Feedback from Users

Mr. Y is worried about his core weakness. They come to Doremi every week while attending kindergarten or piano class. We provide treatment centered on piano and rhythmics.

Maintaining correct posture when playing the piano strengthens your core. By always being conscious of it, it seems that good posture has come naturally.

The family also gave us a happy report, saying, ``My piano teacher has complimented me on how recently my posture has improved and my touch has improved when I play.''

Mr. N, who is attending piano therapy. At school, the child was said to be suffering from delays in learning and slow movements.

Even if it takes some time to understand, once you understand it, you will be able to play the piano properly. Because we provide Individual Developmental Support, we are able to proceed at Mr. N's pace.

Since coming to Doremi, I have progressed from playing with one finger to playing with three fingers, and my understanding of note names has deepened. Their families were happy to see them singing while moving their bodies.

Mr. K was having trouble speaking and having difficulty following directions. When I first started going there, I would cry if things didn't go the way I wanted.

We changed activities through greetings and tidying up, and provided support that would help improve social skills.

After about two months, I was able to switch between starting and ending treatment, and I was able to function calmly. The family also told us, ``After the treatment, they had so much fun that they didn't want to go home.''

Mr. O, a 7-year-old, was concerned about following instructions and his ability to speak and have conversations. By preparing a schedule table and visually appealing to the children, we helped them to follow instructions more easily.

We had fun communicating by encouraging the children to speak while singing and making time to talk with the teacher. After six months, she was able to follow verbal instructions and her speech and conversation skills improved.

A parent said, ``I'm glad to hear that the children are enjoying the activities while listening to the teacher's stories.''

Although it was difficult for Mr. N to listen to others and take instructions, he was very interested in the piano. We practiced listening to the instructions carefully and following the rhythmic instructions.

I have gotten used to using a preparation list when entering and leaving the room and keeping an eye on things. After six months, I started playing the piano while listening to the teacher's instructions, and was able to play more than five songs.

They wanted people to be able to ask for help when something goes wrong. At first, he was shy and had difficulty communicating with others.

The children created an opportunity to express their opinions through the piano, and the teacher naturally asked for help. After about two months, Mr. N started asking me, ``Doctor, what should I do?''

Mr. K was concerned that he had difficulty listening to instructions and having difficulty concentrating. During piano therapy, we thought together about the ending of ``I'll do my best'' and ``If I play this far, it's over.''

As the song was finished, I felt a sense of accomplishment, and six months later I was able to participate in activities more calmly than when I first started.

Mr. S, 8 years old, wants piano therapy. The challenge was to work together while following the rules and to stay calm.

We started with physical activities such as singing and dancing using our favorite songs and songs. After deciding on the rules for movements that match the lyrics and gaining experience doing the same activities as the teacher, I was able to participate in piano therapy sessions with ease.

Mr. T, an 8-year-old, is using piano therapy because he is concerned about the fine movements of his hands. I am working on improving the movement of my fingertips while playing my favorite songs.

In addition to the piano, they also used calculators, push-pops, and other tools to move their fingertips in a variety of ways. After six months, I was able to do small tasks little by little, and I was able to play dotted quarter notes, which I had always struggled with, slowly and in rhythm.

We even received the happy words from the participants themselves: ``It's fun!''