[Zoe]

1) Key Takeaways: I think the biggest takeaway for myself was the breakdown of developmental levels in different modalities and ages within the musical context. Having a view of development through a musical lens, developmental lens, and musicking lens has now given me a variety of evidence to present to parents about functioning and to help back up my previous understanding of music and development. Another big takeaway from this was someone outwardly expressing that we are the experts in this field. It is so easy to become overwhelmed and to doubt your own abilities when you are out in the world by yourself, even more so now with the isolation and adaptation we have had to do in the pandemic. So thank you so much for the encouraging words to validate us all.

2) Changed perspectives: This course has allowed me to better understand and name some of the developmental behaviors that I see in clients. Through the breakdown of developmental levels I am now able to better express myself in documentation and to parents when assuring them about different behaviors seen in their child. This also helps in the planning process. I feel that better understand clients current developmental and functioning levels as well as “what’s next”. This helps to appropriately plan goals and experiences to help them progress through their developmental stages.

3) Share information: I am lucky enough to work within a small private practice of therapists. I plan to share the musical developmental levels with them in the hopes it will help them navigate through early childhood a bit easier. I also plan to take this knowledge to share with parents that are unsure about developmental levels. I might even create a music and behavior developmental chart since I get behavioral questions and pre-verbal questions consistently in my practice.

[Zoe]

In the past I have applied short directives to the individual who was struggling, oftentimes expressing that I would come back to them when they are able to make a choice or show more appropriate behaviors. I rely on seating those who need additional support next to children who are more advanced to allow for modeling and assistance to be given when able. I also use sensory instruments when the group is struggling to attend to tasks or experiencing sensory overload. Usually pairing the cabasa or ocean drum with a softer and slower song in which they take turns playing or picking another member of the group to play. Though I think the most important thing is the ability for everyone to celebrate the moments of achievement and to celebrate them often.

[Zoe]

I am excited to bring this form of engagement to the community that does not appear to have much support, especially during this pandemic, in my immediate community. I am hoping to adapt the knowledge from Sprouting Melodies into an online platform to allow parents a chance to engage with their children in a joyful music experience with other families so that this time of separation does not feel as lonely and desperate. I think this is so important for new families or families with children struggling within the pandemic. I am also excited to use your behavior strategies and engaging songs with my more challenging clients.

[Zoe]

Music therapists have a unique perspective on music and development that is not centered around the child’s musicianship skills. We are using a child’s music engagement and participation as another marker of development level or progression. The music we present and experience you participate in when with a music therapist are introduced to address nonmusical goals that will assist in helping your child progress through their developmental levels. This with the added benefit of passing on our knowledge to first time parents or struggling parents to allow them to better understand their child’s development and how their actions fit into a developmental stage or framework.

[Zoe]

It has been a struggle in the past to have sibling pairs share materials and attention, especially if one had initially started the session independently. I have found that different age groupings pose different unique challenges. When siblings are closer in age, but younger there tends to be some issues regarding possession of materials. Older sibling pairs can be easier since there is an understanding of what music and prompts are for them or are for their sibling. Before this understanding is achieved you can get the “this is for babies”, especially if a younger sibling is responding to the music. Planning music that is engaging, but not startling to both individuals has proven to be a daunting task. These groupings also make it more difficult to go with the child’s lead, especially in a more one one one setting. I believe that a larger group class compared to an individual sibling duo might prove to be slightly easier to manage. Having other groups to model and not having only two voices competing for attention might decrease the pressure.

[Zoe]

Use 5 words to describe the music experiences in Family Sprouts
-Cooperation
-Connections
-Support

Create a plan for songs and music experiences to use in Family Sprouts
-Come and Join the Circle
-Jingle Up. Jingle Down.
-That All Makes Up Me
-I Like This Song
-I Can Move Around
-Watch Me Go
-From head to toe (Book)
-Music Time is Over

[Zoe]

Use 5 words to describe the music experiences in Sprouting Melodies 3
-Intentional
-Personality
-Accepting

Create a plan for songs and music experiences to use in Sprouting Melodies 3
-Gather Round
-I got the music in me
-My Brand New friend
-You Play a little
-Will you come
-The leaves are falling
-Hand hand finger thumb book- with drums
-Music Time is over

[Zoe]

I find this a very difficult question to answer. I don’t think there is a hard and fast rule, but rather it is about your group’s preference and tolerance for stimulation and sensory experiences. Many of the individuals I work with are sensory seekers typically seeking one form of stimulation specifically. Until this need is met they struggle to be present in the session or engage in the experiences offered. On the flip side many of the children we work with don’t recognize when the stimulation becomes too much and begins to become chaotic or meltdown within their bodies, which makes it imperative to be observant during high and low sensory stimulation experiences. It was also mentioned in the course that an only child versus a sibling will have a different sensory tolerance due to additional noise being in the environment. You need to be very aware of your group during high energy experience and be prepared to bring the group down when the stimulation has become too much. The flip side being when your group is actively seeking out sensory stimulation, it is probably a good indication that they need to engage in a moment or instrument play to meet those needs. Stimulation and sensory needs are very individualized, which makes giving a blanket answer almost impossible. This is an area in which being an observant music therapist is key.

[Zoe]

Right now I am not working with this specific age group. However When working with children in a similar developmental level I tend to use more high sensory instruments. This would include drums, velcro shakers for those with motor delays, kokiriko, cabasa, ect. I am not partial to one brand for instruments, but always find amazing instruments through the West Music Website and more deals throughout the year when using Amazon. My current experience is more of instruments being thrown than of instruments being unsafely put into mouths. Depending on the client I will use egg shakers regularly, but this is through mostly one on one work rather than in a group setting.

[Zoe]

Use 5 words to describe the music experiences in Sprouting Melodies 2.
-Playful
-Free movement
-Energy
-Spontaneous
-Exploration

Write 5 sentences you can use when speaking with parents about musical responses of children in SM 2.
-(when a child is still or not actively participating) Look at _Child’s Name_ taking in all the information. Keep and ear out, you may hear this song at home.
-If you shake, they’ll shake.
-Let’s feel the beat on the flat of our feet.
-Show your babies what to do, even if they don’t mimic you.
-Let’s bring them back with the music and energy, not with our hands

Create a plan for songs and music experiences to use in a Sprouting Melodies 2 session
-Transition in- recorded music, instrument exploration, room exploration , and check in with parents
-Hello- Come sit down with me. This would be introduced with the instruction to let the children join in within their own time. The words would be improvised in the moment to help intrigue those within the group to join in
-Song about me- all of this is me
-Bonding- Horsey, carry me
-Instrument- Sit with me and shake
-Movement- March with My Baby
-Songs about me- Can you see me
-Bonding- Hold on Tight
-Goodbye- Music Time is Over

[Zoe]

Unfortunately I do not currently have music therapy experiences with children in this age group. However I created a lullaby CD for my niece before she was born which was used often within her home. She lives further away so she was slightly older the first time we met. During my first visit I began to sing some of the songs included on the album, which caused her to startle. She was very confused for the first 2-3 times I attempted to sing to her, often looking around instead of towards myself or the source of the music. Eventually she began to associate the voice with a person, not with the stereo/speakers/not a person and I was able to sing her to sleep.

[Zoe]

– 1) Slower pace 2) Cuddling 3) Calm affect 4) Touch 5) Bonding

– 1) We want to keep out voice volume low, but use articulation to create the same excitement. Really Chew those words.
2) Help your baby feel the rhythm of the music, pat on their bellies or legs to help them engage with the music.
3) Your babies will grip the instruments just like your fingers, rub it into their palms to help them grasp.
4) Bring your baby closer to your face to help them better engage with you and the music you are creating together.
5) Look at them reaching and looking towards your voice/my voice. They are so engaged in the music.

-1) Transition in with soft recorded music. Check in with parents
2) Start with hello to allow more time to settle in and than transition into Today is a beautiful day with guitar (if appropriate for the group and their current functioning)
3) Pick your hands up high
4) Row it faster
5) In my little hands for groups who need more direction or I like this song with more active groups
6) As Big as Can be
7) Where is my face
8) Goodbye

[Zoe]

I think music plays a huge part in gathering and connecting communities. Though I don’t agree that music is a universal language, I do agree that it is a universal and connecting concept that plays a huge role in all cultural backgrounds. Through a community-based program you have the ability to educate, engage, connect, and serve different populations in our community within our own ethical experiences. Being a leader within the community and accurately educating those in your community about music therapy is a huge part of being a music therapy professional. It is also important to actively participate in activities that are important to the communities you serve like cultural events, big buddy walks, ect. It also allows for a good place to educate and demonstrate the benefits of music therapy services or the groups you provide.

[Zoe]

Music therapists provide a sounding board for developmental situations and behaviors that parents may not understand or have a contextual understanding of. Music therapists can also provide an environment in which children can engage in success oriented experiences with their caregivers, allowing for positive bonding experiences. Music therapist and the experiences they provide allow both adults and youngsters to play together successfully within the experiences, which again allows for deeper bonding.

[Zoe]

The needs in the overall community and most of the families that I work with are about connection, education and validation. New parents can often feel isolated and overwhelmed, that can go doubly for new parents of children with special needs. Most parents are looking for validation, advice, a space to air out their issues, and connect with families going through a similar life experience as them. Music therapy allows for a fun and educational space for parents and children to connect with others. The parents can make lifelong friends, like in the example videos from the course. The community I am in currently needs more early intervention and group classes to connect with others. It is difficult during the pandemic to cater to those needs, especially since many do not see the benefit of virtual group classes. However I am hoping to gain the foundation in this course to establish such a group within my community and further since it would be taking place virtually due to health concerns.

[Author]

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