# data[].attributes.body
Hamm, C. (2015). Walking With Place: Storying Reconciliation Pedagogies in Early Childhood Education. Canadian Children, 40(2), 56–66. https://web.s.ebscohost.com/ehost/detail/detail?vid=0&sid=7f63f68f-0a41-4eb8-9a24-51a750ff8a17%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1laG9zdC1saXZl#AN=117176256&db=ehh

Wilson, R. A. (2018). Nature and young children : encouraging creative play and learning in natural environments. Routledge.

Miriam - Rose Ungunmerr- Baumann. (n.d.). Dadirri -A Reflection By Miriam -Rose Ungunmerr-Baumann. https://www.dadirri.org.au/wp-content/uploads/2015/03/Dadirri-Inner-Deep-Listening-M-R-Ungunmerr-Bauman-Refl1.pdf

# data[].attributes.body
When I begin thinking about these activities, I knew that my nephew would really enjoy being able to showcase his imagination and use his voice within the activities, but I didn’t think he would take so quickly to learning about movement and sounds. I thought he would have been a bit confused by reacting the movement of the trees, but he seemed to enjoy having more of a connection with the outdoors.

Next time, I would have provided an area with a water source ensuring that it was safe. This time I wasn’t comfortable with taking my nephew to an area with a water source as I was alone. Next time, I will ensure that a part of my activities to allow for the children to listen to the sounds and movement of water.

These activities will help my future practice of early childhood education as they have provided me with the basic of teaching children about sounds and movement, as well as how to provide with the ability to connect to their natural world.

My overall reflection of this unit is that it has shown me to pay closer attention to the sounds around us and how important ensure children are able to learn about music, movement and drama. Before this unit I didn’t believe these were key aspects in teaching children. That has changed though the completion of this unit.

# data[].attributes.headline
Experience 3- The rock for nephew found 

# data[].attributes.subject
Experience 3- The rock for nephew found 

# data[].attributes.headline
Experience 1- The ground we were walking on

# data[].attributes.subject
Experience 1- The ground we were walking on

# data[].attributes.headline
Experience 2- The tree we mimicked the movement of 

# data[].attributes.subject
Experience 2- The tree we mimicked the movement of 

# data[].attributes.body
I wasn’t able to take photos or audio recordings of my nephew as my sister wasn’t comfortable with that, so I decided to just photos of what the key focus was during each activity. The activities were completed in the same area as my assessment 2, which make it easier to create those connections between each assessment.

# data[].attributes.body
These activities connected to my own experience within assessment 2, as I completed the activities with my nephew in the same area. This allowed me to focus on aspects of my own experience that I found enjoyable into each activity, such as the sounds of the same grass and the sounds of the same trees. The activities are also based on the main elements during my own experience that I was drawn to, such as the wind within the trees and the sounds beneath my feet.

These activities are also connected with indigenous perspectives as they all involve children creating a deeper connection with their land, which we will know to be an important aspect of indigenous culture, having a connection to their land.

These activities also connect to unit contents, such as (Miriam - Rose Ungunmerr- Baumann, n.d.), These activities connect to this unit content, as it discusses the importance of listening to our surroundings, which is a key aspect within all of the activities ensuring that the children take the time to focus on the sounds of nature. This also connects with indigenous perspectives stated above.

Another reading from this unit that aligns with the aspects involved in these activities is Nature and Young Children by Ruth Wilson. Wilson (2018) discusses the importance of learning in natural environments and encouraging creative play, which I believe are the main ideas within these activities. All of the activities showcase the children’s imagination and all involve the outdoors, which provides children was the ability to learn within their natural environment.

The last reading from this unit that I felt connected with these activities is Walking with Place by Catherine Hamm (2015), this reading showcases the importance of ‘feeling those deep connections that have existed for thousands of years’ (Hamm,2015) though Aboriginal cosmologies. It also states how we should understand the trees, rocks and rivers within our environment. I believe these activities are a great way for children to begin to understand their natural resources and their purpose within Aboriginal cosmologies.

# data[].attributes.headline
Experience 3- Drama Activity (Become Nature) 

# data[].attributes.subject
Experience 3- Drama Activity (Become Nature) 

# data[].attributes.body
This activity involves a walk though nature. The children taking part in this activity will pick an object found during their walk, it could be a branch, a rock, flower or anything else they find during their walk. My nephew found a rock he was interested in. After finding, an object they are interested in, you will ask the children to act and make sounds they believe these nature resources could make. When I asked my nephew to act and become the rock, he found. He made himself into a ball and begin to make grunting noises. This activity helps children showcase their imagination and creativity when completing an activity involving drama.

# data[].attributes.headline
Experience 2- Dance/Movement Activity (Movement within the Trees) 

# data[].attributes.subject
Experience 2- Dance/Movement Activity (Movement within the Trees) 

# data[].attributes.body
This activity involves children (in this case, my nephew) being outdoors with a large amount of trees/ or somewhere they are able to watch the movement of trees. The children will spend time, watching how the different types of tree move as the wind blows though them. After the children spend some time watching how the trees move (you can get involved to). I will ask them to become the tree and start copying how the tree moves in different directions and as well as the leaves possibly on the tree or falling off the tree. How involved the children get with this activity will depend, but due to this activity being done with my nephew, he didn’t hold back and it was very interesting to watch him show his imagination to me.

# data[].attributes.headline
Experience 1- Sounds/Music Activity (Sounds beneath our feet) 

# data[].attributes.subject
Experience 1- Sounds/Music Activity (Sounds beneath our feet) 

# data[].attributes.body
This activity involves children (my nephew, as I don’t have access to a larger group of children) taking a short walk outside and listening to the sounds of what they are walking on. Whilst, listening to the sounds, for example, the sound of rocks under their feet, they will begin to make the sounds themselves (you can get involved to). As they walk along different ground textures, the sounds will change. They will begin to notice the different between grass and rocks as an example. I ensured they are able to spend as much time with one sound if that what they are interested in.