Using a Music Therapy Collaborative Consultative Approach - World ...

5.3.2 Setting
All experimental sessions took place in the target child’s classroom, where the
curriculum philosophy followed the same Developmentally Appropriate Practice (DAP)
(Bredekamp & Copple, 1997) as in Experiment I. Andy’s classroom was divided into in
different play areas and contained corresponding toys and materials (Harms, Clifford, & Cryer,
1998; Marcus et al., 2001) similar to Experiment I. There was a food counter including a sink
with a soap dispenser and a paper towel holder. A stepping stool was placed before the sink for
the children to reach the sink and tap. A huge garbage can was located next to the sink. A
bathroom designed for children was accessible from the classroom. It contained a small step
(made out of two duct-taped phone books) to reach the toilet sit more easily, a sink, a mirror, a
garbage can, and a chair for teachers.
Hand-washing occurred several times during the childcare day: before and after
meals, after messy activities (i.e., painting at the easel or outdoor play), after sneezing or
coughing, and after toileting. Before breakfast at 9:15 am, all children were prompted to
wash their hands. Each child went to the sink and waited for his or her turn to wash his or
her hands. The child climbed up the stepping stool, turned the water on by manipulating the
handle, got soap from the soap suspender, rubbed her/his hands against each other, rinsed the
soap off under the running water, and turned the water off, dried her/his hands by using a
paper towel, which was thrown in the garbage can afterwards. A sequence of pictures
showing the multiple steps of hand-washing was attached to the wall behind the water tap
and visible to all children. After finishing the hand-washing procedure the child climbed
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