Use of songs to promote independence in morning greeting routines for young children with autism

To begin with, this article made me look more closely at all of the transitions an autistic child faces each day in class. As educators focusing on a lesson plan, it is often easy to forget that a child may be struggling with these outside transition issues. I feel the study's idea of including music therapy based ideas into the classroom would drastically help an autistic child. In a way, these ideas would help to create a routine day for the child. In terms of participants, I feel that the study could have used a larger, more diverse participant grouping. Both participants were boys of similar age with mild to moderate cases of autism. The study involved an element of free play, which made me think of our pre-school music class. This free play was effective for our class, so I wonder if it will have the same effect in the study.

I found it interesting that two different songs were composed for the boys in the study. After looking over the scores (sent from a classmate), it is interesting to note the subtle differences, and how one's personality can affect music. The results of the study recommended the use of songs to help children with autism. I found it extremely interesting that the greeting song encouraged Ben's classmates to interact with him, and that Ben's performance did not change until his classmates began to interact with him. This shows the power and effect of music and more specifically, music therapy on Ben's classroom performance/experience. In turn, this will create a more positive classroom atmosphere for everyone involved. I feel that this study has interesting applications for my future use as a music educator.

The effects of interactive music therapy on hospitalized children with cancer: A pilot study

I was interested to read this study, because I just recently observed my first session of music therapy. Initially, I felt that music therapy was quite similar to music education. However, after my observation and reading this study, I now feel that they are completely different. I appreciate that the study included a wide range of participants (age, disease, and stages of illness). Overall, I approved of the methods the study used. The results ended up showing a very positive view of music therapy. Music therapy seemed to benefit and improve the quality of life of the majority of students (in their opinions and in the opinions of their parents). I appreciated the Discussion section stating that the results of the study are not enough to conclude that music therapy does benefit children. Although some of the statistical and research terminology went over my head, I feel that I received a great look into music therapy after reading this study.

Fostering young children's representation, planning, and reflection: A focus in three current early childhood models

The article begins by discussing the underlying processes that coincide with literacy and mathematics. These underlying components include self-regulation, problem solving, planning, and higher level thought processes. One important learning area of the preschool years is creative /dramatic play. According to Vygotsky, this kind of play allows children to self-regulate and think symbolically about objects and actions. Over the past few months, I have become a firm believer in the power of creative play. I have been working at The Children's Museum of Cleveland as an Exhibit Educator, and I have had the opportunity to witness firsthand how important play is to the development of children. I have seen children work out their emotions through their play, express themselves, and learn many new concepts. I think it is very interesting that research shows children who are given more opportunities for reflection score higher in almost every area of development.

This article goes on to discuss three different pedagogical approaches to child development/learning. The High/Scope method is based on the belief that children learn best from directly interacting with their world and then reflecting upon it. Another trait of this approach is the plan-do-review activity. I feel that this specific activity is one that could be implemented and altered for any age group. Epstein, a High/Scope educator believes that this approach of planning and reflecting allows children to "to the initiative in pursuing their interests..." The next method, Tools of the Mind, is based on Vygotskian theory. The goal of this method is for students to begin to discuss plans without advising from an instructor. Play is seen as preparing students for voluntary, deliberate behaviors. I sort of agree with reflections being discussed the following day instead of the same day. This gives students time away from the activity, and may lead to a more honest, accurate reflection. The third method, entitled Reggio Emilia, is based on the idea that children benefit most from working on long-term projects in coordination with their teachers. This method uses visual methods for reflection and communication. I really like the idea of a child simplifying and clarifying their ideas through visual representation. I believe that ideas can be taken from each of these approaches to form a more well-rounded approach. I am interested to see the opinions of the rest of the class during our Journal Club tomorrow.

Synesthesia-like Mappings of Lightness, Pitch, and Melodic Interval

I found this article to be very interesting, in that I have always had questions about the phenomenon of synesthesia. I know one music major who has been diagnosed with it, and he is quite fascinating to speak with. A major result of the study shows that subjects found lighter visual stimuli to fit with higher pitches, and darker visual stimuli to fit with lower pitches. The article discussed the underlying linguistic mediation of synesthesia-like mapping. This concept makes little sense to me, and I am still trying to understand the core meaning here. I found more understanding when the study discussed nonsynethetes engaging in synesthesia without it reaching their conscious. This is also interesting in relation to the idea that synesthesia is in everyone, but is later repressed. In turn, this supports the finding that the majority of synesthetes are children. Instead of discussing pitch as a single element, the study discussed both pitch height and location of pitch across octaves. This extended the range of the element of pitch in the study. I found that the three experiments were reliably set up. For instance, the first experiment had 400 trials according to the equation of 2 backgrounds x 5 luminances x 8 frequencies x 5 replications. The study found a wider response range with the usage of the black background. However, this was eliminated when the range of visual stimuli were presented. This is potentially because there were too many different elements of the variables for the subjects to comprehend. Experiment Two showed that subjects found lightness to relate to pitch in two distinct, separate ways. Experiment Three was interesting in its use of orchestral music evoking a certain color or adjective. I would definitely be interested in reading more about a study solely focused on this. It would be very interesting to perform this study using classical orchestral works that are considered to be masterpieces and well-known (potentially part of humanity's lives).

An In-Service Training for Child-Care Personnel Working with Infants and Toddlers

This study aims to test the effects of in-service music training for child caregivers. It begins by stating that most caregivers feel that including a solid music education in their curriculum is a somewhat daunting task. This is understandable. The study's results show that most caregivers would like to learn how to better implement music, as long as the training is minimal and at a reasonable price. I was pleased with the methods in which the data were collected. Researchers observed children for engagement behaviors, caregivers made use of an attitude scale, and multiple learning tests were completed by the participants in the study after the training sessions occurred. However, I do wish that the study included a greater diversity of participants. All of the participants were women college students. I do not feel as if this represents the majority of child caregivers. Overall, the study showed that the majority of caregivers' skills increased with the three training sessions. However, I was surprised that movement skills did not increase with the training sessions. Movement is such a vital part of early childhood music, that I am surprised it was not emphasized more in the training sessions. The training program improved some of the caregivers' skills while decreasing others. I feel as if the skills improved, group leadership and overall musical skill, are the most important. Because other curriculum will be focused on in this setting, I do not think it is necessary for the caregivers to have the same body of music knowledge as a music educator. I believe that one of the greatest benefits of the training sessions, was that it gave the caregivers a sense of confidence in facilitating and teaching music activities. This feeling will lead to caregivers initiating more music activities in the day-to-day curriculum taught at these child caregiving centers. I appreciated that this study gave ways for its training sessions to be improved. The conclusion of the study summed up everything that I was thinking while reading the study.

Musical Play: A Case Study of Preschool Children and Parents

The overall purpose of this study is to discover the ways in which children engage in free musical play alone and with others. I really liked the idea of "free musical play", as there should not always be a method to the play activity of children. Throughout the study, "process over product" was emphasized. I feel that this is especially important for many parents to keep in mind today. It seems as if parents want every action to yield a clear learning result. I definitely think that it would be interesting to add a component of free play to our CMS class. I think it would be helpful to provide students with props and materials that would help them to engage in play. Then, all of the teachers could step back and just observe the natural process of play.

Singing Practices in 10 Families with Young Children

The goal of this study is to describe participation in singing in 10 families with young children. Because singing communication between parents and children can provide a basis for a child's healthy development, I am interested to see the format and results of the study. One statement that immediately drew my attention, discussed book-reading replacing singing in toddlers. I feel that this is very true among members of my own family and friends. Later, the study examined the three main vehicles or methods through which singing was implemented in the participating families' homes. I was in strong agreement with all three: routines, tradition, and play being true. However, one question that this study brought about was whether or not these singing practices should be used for extra-musical purposes. On one hand, I think it is helpful that parents were engaging in musical activities with their children. Even if there are other goals at hand, the child will still receive some benefit. On the other hand, I now feel a strong desire to advocate to parents that singing practices and music education in the home should take place only for the pure sake of music. In effect, I feel as if music in the home as part of a routine is not necessarily a good thing if it is not practiced in the right way. For instance, if music is included only to calm a child down, it will not be beneficial. If music is incorporated in a routine way but strictly for the child's development, it will be much more effective.I was impressed with the case study-like nature of aspects of the experiment. For instance, three different families, each displaying one of the methods of implementing music in the home, took part in intensive interview sessions. It was interesting to note that parents participation in singing with their children was often directly related to the parent's past experiences. In closing, I agree that a parent is the child's first teacher. However, the study suggests that parents must undergo some sort of formal music training in order to provide meaningful musical experiences for their children. I do not feel that this is the case. Parents often know and are capable of more than they believe. The combination of communication and interaction between the parent and the school/community music educator should be sufficient for the parent to learn, ask questions, and receive ideas.