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

high school diploma and had been teaching at the childcare program for three years. Both
teachers participated in Experiment I and therefore had prior experiences with music therapy
interventions.
Lucas’ (subject 4) lead teacher, had a bachelor’s degree and was certified in Early
Childhood Education and had taught young children for three years. She participated in
Experiment II and therefore had prior, experience with music therapy interventions. The
teaching assistant had an associate’s degree in Early Childhood Education and had been
teaching at the childcare program for five years. She had no prior experience with music
therapy interventions.
6.3.2 Setting
All experimental sessions occurred on the playground of the target children’s
childcare program. The playground (35 m x 47 m) contained different areas of play such as
three sandboxes, a huge climbing and sliding structure, a wooden playhouse with a bunny in
a hutch next to it, a concrete track (41 m x 2 m with loops on each end) for riding tricycles,
two large and two small trees with wooden benches around it, and three raised flower and
garden beds. The building and a 2 m high chain-linked fence to bound the playground. One
corner of the playground was divided into a smaller playground by a 1m high chained-linked
fence to provide a separate area for toddlers and infants. The playground contained several
tricycles, wagons, large plastic building blocks, sand toys, balls, hoops, large toy trucks, and
other common playground toys. Other toys and materials occasionally used by the teachers
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