[Cynthia White]

I’m going to continue sharing tidbits with teachers during my session, as well as sharing recent music therapy research with the teachers and my colleagues. In a few weeks, I’ll be sharing an overview of the information I learned in the SM training with my therapy coworkers. They’re excited to hear more and learn a few songs. I am also talking with my supervisors about offering a Music Therapy workshop during one of our professional development days, so that teachers can learn more about why I do what I do within the sessions.
I love what everyone said about reaching out to their community. I’ve been living in Kansas City for about 2 years now, so I’m still getting to know my local community. I recently emailed local music therapy professors to hopefully introduce a practicum at my site this fall, and I’m thinking about educating others about music therapy through presentations and community outreach.

[Cynthia White]

Sara and Patricia, you each have very helpful ideas! Great reminders that to best serve our community, it’s all about making connections within our communities.

[Cynthia White]

I will continue implementing the songs I’ve learned, as well as referencing Beth’s songbook and Music Therapy and Early Childhood Development book to assist my practice. I’m using her assessment tool now, but would love to engage in the online assessment training to further improve my assessment skills. I’m SO thankful for this training- it gave me so much knowledge that I’m able to naturally incorporate into my sessions, and I’ve noticed a difference in my groups since beginning this training (more engagement, more positive social behaviors towards peers and adults, improved relationships, higher regulation). I have also really enjoyed reading each of your responses- I’ve learned so much by you sharing your experience, tips, tricks, knowledge, etc.! I hope to become a Sprouting Melodies provider in the future, both to benefit my community and to continue being apart of such a great community of Music Therapists.

[Cynthia White]

Sara, that is so cool that your company is supportive and you’re so excited to be a provider! Your community is so blessed to have such a passionate and excited individual leading them in Sprouting Melodies!

[Cynthia White]

Sara, I loved your emphasis on relationship! I totally agree with you- relationships help us know the needs of our clients and come prepared with adaptations.
Sabrina, I also try to utilize the help of other providers/adults in the room. It’s great to have other supports there in the midst of a busy group!

[Cynthia White]

My main goals in therapy are to assist children in engaging and regulating during our session. When I notice a child is disengaged/disengaging, I usually try to connect to them, which looks different for each child. For some, I suggest that they hold their teacher’s hand, others I reach out my hand to involve them, and others I say their name and ask them what they want to do next or ask them to show me how they shake, or clap, whatever motion/thing we’re doing at that moment. When I notice a child is dysregulated/dysregulating, I again try to offer connection. This usually looks like a teacher helping them co-regulate, holding them, or stopping the group for a moment to breathe together. It’s definitely a challenge to help 8 children stay regulated and engaged, but I’ve found that offering them connection is usually the most helpful strategy!

[Cynthia White]

I’m not sure if I’ll become a Sprouting Melodies Provider immediately, but I look forward to the connections and knowledge this course has given me. I’m so happy to have talked about early childhood development and music therapy with so many of my talented colleagues! I’d love to stay in touch with each of you as we continue our journeys as music therapists. I plan on continuing to use the skills and knowledge gained through this course in my current and future practice- it’s already made such a difference in my groups and I’m excited to see the potential for growth! I’d love to see how I can bring Sprouting Melodies to my community in KCMO in the future, I’m just not sure if it’s the time for me to do so right now 🙂

[Cynthia White]

Erika, I appreciate your comment about keeping the songs the same for several weeks. That’s very validating, as I try to use the same songs/session structure with each different age group for several weeks. It’s cool to see how their responses to the songs change, as well as how much engagement in each song increases!

[Cynthia White]

Sprouting Melodies 3: Active, unique, independent exploration, encouraging, genuine
Family Sprouts: Togetherness, loving, bonding, stimulating, family-centered.

SM 3: Gathering- Are You Ready for Music? Clap and dance along to song, encouraging family members to do so as session begins. (I’ve found that children will naturally respond to the question in the song!) Playfully engage with children as they respond to the question, singing “no I’m not ready” or “yes I’m ready.”

Greeting- Hello song. Sing hello to each child, imitating child’s movements/facial expressions during their turn. Encourage peers and parents to wave to child.

Bonding- Hold on Tight. Children sit in caregivers laps during song, swaying side to side then bouncing up and down. Include pauses in between slow/fast fast/slow sections.

Song About Me- Can You See Me? Encourage children to pat along and identify body parts sung about in song.

Instrument- I Like to Shake (re-write to “Apples and Bananas”). Incorporate shaking high/low, fast/slow, tap shakers together, roll arms with shakers, etc. Watch children to see what movements they are naturally doing, and incorporate these into song.

Movement- Will You Come? Incorporate various movements within song. Give room for silence occasionally after sung question to heighten excitement/attention, and provide child time to process/respond.

Goodbye- Music Time is Over. Provide steady beat by patting on legs. Sing song several times to encourage down-regulation/prepare children for transition out of session.

FS: Gathering- Good Morning to You. Gently sing gathering song as families enter. Encourage parents to model waving to peers and rocking side to side with children.

Greeting- Hello Everybody, Can You Touch Your Nose? Sing and point to various body parts in song (touch your nose, pat your head, rub your belly, stomp your feet, etc.)

Bonding- Blow A Kiss (by Laurie Berkner Band). Position older siblings in front of parents, and younger siblings in front of older siblings. Encourage families to rock side to side and blow a kiss to each other, and to friends in the group.

Song About Me- Where is the Music? Encourage children to pat legs and point to themselves when chant says “me.” Change lyrics and have the older children chant to their younger sibling, saying “I found it in you! You’ve got it, got it, got it” etc., giving a gentle touch or hug to sibling in song.

Instrument- I Like this Song. Sing as children explore various instruments.

Movement- I Can Move Around. Continue instrument play while incorporating more movement. Sing and provide model for various movements. Adjust dynamics/tempo of song as needed, noticing younger children’s responses to music.

Goodbye- The More We Get Together. Sing goodbye song in gentle voice, providing ASL for “more,” “together,” “happier,” and “friends.”

[Cynthia White]

I think “music for development” implies a more general goal for the session- using music to assist development of children’s brains, as well as add on to their natural development that is already occurring through their experience of “learning to be a human” (Beth’s words, not mine- LOVE this phrase!!). This training has also inspired me to include goals that are less skill-oriented- like developing a positive self-concept, fostering development of trusting relationships with safe people, encouraging positive social behaviors, etc. I feel like although these goals are social-emotional focused, they’re less measurable and more general. Music for skill development seems more detailed and specific to me and although that use of music and music therapy is helpful, I think early childhood education doesn’t focus enough on positive self-concept, and more general goals like that.

[Cynthia White]

Patricia, your usage of scaffolding is such a great idea! Starting with the most basic element and gradually building on it not only helps the kids, but I think that helps the parents understand why we’re doing what we’re doing, how much stimulation is too much, what’s developmentally appropriate, etc. Such a great idea to give the older child a “leader” or “helper” role within the session as well. Thank you for your wisdom 🙂

[Cynthia White]

Eliza, I love your re-write to “When the Saints”- so creative and fun for movement!!

[Cynthia White]

In my limited experience with multi-age groups, the hardest thing has been maintaining engagement across the board. Not only to keep the little ones and older ones engaged, but also to keep the parents engaged amidst the busy-ness. Sometimes it can get hectic with so many different ages, and the parents sometimes seem tired (which is so valid!). Any tips on maintaining engagement of kiddos and adults in multi-age groups?

[Cynthia White]

Patricia, thank you so much for your kind compliment. I enjoy reading your responses as well 🙂 I didn’t even think about the lighting or temperature of the room! I love how you pointed out so many different factors in a child’s engagement/regulation levels, and that ultimately, we have to flexible in the moment to adjust as needed.

[Cynthia White]

Patricia, I love your idea for “Just Like Me”! Such a great idea to turn baby towards the caregiver for the first time around, then give them a chance to look at their peers in the song.

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