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Together with the longitudinal wave, swishing trees and the sweet melodies of the birds also added to the feeling of harmony between nature and humanity. The high-pitched and modly chirping that they made sounded as if they were having fun together out in nature and had a lot of fun together.  As I am surrounded by them, I feel as though they are singing together happily, creating an atmosphere of calm and relaxation.

As Ibrahim H. Baltagi (2019) points out, music is instrumental in enabling children to develop all aspects of their development and skills for school readiness, especially those related to language acquisition and reading skills. Music is regularly a part of young children's play. Spontaneous singing, sound exploration, and dance are often evident. Increasingly, researchers are recognizing the value of this musical play in the development of children's musicality (Gluschankof, 2002; Littleton, 1998; Morin, 2001; Smithrim, 1997). Furthermore, Studies of children's free musical play have shown that children will be more deeply engaged over long periods of time and show greater persistence than is often evident in teacher-led group music making (Littleton, 1998; Smithrim, 1997).

Children should be given the opportunity to use sounds to make meaning, thus generating different ways of understanding our surroundings. As an example, the photo and idea that were taken here. Children are very curious and find music very enjoyable, even when they are exposed to the outside sounds, such as birds chirping and longitudinal waves. Rhythm and pitch, both high and low, have the remarkable ability to evoke emotions in children from an extremely young age, as they are taught words and sentences associated with tone and pitch from an early age. Because of this, I am convinced that music is a valuable tool in early childhood education that can positively impact the way children learn.

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The tree and the birds in the river caught my attention while I was looking at them, and I noticed how much movement was going on. As the willow tree sways and trickles, we are inspired to move. These sentient entities are also eager to share a relationship with us. (Ariana Candell, 2013). This was really interesting to me to see how the birds were moving while they were relaxing in the river and watching them move along with the wave of the river. Flapping on their wings when they fly, gliding, and walking are just a few examples. I really liked watching them move like they were having a wonderful time relaxing in the river. The wind drifted and swayed the tree along with the motion looking like they were dancing and enjoying the interaction with the birds.

Studies have shown that when children play in natural/wild areas they play with more creativity, more harmoniously, for longer periods of time, & and develop a deeper relationship with the world around them (Wilson, 2007)

We create specific opportunities for children to move in their environment, when we play outside, in order to give them the chance to explore their surroundings through movement. I believe that children are entitled to explore their surroundings through play. The best way to encourage children to do things differently is to engage them in their natural surroundings often. In addition, Aboriginal perspectives can be gained through exposure to different dance cultures in order to learn symbolic meanings for example, the Lake Cowal Bird Dance or dance like the wind. The bird dance would be a perfect way to incorporate movement in nature for the children based on the picture shown.

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It is an atmosphere that creates a relaxing atmosphere when the tree is swaying, when the birds are chirping, when the birds are soaring and gliding on the air, and when the waves are longitdinal create a stunning, peaceful atmosphere. It almost felt as if they were having fun and enjoying being together, which created a happy atmosphere.

Children's well-being and sense of wonder are also enhanced when they are immersed in natural environments, which cover all developmental domains (physical, emotional, social, language, and cognitive). Wilson (2007) stresses the importance of children’s play being part of their learning and meaning-making of their world. Moreover, Wilson (2007) notes that, while we should instill a sense of environmental responsibility and a love for nature in children from a young age, bombarding them with harsh and overwhelming realities could provoke the opposite. Children who experience nature and our earth with a sense of wonder and awe can develop a long-lasting respect for it.

Through drama, children are able to explore and express themselves using their facial expressions, voices, and tones, as well as their body language. As well as helping children learn languages, drama is also an effective way to empower them to communicate confidently. There are numerous benefits to dramatic play. Dramatic play can not only support creativity and self-expression, but also teach children real-life skills and social skills that they can use throughout their lives, from toddlers participating in dramatic play to preschoolers participating in playtime.

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Ariana. (2017, April 10). Movement in the Wild: Nature as Dance Partner - The Earthbody Institute. The Earthbody Institute. https://www.theearthbodyinstitute.com/2017/03/movement-in-the-wild-nature-as-dance-partner/

Edwards, C., Gandini, L., Forman, G., & Reggio, C. S. (Eds.). (2011). The hundred languages of children : The reggio emilia experience in transformation. Bloomsbury Publishing USA.

Gluschankof, C. (2002). The local musical style of kindergarten children: A description and analysis of its natural variables. Music Education Research, 4(1), 37-50.

Niland, A. (2009). The Power of Musical Play: The Value of Play-Based, Child-Centered Curriculum in Early Childhood Music Education. General Music Today, ₂₃(1), 17–21. https://doi.org/10.1177/1048371309335625

UNICEF, & Baltagi, Dr. I. (2019, June 12). Is your baby getting enough music? | UNICEF [Video]. YouTube. https://www.youtube.com/watch?v=gIwhGbnY_uI

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