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This activity is for children from 3-5-year-old.

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The activity that I chose, comes from Malissa Garret (2016), it’s called ‘Sound Hunt’

I will take children to the local park, where I visited for the last ‘Country Visit’. Children will be asked what their favourite sounds are and share with other why they like it. After children finish their sharing, they will be asked to be completely quiet and listen for a moment (about 5 minutes) to see what they have noticed. Children will be encouraged to share their notice after 5 minutes of quiet listening. Then teacher will start the hunting by asking “what sound do you think you can find?”. Children will be in group of 4 to 7 and hunt the sounds. The number of groups depended on the number of adults come along, it can be children’s parent, carer or family member, or teachers. One adult will control one group, their jobs are recording the sounds that children want, save it on their phone, and looking after children. They are asked to not involve while children are exploring if not necessary. After 30-45 minutes, children are asked to come back together. Each group will share the sound they got and other group will try to guess how the sound made or what the sound comes from.

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While children are hunting the sounds, children are trained to not only hear the sound but to listen to it. They have to pay their attention to the sounds. Through this activity, children have the constant interplay with perception of moment when they are listening (Pauline 2015). This is the chance for children to create their connection with the land through listening (Rose M 2017). I do not expect children to be quiet and listen deeply to the land, but hopefully the activity will help children create the emotions to the land, so their connection with the land will be stronger. Because listening is importance in life, specific in communication; and because listening is the life-time practice (Pauline 2015), ‘Sound Hunting’ is the good activity for children to do not only in class with their peers, but also with parents daily, for practicing their listening.

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My peers were sharing the sound they had hunted.

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When I did the activity with my peers, they were at home, therefore the purpose of moving body and exploring the nature were not successful. However, we have chance to actually concerned about the sounds to find, how the sound made and have fun with guessing the sounds. There were some ‘woa’ moments when we could not find out the source of the sounds and were told by the author. Beside of all the purposes above, the joy is also one of the goals that I want children to experience and I am sure I got it this time. At the moment, I do not want to change anything from the activity, however, if this activity can be played in the park, which has water, it will have more sources of sound for participants to explore.

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All the 3 activities will be held outside, in the local park.
‘Outdoor play promotes children’s physical and cognitive development and their ability to assess risk’ that is the reason for choosing park as the place to do the activity (ACECQA n.d). I want children to learn by using their senses to explore things by themselves without me telling what they need to do (Lorina 2018). Parallel with that reason, I also want children to experience more with the natural world, where they can find more materials to play creatively and move their body more.

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According to Vygotsky, children learn through interacting with the communities around them (Lorina 2018). Moreover, children can develop their sense of identity through developing the relationship with each other (ACECQA n.d) develop ‘the social skills and dispositions’ and practice working collaboratively in group (VEYLADF 2016). Children also have chance to develop their confidence and shape their identity while sharing their ideas and sounds during the activity.

Children are strong and capable learner, they are not the empty vessels need to be fill with knowledge, but they are ‘rich with wonder and knowledge’ (Reggio E 2017). I asked adults to not involve in while children are exploring if not necessary, because I want children to have a chance to learn how to manage the risk around them under the adult’s observation and ‘how to express and manage their feelings and develop self-reliance’ (VEYLADF 2016). The purpose of adults’ appearance is to keep children safe physically and also to create an environment where children know that they are safe, secured and supported so they can be confident to explore and learn (ACECQA n.d)

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Children will be sent for a hunting again, but this time is the movement. Children will be asked to share their favourite movement first, in which content and why they like it. Then they will be asked to hunt the movement in the area. Children will find the movement in group of 4-7 depend on the number of adults. The movement they found should be recorded by adults by using their mobile phones. Adults are asked to not involve while children are exploring if not necessary. Children are asked to not only focused on the movement but also the sound comes along with the movement (if it is possible). For example: if they found birds are flying, they may also note about the tweeting sound: how loud the tweet and the rhythms of the tweet. After 30-45 minutes, children are asked to come back together. Each group will share the movement they got and other group will try to guess the sources of the movement. Every time the source of movement is named, the author will demonstrate it to other and the whole group will follow.

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Movement has the important role in children’s development, it helps children ‘increase memory, perception, language, attention, emotion and even decision making’ (Kendra M 2012) In my activity, children has their chance to explore by themselves and with their friends, they have time to communicate with each other and develop verbal language. While children demonstrate the movement to the group, they were training their memory to re-do the movement again. This activity engages children to be focus on the environment around them, from the smallest movement to the big moments, from the movement that is easy to see to the movement that is difficult to see, practice using their senses and concentration.

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I did not have the chance to take my peers outside, so I used the video that I took for the last ‘Country visit’ as the resource for them to hunt by using their eyes, this really limits the participants to explore more movements. Then my peers demonstrated the movement that they had hunted, and others followed. The thing I want to change through my practice is asking participants if their movement makes any sound and play the movement and sound together rather than just movement, and played more times rather than one time.

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Children will pick one favourite movement along with sound from the last two activities or it can be their own favourite. Children will be asked to share why they like it and when they did it or found it. Each child will demonstrate it to the class and teach other to do their movement and sound. When children finish sharing, they will work out the orders of the movement and create a story from the movement and sound.

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I want children to be creative rather than just copy other’s movement. They communicate to each other and through that children develop languages, verbal and non-verbal, developing their speaking skills, persuasive skills when they argues with each other; express themselves, giving their opinions, interact with each other, contribute to create a story with the materials, which is their movements and sounds (Victoria state government n.d).

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Australian Government Department of Education and Training n.d, Belonging, being & becoming, Australian Government Department of Education and Training, viewed 26th May 2020, https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Kendra M 2012, Movement can increase learning in children, Michigan state university, viewed 26th May 2020, https://www.canr.msu.edu/news/movement_can_increase_learning_in_children

Melissa G 2016, We’re going on a sound hunt!, Artful Parent, viewed 26th may 2020, https://artfulparent.com/sound-hunt/

Pauline O 2015, The difference between hearing and listening, TEDTalk, 13 November, Youtube, viewed 26th May 2020, https://www.youtube.com/watch?v=_QHfOuRrJB8&t=177s

Lorina 2018, Child theorists and their theories in practice, Aussie Childcare Network, viewed 26th May 2020, https://aussiechildcarenetwork.com.au/articles/childcare-articles/child-theorists-and-their-theories-in-practice

Reggio E 2017, What is the Reggio Emilia philosophy?, The Scots College, viewed 26th May 2020, https://www.tsc.nsw.edu.au/tscnews/what-is-the-reggio-emilia-philosophy

Rose M 2017, DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo, Youtube, MirriamRoseFoundation, viewed 14 May 2020, https://www.youtube.com/watch?v=tow2tR_ezL8

Victoria Stat Government n.d, Performing arts (interacting with others), Victoria State Government Education and Training, viewed 26th May 2020, https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/interactingwithothers/Pages/performingarts.aspx#link63

Victorian curriculum and assessment authority 2016, Victorian early years learning and development framework (VEYLADF), Victoria State Government Education and Training, viewed 26th May 2020, https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf

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Children will perform this in the circle, with whole class or in the small group is one of my consideration. When I played this with my peers, we had 5 people so it was easy to teach everyone and create a story (which is unfortunately I could not do it because I forgot to tell them to create a story), but with the whole class of more than 10 people, it would be harder to get together and create a story. And definately I want to get participants to create a story from the series of movements and sounds they made. It does not mater if story is not logical, as long as the participants can create it and make it fun.