the circle. It normally does not take long but if it persists over the first session, I encourage the parent to each time come a little closer to the group.
Once a child feels safe and learning can occur, I focus on making connections between the parent and child, child to child, parent to parent and my relationship with all group members. Music is the way that I connect and connect others.
I also give lots of choices or options for ways to participate so that everyone feels a sense of belonging.

[Vanessa Talbott]

Engaging, fun, motivating, encouraging and exciting

[Author]

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