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children who have special needs (for example, a piece of fruit or a picture symbol from Mayer-Johnson’s Boardmaker indicating breakfast). Sample song: Tune: If You’re Happy and You Know It If you’re ready for your breakfast, nd your seat. If you’re ready for your breakfast, come let’s eat. We will have some juice and fruit, Toast and jelly which tastes so good. If you’re ready for your breakfast, nd your seat. Sound cues We all hear sound cues throughout the day. Perhaps we hear church bells that let us know it’s noon or a repeated dinging as we exit the car lets us know we le the car lights on. Sound cues can also be embedded into children’s daily routines as a way to cue transitions (such as transitioning from outdoor to indoor). When the signal is immediately and repeatedly paired with the action, children quickly learn to anticipate what comes next when they hear the sound cue. Children o en enjoy taking an active part in activating the sound cue themselves. For example, each day a di erent child might be assigned the task of ringing of a triangle when it’s time for the children to go inside for lunch. When working with children with special needs who use picture symbols, be sure to pair sound cues with visuals. Summing it up When applied intentionally and used in a systematic manner, music can be a Evidence of effi ciency Research indicates that music can be e ectively used to enhance socialization, self-expression, communication, motor development, and cognitive functioning of young children with and without disabilities. In keeping with recommended practices in early childhood education, music interventions may be embedded into children’s daily routines to support individual learning goals. A series of single-case studies conducted at the FPG Child Care Program demonstrated that… • Individual song interventions may be e ective in increasing the independent performance of young children with autism during the morning transition and multi-step self-care routines. • Music may help expand children’s level of peer interactions on the playground. • Teachers can implement musical intervention strategies successfully when training and monitoring by a music therapist are provided. A summary of the single case studies can be downloaded on the FPG Web site, www.fpg.unc. edu (see snapshot #35, #39, and #45). The songs used in the playground study are published in the songbook noted below, along with project descriptions and guidelines for writing and measuring IEP goals using a song. The ideas and strategies proposed in the musical transitions section of this article represent common practices used by music therapists when working with young children. They also stem in part from a presentation and an informal pilot study conducted by Humpal and Register (2004, 2007). Results of the three case examples from this pilot study indicated that transition songs… • Helped children respond more quickly to directives. References • Elicited a greater level of calmness among Best Practices in Music Therapy Monograph: children during times of transition. Early Childhood and School Age, edited by • Facilitated a sense of group cohesiveness. M Humpal and C. Colwell (American Music • Were well received by teachers as a way to Therapy Association, 2006). manage the classroom. Fact sheet: Music Therapy and the Young Child, wonderful tool for helping you manage the classroom and enhance children’s learning. Song interventions can easily be embedded into daily routines with minimal time and e ort but with tremendous results. As an early childhood professionals, allow yourself the freedom to tap into your natural a nity for music and add a little harmony to the day! Petra Kern, MT-BVM, MT-BC, MTA, is a clinician, educator, and researcher in music therapy. Her work focuses on young children, inclusion, autism, and visual impairments. She currently is a visiting scholar at the FPG Child Development Institute, UNC at Chapel Hill and serves on faculty at SUNY New Paltz. Kern is passionate about bringing music to the daily lives of children and families. Additional information about music therapy for early childhood education settings (including a comprehensive review of the research literature addressing all of the topics mentioned in this article) can be found in the American Music Therapy Association’s Fact sheet: Music Therapy and the Young Child. Go to www.musictherapy.org for more information. published by the American Music Therapy Association (2001). “Improving the Performance of a Young Child with Autism during Self-Care Tasks Using Embedded Song Interventions: A Case Study,” by P. Kern, L. Wakeford, and D. Aldridge, [Music Therapy Perspectives, 25 (1), 2007]. Songbook Vol. 1: Songs and Laughter on the Playground, by P. Kern and M. A. Snell (De La Vista Publisher, 2007). Tips for Tuneful Transitions, by M. Humpal and D. Register, presented at the 6th Annual AMTA Conference (2004). “Use of Songs to Promote Independence in Morning Greeting Routines for Young Children with Autism,” by P. Kern, M. Wolery, and D. Al- dridge, (Journal of Autism and Developmental Disorders, 37, 2007). “Using Embedded Music Therapy Interventions to Support Outdoor Play of Young Children with Autism in an Inclusive Community-Based Child Care Program,” by P. Kern and D. Aldridge, [Journal of Music Therapy, 43 (4), 2006]. “Using Musical Transitions in Early Childhood Classrooms: Three Case Examples,” by D. Register, and M. Humpal, [Music Therapy Perspectives, 25 (1), 2007]. 54 CHILDREN AND FAMILIES Back-to-School 2008 THE MAGAZINE OF THE NATIONAL HEAD START ASSOCIATION
N A T I O N A L H E A D S T A R T A S S O C I A T I O N Save the Date! NHSA is proud to offer a variety of professional development and training opportunities to help the Head Start community continue to lead the way in delivering exceptional early childhood education and care. For more information about these events and our Webinars and other resources, go to www.nhsa.org. Upcoming Events 3 rd Annual Director’s Training St. Louis, Missouri October 26-30, 2008 Collaborative Governance: The Roles of Governing Bodies and the Policy Council An NHSA Audioconference November 18, 2008 3-4:30 p.m. ET Examples of Unwise Gifts: Learn to Stay Compliant An NHSA Audioconference December 2, 2008 3-4:30 p.m. ET 25 th Annual Parent Training Conference Atlanta, Georgia December 14-18, 2008 January Leadership Institute Arlington, Virginia January 26-29, 2009 36 th Annual Training Conference Orlando, Florida April 27-May 2, 2009 THE MAGAZINE OF THE NATIONAL HEAD START ASSOCIATION Back-to-School 2008 CHILDREN AND FAMILIES 55
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