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Activity 1 : sound/music                                                                                                 "Dancing with the Wind: A Nature-Inspired Movement Activity".                          

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Activity 1 : sound/music                                                                                                 "Dancing with the Wind: A Nature-Inspired Movement Activity".                          

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Children danced to “Wind Song” (Wind Song | the Adventures of Zobey | Indoor Activities and Dances | TexasWIC.org/Kids, n.d.), imitating the wind, rainbows, and clouds with hand and sweeping motions, and sunshine with bright gestures. This activity enhanced physical abilities, creativity, and a sense of connection to nature. It was inspired by the park's rich sensory landscape of wind, sunlight, trees, and birds. I clarified that each movement in the music and dancing would guide them as we explored these themes. Children were given the opportunity to express themselves artistically through music and dance, as the activity wrapped up in a discussion that connected their motions to nature and was impacted by a blend of human and natural sounds. My experience is also inspired by Allara, as with her music, she creates a sense of place by fusing beats, trumpet-like sounds, natural noises, and cultural aspects to conjure up various places and times (Briggs Pattison, 2018).

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The sounds of the wind, chirping birds, and the fusion of human and natural sounds in the park created a natural drama that served as the inspiration for the “Dancing with the Wind” session. I created a music and dance programme for children where they could use their bodies and minds to explore the concepts of wind, rainbows, and sunshine. Encouragement of introspection, sensory engagement, and pleasant nature contact was the aim of this experience.

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Outcome 2 (EYLF): Children are connected with and contribute to their world (ACECQA, 2022).

By using their movements to reflect on and communicate the natural world, children strengthened their bond with their surroundings.

Additionally, the “Reggio Emilia” approach, which views the environment as the third teacher, informs the session's rationale. By referencing the natural environment and elements I experienced in the park, I provided the children with the opportunity to explore and interact with their surroundings, creating a meaningful and sensory-rich learning experience. Seeing the environment as the "third teacher," Reggio educators emphasise children's abilities by fostering creativity and discovery through the use of easily available resources (Bond, V. L., 2013).

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What Went as Expected?

The children got really involved in the experience, especially with the creative parts like making rainbows and acting like the wind. They delighted in moving freely and imitating my movements. The “Wind Song” produced an atmosphere that aided in their concentration on comprehending the natural components.

What Did Not Go as Expected?

Setting up the experience took longer than planned since I needed to make sure every child understood the actions and how they related to the music. Furthermore, some children need extra encouragement for to get involved in the dance since they initially showed hesitation.

What Might You Do Differently Next Time?

The next time, I would include additional visual aids, like pictures or objects that symbolise the sun, wind, and clouds. This would facilitate the children's understanding of the ideas they are mirroring. To promote teamwork, I may also introduce more controlled group exercises, such as having the children make a group wind sequence or rainbow rather than working individually.

How Might You Use This Growth in Your Future Practice?

The importance of movement and sensory engagement in early childhood education was reaffirmed by this experience. I will incorporate additional movement exercises and music with natural themes.
- Provide visuals and explanations for abstract ideas.
- Establish spaces that blend nature and imaginative play with music and movement to promote introspection and creativity.

Overall Reflection:

Through this unit, my knowledge of music has increased. Seeing movement and music together promotes creativity, introspection, and sensory engagement in children, and it's a great way to support their physical, emotional, and cognitive development.

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Activity 2: movement/dance.              "Mindfulness Through Dadirri: Connecting Children to Inner Peace and Cultural Respect"

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Activity 2: movement/dance.              "Mindfulness Through Dadirri: Connecting Children to Inner Peace and Cultural Respect"

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I led children in meditation/yoga while they listened to Miriam-Rose Ungunmerr's Dadirri (MiriamRoseFoundation, 2017). In addition to encouraging respect for the land and First Nations people, this practice cultivated mindfulness, self-regulation, and a sense of peacefulness. This activity was inspired by my visit to the park, where the natural surroundings promoted attention and sensory engagement.

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My visit to the park, where the interaction of sunlight, natural sounds, and movement promoted a sense of peace and connection, served as the inspiration for the mindfulness/yoga exercises. Using breathing and movement exercises, this programme attempted to mimic the mindfulness that was fostered by the park's surroundings, which promoted sensory engagement and introspection. The impact of the park underscored the significance of incorporating natural aspects into educational endeavours to augment children's consciousness and presence.

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Children can improve their focus, manage their emotions, lower stress levels, and increase body awareness by practicing Miriam-Rose Ungunmerr's “Inner Deep Listening and Quiet Still Awareness” meditation. Since nature is crucial for calming children's brains and establishing emotional grounding, tying this exercise in the natural environment promotes mindfulness. Outdoor environments are a natural fit for sensory learning since they provide young minds with easy opportunity to explore and develop (Gano & Krull, 2020).

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What Went as Expected:

Children demonstrated enhanced body awareness and mindfulness while participating in the yoga positions with enthusiasm. The peaceful effect seen during the park visit was reflected in the session's successful utilisation of natural sunlight to strengthen their connection to the environment.

What Did Not Go as Expected:

A few children found it difficult to concentrate on body awareness and breathing exercises throughout the yoga-inspired session. There were times of distraction because the changeover from one task to the other was not as seamless as expected.

What Might You Do Different Next Time:

To help children with the mindfulness exercises, I would make the positions easier and provide more visual cues in the future. Prolonging the time of the session and adding more practice in guided breathing methods may also aid increase focus and involvement.

Using This Growth in Future Practice:

The importance of including nature and mindfulness into early childhood education has been reaffirmed by this experience. Using this realisation, I want to design more activities that combine movement with other senses, promoting overall growth and improved emotional control.

Overall Reflection:

I now see movement and music as potent tools for more than simply sound—they can be used to engage the senses and express emotions. Thanks to this class. This knowledge will influence how I use music and movement to improve learning in my upcoming classes.

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Activity 3: drama.                                                                    "Exploring Nature Through Storytelling: A "Going on a Bear Hunt Adventure".   

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Activity 3: drama.                                                                    "Exploring Nature Through Storytelling: A "Going on a Bear Hunt Adventure".   

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Using both natural and artificial materials, I designed a "Going on a Bear Hunt" activity that was inspired by my sensory contact with nature during my visit to the park. To reproduce the story's settings, I used sand, leaves, tan bark, and concoctions like bi-carb and conditioner. With finger puppets, children explored various settings and used storytelling to convey their ideas. This exercise combined sensory play with artistic expression, allowing children to explore nature in a fun and creative way.

How indigenous perspectives are embedded:

As a group, we talked about the significance of the land we are on now, beginning with a recognition of our nation and moving on to the topic of environmental respect.

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My observation of the sensory richness of the natural environment during my visit to the park served as the inspiration for the “Going on a Bear Hunt” exercise. I got the idea to give children a multi sensory experience from the sounds, textures, and motions of the wind, trees, and birds when I was there. I tried to replicate the park's sensory elements using both man-made and natural materials, such as sand, leaves, and bi-carb mixes, in order to encourage a relationship between imagination and nature. The children explored and expressed their ideas through finger puppet play, which made a connection between their play and the unplanned narratives I saw in the park.

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By integrating natural elements and allowing children to take the lead in their storytelling, the activity supported outcomes related to children’s sense of belonging, community, and environmental awareness. Through play, children gain critical abilities and knowledge through exploration rather than through direct instruction, allowing them to learn about themselves and the world around them (Wilson, 2018).

Moreover, Children acquire many important concepts about the world we term "real" through their imaginative world. Children learn via pretend play that one object may be used to symbolise another, such as using stones as eggs or a stick as a wand (Wilson, 2018).

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The children's interaction with the natural and artificial resources went as planned. They creatively moved their puppets through the various settings while enthusingly exploring the sensory environment. But not every child grasped the abstract links between the materials and the aspects of the story, which often caused misunderstandings regarding the narrative's flow.

The next time, I would give children more obvious visual cues to help them make a stronger connection between the story and the objects. Giving them extra time to explore each sensory station could also increase their comprehension and level of involvement.

The importance of sensory and outdoor learning in early childhood education has been reaffirmed by this experience. I'll keep incorporating sensory play and nature into my work to improve storytelling, creativity, and problem-solving skills. My understanding of music and movement has also changed as I've come to understand how creative, nature-inspired activities may promote cognitive, emotional, and physical growth.

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ACECQA. (2022). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. ACECQA.

Bond, V. L. (2013). Follow and Facilitate: What Music Educators Can Learn from the Reggio Emilia Approach (Vol. 27, Issue 1, pp. 24–28).

Briggs Pattison, A. (2018, November 14). Wala Is Life. Www.youtube.com. https://www.youtube.com/watch?v=1XACgej9L80

Gano, D., & Krull, S. (2020, July). Natural Sensory Learning. Www.communityplaythings.com. https://www.communityplaythings.com/resources/articles/natural-sensory-learning

Miriam Rose Foundation. (2017). DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo. In YouTube. https://www.youtube.com/watch?v=tow2tR_ezL8

Wilson, R. (2018). Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments (3rd ed.). Routledge. https://doi.org/10.4324/9781315148533

Wind Song | The Adventures of Zobey | Indoor Activities and Dances | TexasWIC.org/kids. (n.d.). Www.youtube.com. https://www.youtube.com/watch?v=KrzcDv9veL4