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Adena B. Meyers, L. E. B., 2014. MAKE-BELIEVE PLAY AND SELF-REGULATION. ondon: SAGE Publications Ltd. https://vucollaborate.vu.edu.au/content/enforced/1752123-ECE2008-1-2023-H1B1-148814/the-sage-handbook-of-play-and-learning-in-early-childhood.pdf?_&d2lSessionVal=c5fvWn0y5qDqSfiMp0tJV32ha&ou=1752123

https://victoriauniversityau.padlet.org/e5113561/make-believe-play-and-self-regulation-meyers-berk-2014-mcv1wsnhrs97rnoa

Carolyn Edwards, L. G. G. F. a. R. C. S., 13/12/2011. The Hundred Languages of Children. In: L. G. G. F. a. R. C. S. Carolyn Edwards, ed. The Reggio Emilia Experience in Transformation. N/a: ABC-CLIO, LLC, p. 438.

Company, C. t., 02/05/2020. Learn how to create Foley art. [Online]
Available at: https://youtu.be/slBnlicFEA4
[Accessed 13 03 2023].

Dinning, P., 22/03/2017. Bird Sounds Spectacular : Morning Bird Song. [Online]
Available at: https://youtu.be/rYoZgpAEkFs
[Accessed 13 03 2023].

musicwithnancy, 12/01/2022. Recite the poem "I Am A Tree" with Nancy (FULL POEM w/ACTIONS). [Online]
Available at: https://youtu.be/NAjaDH3s6F4
[Accessed 13 03 2023].

Talks, T., 19/12/2013. How singing together changes the brain: Tania de Jong AM at TEDxMelbourne. [Online]
Available at: https://youtu.be/I_HOBr8H9EM
[Accessed 13 03 2023].

Wilson, R. W. a. R., 14/08/2007. Nature and Young Children. In: n/a, ed. Encouraging Creative Play and Learning in Natural Environments. n/a: Routledge, pp. 1-18.

Yoga, K. V., 20 sept 2022. Seed To Tree | Yoga For Kids | Ages 3+ | 3 Minutes. [Online]
Available at: https://youtu.be/r7HU4SjMP0Y
[Accessed 13 03 2023].

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Session 4
1 Summarise connecting with place by playing with Music/sound.

Music is connected with the place, if we ask about their favourite music they have to tell the story of the place as well. As an educator, I just want to give children the opportunity to explore music indoors and outside. Outside children can play music with rocks, sticks, pots, by wind and with their own bodies. In this unit, we discussed, how music affected our childhood time in a negative or positive way. how art and the brain are connected with music.

2 Arts and the brain

Arts and the Brain are connected, nowadays Music is used as a medical treatment. The arts are key to a holistic understanding of the world they express what can not be expressed in words. Before a baby is born they recognise their mum and dad's voices. Art can change the brain and Learning music as a second language or instrument, has the capacity to accelerate brain development. This article talks about How music affects dementia if they listen to music for five to 2 hours fortnightly over a ten-week period at the MCA can see extraordinary results.

3 Imaginary play with Music - using our experience to inform pedagogy

In my childhood time, I love music and started to learn Carnatic Music but I have to practice every day in the early morning so after a year I decided to stop whenever I was playing with my friends( Imaginary) I always pretended like a singer, sing a lot of music for them. Still, also I continue my passion for music whenever we have a get-together with friends we do karaoke and sing.

your summary of this session:  Music got everything, when we listen to music time we forget our sadness and feel calm happy and takes us into a different world. In Tania's TED Talk, she was talking about how singing changes the brain together- She told us we were all given a voice to tune in and express ourselves when we are singing time it's connecting to the right side of our brain. In that video, she talked about the importance of singing and how it connected to our body mechanisms. ( need to put reference)

how your ideas may have changed as a result of your learning: Before learning about this session, I listen to music and enjoy it but was shy to sing in front of people. but when I see the unit videos and all I need to overcome and feel free to sing in front of an audience as a child and want to enjoy every moment of music.

how this may affect your ECE practice for the future

I want to listen to all multilanguage music and want to introduce it in my practice without any inhibition. I will encourage children to sing or play any instruments because it's connected to the brain, creativity and language development.
Session 5: Session 5: Connecting with place - playing with music, movement and drama:
This session discusses how music, movements and drama are connected with the place. In Allara's creations, she tried to incorporate everything meaning the place, instruments, tapping sticks, her breath and birds singing etc. we talked about children using their eight senses when they are outside. I really liked Ruth Wilson's "children, creative play and the natural environment." In this book, The Author gives us a wealth of ideas on how to foster creative play and learning outside with children. When children are playing outside time, letting them explore dirt, dig, climb, explore rain, and feel all the senses means giving them the freedom to explore. Play is "easy learning for young children, as they are naturally drawn to it and want to get involved in it, When children are playing time they do lots of trial and error methods, experiments, take risks and learn, it cannot be taught by anyone what we can do is provide the idea and materials and make sure it's their choice and voice what they want to do otherwise it will be adulteration.
When I'm doing an activity with children make sure I'm aware of the place and try to adapt natural music, movements and drama in children's activities and let the children give plenty of outdoor play.

Session 6: Connecting with place - playing with movement

How does place affect learning?

In Italian" Atelier" means "Work shop".A conversation with Vea Vecchi talking about the purpose of the Atelier serves two functions. it's a space that makes it possible for children to encounter interesting and attractive contexts, where they can explore many and diverse materials as well as techniques that have expressive and combinatorial possibilities. Seconds, It assist adults in understanding processes of how children learn. In my opinion, Learning space should be appealing, calm and inviting for children. It should have lots of natural light, and lots of rich resources for children to learn.

Where do you usually teach? What is your default? Why?

I'm in the toddler room and we normally do intentional teaching means group time most of the time inside sometimes we do it outside that time other room children also participate. I feel sometimes all educators need to come on the same page and need to work together and communicate and talk to them about the importance of place and movement, I need to work on that.

What place will you choose to run your short teaching activities?

Inside but nowadays I'm doing activities with children outside as well.

Is this different to your default teaching place?

If we are taking at inside, the place is limited and we don't have many opportunities to explore but in case if we are doing it outside, children can make creations, there is no rush to finish and can explore more and learn.
Session 7: Connecting with place - playing with Drama

Today's session discussed the importance of natural play and the advantages and disadvantages of imaginary play. Drama is a great way to assess children's imagination, engaging children to explore experiences. When I was watching The Monkey Business Illusion showed us when we focus on only one thing we are missing other things to see So as an educator our mission is connecting with children. I liked to make Believe play & self-regulation reading-talks about the importance of role-play/ pretended play to develop their self-regulation. During their play they can make rules and take turns also adults can support them. this reading talks about the theoritical perspective Vygotsky believes children will follow the social rules of play and will not break these rules to remain within their role play.
Provide creative and imaginary play experiences for children.
Sessions 8: Connecting with place - playing with all languages combined:

In this session, I learned about the combination of Music, Movements and drama through body Percussion, Foley art and sound effects. Percussion is good for children during transition time. Foley art we can teach and show children how to make music, and movements by using different materials. Power of silence is a powerful tool and how I do this in my practice is to give children different kinds of pictures with no writing then children can tell their story own imaginative way.

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Session 1:

1. What is music?

In general, Music is a feeling it shows our emotions means are we happy or sad and it has different tones.

as a child, I loves Music and always play music when I was studying time. When I was listening to Music it helps me to be fresh, calm and more relaxed.

2. What is music as a language?

According to Victor Music is a language and we don't have to teach by anyone by talking and hearing we can learn. Listening is a great musical key that we can use for life, working together, and being great to help other people become great. Viewing children as capable and competent learners and viewing them through a ‘cheerleader’ and supportive lens rather than a deficit lens.

https://victoriauniversityau.padlet.org/e9401109/sophia-s-group-music-as-a-language-by-victor-wooten-v0thxbgdqh0c3t0x

3. What is music of nature?

Natural music like the flow of the river, wind sounds, and our own walking.

your summary of this session: This session helps me to learn about the elements of music. When I enjoyed reading Dadirri's article and I felt it let the children explore themselves by watching and listening and waiting and then acting it helps them to learn more and they can able to figure it out. In Victor Wooten’s video, he talks about music as a language that gives freedom and opportunity to children they are capable to learn.

how your ideas may have changed as a result of your learning: Give choice to children what kind of music they want to listen to and learn and also guide them to learn our aboriginal/ multicultural music.

how this may affect your ECE practice for the future: Children will be confident and they feel free to investigate new things as an educator our job is to provide materials and guide them a little bit.

References
Talks, T., 30/05/2013. Music as a Language: Victor Wooten at TEDxGabriolaIsland. [Online]
Available at: https://youtu.be/2zvjW9arAZ0
[Accessed 13 03 2023].
UNGUNMERR, M.-R., 1988. DADIRRI, INNER DEEP LISTENING & QUIET STILL AWARENESS. [Online]
Available at: https://vucollaborate.vu.edu.au/content/enforced/1752123-ECE2008-1-2023-H1B1-148814/Dadirri_Handout.pdf?_&d2lSessionVal=0fSsXuXET7FiwPiq0wxnXP99P&ou=1752123
[Accessed 13 03 2023].

Session 2:

1. What is movement as a temporal art?

https://victoriauniversityau.padlet.org/e9401109/sophia-s-group-movement-and-dance-xixupw5gky8ai3ai

2 Hearing & listening

It is talking about deep listening; the ear hears the brain listens. Hearing is biological and Listening is cultural.

I liked Murray Schafer's "Listen" Video - The world is a Hugh composition and we are composers and If you listen carefully your life is enhanced(David, 2009).

3 Contemporary Aboriginality of movement and dance: It's learning about culture, what's the meaning behind that movement.

https://victoriauniversityau.padlet.org/e9401064/ece2008-contemporary-expressions-of-aboriginality-rachel-r-s-djraech7shz30hqr

your summary of this session: In this session, I got a chance to learn about different movement styles. Learn about hearing & listening, MURRAY SCHAFER: LISTEN to Video In the video's highlight is that there is magical prowess in the sounds that live with us, they affect us in psychological, philosophical, social, environmental and even political ways. https://www.nfb.ca/film/listen/

how your ideas may have changed as a result of your learning:  In my practice, I put music and do dance now I can try different languages music and dance, Listen to music without vocals and ask children to recognise different sounds etc

how this may affect your ECE practice for the future: If I adapt what I learned from this unit it will help me and my children to learn different soundscapes, movements etc. I feel Sometimes we have to follow Murray's Listen video tell the children to keep quiet and ask them what they can hear.

References:
David, N., 2009. Listen. [Online]
Available at: https://www.nfb.ca/film/listen/
[Accessed 13 03 2023].

Session 3:
What is drama and drama of place?

Drama is a kind of acting with a short description and you can see it on television on the stage.

2 Explain being affected by place?

If you think about that place- You feel like you want to go again and again, Memories of that place, something bringing back in your mind like scenes, food, smells, feels or environment.

3 what is storytelling compared to simply reading a story?

When we are telling a story we give expressions, can change our tone etc. Reading a story is looking at the book and reading.

your summary of this session: This session help me to learn about different ways of drama, know about parallaxis and the importance of place and how it connected to drama.

how your ideas may have changed as a result of your learning:

It helps me to learn about the role of the atelier? The role of the atelierista by reading IS BEAUTY A WAY OF KNOWING?(COOPER, 2012)

https://ebookcentral.proquest.com/lib/vu/reader.action?docID=820317&ppg=322

how this may affect your ECE practice for the future: In my practice I want to give importance to the place and include more parallaxis and story telling way of play activities because it will help to improve children's creative thinking and imagination.

Reference:
COOPER, M., 2012. The Hundred Languages of Children. In: L. G. G. F. a. R. C. S. Carolyn Edwards, ed. The Reggio Emilia Experience in Transformation. s.l.:ABC-CLIO, LLC, pp. 295-302.

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This unit talks about the importance of music, movements and drama in children's play. Actually, it helps me learn about lots of things like what is music, movements and drama in a different way. How these three connected to place, and why is it important for children needs to go outdoor environments and explore, the cultural way how related, body percussion and learn about parallaxis. This unit teaches how we can make sound effects by using natural and other resources( foley art) and the importance of pretend play. As an educator, I involve Music and dance in children's play. I do just sing or show actions to them this unit teaches how different ways we can use it, we can teach children about soundscapes, and deep listening by playing different musical instruments. Music is a lifestyle and gives freedom to children to explore the music we don't have to teach them they can find it through play. By learning this unit, what I want to do in my practice is give plenty of time to play outside with children, let them feel all the senses and tell them to turn on their deep listening ears, be free and choice to play and keep their smiles in their faces.

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Intention: Provide learning materials to children and see how they are going to use them with a bit of our guidance.

Experience: Sometimes children take toys to play with outside. Child A took a possum and other children took a Wombat and Possum Magic book outside. They walk over to the tree and started to play with soft animal toys. To get continuity of their play, I brought over a cubby house, some characters and bird puppets. They started to play in pretend way and told Possum was stuck on the tree, I asked them how can we help possum. one child told me "to chop the tree to get the possum" that time a child was holding a super bear and told them the super bear can rescue. That time I can see One girl pretending to be mum and told I'm making food and going to feed the possum. When I was observing them I can see they are taking the materials into the sandpit and acting flying like different birds and involved in the play.

Rationale:

When Children engaged in the place and materials I felt like they are playing a drama( pretended play) means they are telling a dialogue, actions etc that time I connected my tree story in AT2. I want to connect this play experience to the session 7 article "Let's play outside" (Wallin, June 2019)and Wilson's book because children need to get the opportunity to explore outside.

During the play, children were engaging and through play they are learning about how to share, language skills, imagination, creativity etc.

It was ok and it was a child-initiated play first, I guide them in setting up and in between asked questions to them about birds, tree but they were engaged and continued.

Next time I want to give and prepare more props and ask more questions and I also want to be in their play as a different charter, freeze tree play.
Wallin, M. L., June 2019. Let's Play Outside:. The Importance of Pretend Play in Natural Settings, N/A(N/A), p. 5.https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings#:~:text=When%20children%20are%20given%20the%20time%20and%20space%20to%20play,to%20cognitive%20and%20linguistic%20growth.

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Seeds to tree yoga practice with a small group of children. https://youtube.com/watch?v=r7HU4SjMP0Y&si=EnSIkaIECMiOmarE
Intention: To teach children about different movements, make them calm and develop their physical development.

Experience:

outside we watched the video first, children decided to do it under the tree. I played the video, and they copied me. When they are up to the tree pose some of them lost their balance and held onto the rock and did it.

Rationale: When I was doing this post, I felt about Bangarra education resources -Mutton bird (theatre, 20/05/2015) Why because On Mutton bird, we can hear different soundscapes, and a story, it feels calm to our bodies. When children doing time we heard birds, vehicles going, yoga music and peers are making background sounds.

what went expected?: it's a short period so my concern was how children do this but the children joined me and copied the video by instruction.

What did not go expected: When the children watching the video time, they stood around me and watched when I was doing time they were distracted by their peers and went to play with them.

What Might you do different next time: At group time I will talk to them, head up and give time. together will make posters, props for yoga. Invite cultural backgrounds families to show their traditional dance or do a project with children like different kinds of music and movement forms. Show children, they can make sound effects with their shoes, and loose parts materials https://youtu.be/slBnlicFEA4(inspired by Foley art).
References
theatre, B., 20/05/2015. Bangarra Education Resources Mutton Bird. [Online]
Available at: https://youtu.be/o-PV98Oshkc
[Accessed 13 03 2023].

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Small group play experience. https://youtu.be/rYoZgpAEkFs, https://youtu.be/NAjaDH3s6F4
Intention: Through deep listening into nature, ask children what they can listen hear and sense, build their attention span, patience and language development.

Experience:  D uring our quiet play time, we listened lullaby morning bird song, then we watched “I’m a tree Poem” by Nina on YouTube then decided to go out and listen to our surroundings. When we played the music children listened deeply, looking around the tree and surrounding for any birds. They pointed to birds flying, tried to imitate bird sounds along with I’m a tree poem with actions and clapping sticks.

Rationale: In this experience, I want to check their listening skills like my AT 2. In my AT 2, I was listening to birds singing so I want to re-enact my experience with children and see how they feel. I want to connect this experience to” Murray Schafer’s Listen Video” why because In his Video he said “I think if you listen carefully your life is enhanced (David, 2009) ’

What went as expected: Children showed interest in it and listen deeply to what was happening in their surroundings.

What did not go as expected: They couldn’t be able to focus for long, and some children may be making some noises and did haven’t got many ideas about the concept.

What might you do different in next time: Give more time to children. I felt it was a short frame and hurry to finish my AT3 so the children haven’t got many ideas about what we are going to do so I need to explain to them well, ask their opinion on how they wanted to do it, and let them explore in a long time frame, Next time I will take them for a walk- get into nature and spend time and tell them to turn on their deep listening skills so they can able to make and find a different kind of soundscape, feel their senses and explores nature.
References

David, N., 2009. Listen. [Online]
Available at: https://www.nfb.ca/film/listen/
[Accessed 13 03 2023].