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.