EVERY CHILD HAS A SONG SUPPORTING COMMUNICATION THROUGH MUSIC

By Rose Adams MS, OTR/L

It’s a new day—it’s a new year. How can we best support our children this year? Listen to their song. Every child has a song. What is a child’s song?

What is a child’s song?

Every child has an individual way of connecting and communicating with the world. This unique form of expression, whether through voice, sound, movement, or touch, is what I refer to as their song. For young children with autism spectrum disorder (ASD) and other developmental disabilities, individual differences may impact how they connect and communicate with their world (Lense & Camarata, 2020; Vaiouli & Friesen, 2016). To best support these differences, it is important to consider a child’s individual strengths and interests (Aspy & Grossman, 2011; Galloway et al., 2020; Shin, 2017; Vaiouli & Friesen, 2016; Watkins et al., 2019). Through the discovery of their strengths and interests, we may identify their song—or better support them with connecting, communicating, and learning.

When I think of song, I recall my early experiences as a second-language kindergarten student. Shin (2017) encourages incorporating music and movement to engage and support young children who are second and foreign language learners. In Haiti, songs were a part of my culture and everyday life. When I entered kindergarten, I did not speak English, but I understood song. The first song which I recall learning was the “Hokey Pokey” during a school-wide, outdoor field day event. I remember being so engaged while moving, singing, and imitating my peers and teachers. Most of all, I remember how fun that experience was for me. From that moment, I began to understand and connect with my world through song.

Today, I’m a mom of energetic and curious twin boys. We use songs for everything! We sing to clean up, read, get dressed, and the list goes on! Take a moment to think back to your earliest song or musical memory. What made it so memorable? How well do you remember the lyrics or experience?

For most of my career, I have worked in school-based settings. I discovered the positive impact music can have on a child’s development and social relationships (Lense & Camarata, 2020; Shin, 2017; Sole, 2017; Vaiouli & Friesen, 2016). Music is a universal medium by which children develop, engage, communicate, find joy in learning, and participate in meaningful activities or occupations (AOTA, 2020; Shin, 2017; Sole, 2017; Vaiouli & Friesen, 2016).

Some ways music can support occupations are to promote (1) engagement, (2) inclusion, and (3) accessibility (Lense & Camarata, 2020; Shin, 2017; Sole, 2017; Vaiouli & Friesen, 2016). Engagement in occupations is defined by the Occupational Therapy Practice Framework (OTPF-4) as being choice-driven, motivating, and meaningful (AOTA, 2020). When young children are provided with opportunities to engage in activities that are personally important and valued, they may find joy while doing them. Music in all forms can also be inclusive (Shin, 2017). Let’s consider a preschool classroom with students from diverse backgrounds with diverse learning needs. When a new subject or task is presented, they may experience challenges related to how the concepts are introduced. However, when music is incorporated, everyone might be included.

Lastly, music is accessible in the sense that it is all around and within us (Shin, 2017; Vaiouli & Friesen, 2016). Some may hear music through sounds and songs while others experience music through movement and touch. We are innately musical (Sole 2017; Vaiouli & Friesen, 2016).

So, how does all of this translate to the idea that every child has a song? I believe, when we are attuned to the individual differences, needs, strengths, and interests of young children, we discover their songs.

Making the connection

As an occupational therapist, part of my work is to collaboratively engage and support my clients through participation in meaningful and valued occupations (AOTA, 2020). For young children, this may include playing, interacting with peers, accessing communication, or performing daily living skills. I use music through songs, movement, and rhythmic sounds to engage, motivate, teach, and support students with participating in early occupations in a fun way! How can you support a child’s song this year? Be open to more. Listen more, wait more, observe more, join more, and create more music with all children. Every child has a song.

References

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74 (Suppl. 2), 7412410010. https://doi.org/10.5014/ ajot.2020.74S2001

Aspy, R., & Grossman, B. G. (2011). The Ziggurat Model 2.0: A framework for designing comprehensive interventions for high-functioning individuals with autism spectrum disorders. Autism Asperger Publishing Company.

Galloway, R., Reynolds, B., & Williamson, J. (2020). Strengths-based teaching and learning approaches for children: Perceptions and practices. Journal of Pedagogical Research, 4(1), 31-45. http://dx.doi.org/10.33902/JPR.2020058178

Lense, M. D., & Camarata, S. (2020). PRESS-Play: Musical engagement as a motivating platform for social interaction and social play in young children with ASD. Music & Science, 3, 1-13. https://doi.org/10.1177/2059204320933080 Watkins, L., O’Reilly, M., Kuhn, M., & Ledbetter-Cho, K. (2019). An interest-based intervention package to increase peer social interaction in young children with autism spectrum disorder. Journal of Applied Behavior Analysis, 52(1), 132–149. https://doi.org/10.1002/jaba.514

Sole, M. (2017). Crib song: Insights into functions of toddlers’ private spontaneous singing. Psychology of Music, 45(2), 172–192. https://doi. org/10.1177/0305735616650746

Shin, J. (2017). Get up and Sing! Get up and Move! Using songs and movement with young learners of English. English Teaching Forum, 55(2). https://americanenglish.state.gov/ Vaiouli, P., & Friesen, A. (2016). The magic of music: Engaging young children with autism spectrum disorders in early literacy activities with their peers. Childhood Education, 92(2), 126–133. https://doi.org/10.1080/00094056.2016. 1150745

Rose Adams, MS, OTR/L is an occupational therapist who works with clients on the autism spectrum and other neurodiverse needs. She has worked in schools, private practice settings, and community-based programs. She is a director at Changing Lives Occupational Therapy, PC. and currently works at a community-based preschool in New York. Rose is pursuing her doctorate degree in occupational therapy at Boston University’s Post Professional Occupational Therapy Doctorate (PPOTD) program. Her doctoral project focuses on using song-based interventions to support young children with disabilities participate in school-based occupations. Website: https://www.changinglivesot.com/