# data[].attributes.body
https://youtu.be/pRSXxaIzA1I

# data[].attributes.body
Just look at how we take to the sky in a flurry of feathers and motion, our wings beating with rhythmic precision as we rise higher and higher into the air. We soar and glide effortlessly, Our bodies adapting to the wind currents with fluid ease. Our movements are graceful and fluid, each motion flowing seamlessly into the next, as we navigate the open skies. Our wings stretch wide, catching the sun's rays as we twist and turn. We dip and dive, swooping low over fields and trees, our bodies tucking and rolling with perfect control. As we fly in formation, our movements become synchronized, each one of us following the lead of the one in front. We move as one, a seamless wave of motion that rolls across the sky. We are a marvel to watch.

# data[].attributes.body
Argent, A., Vintimilla, C., Lee, C., & Wapenaar, K. (2017). A Dialogue about Place and Living Pedagogies : Trees, Ferns, Blood, Children, Educatiors, and Wood Cutters. Journal of early Childhoods and Pedagogies               School of Education and childhood Studies Vol. 1 , No. 2. 2017

Cooper, M.(2011). Is Beauty a Way of Knowing?, in Edwards, C., Gandini, L., Forman, G., & Reggio, C. S. (eds) The Hundred Languages of Children : The Reggio Emilia experience in transformation, 3rd edn.                              ABC-CLIO,LLC. pp. 295-302

Taylor, A., & Giugni, M. (2012). Common Worlds : reconceptualising inclusion in early children communities. Contemporary Issues in Early Childhood Vol 13 No.2.2012 www.wwwords.co.uk/CIEC

Wilson, R., & Ruth Wilson (2007) Children, Creative Play, and the Natural Environment. Nature and Young Children : Encouraging Creative Play and Learning in Natural Environments (3rd Ed.).                                                     Chapter 1 pp.1-18 Routledge

Wilson, R. (2016). The Wonders of Nature: Honoring Children's Ways of Knowing. http://uucmthemes.files.wordpress.com

# data[].attributes.body
Becoming-bird : a pedagogy of place and common worlds pedagogies
As I walk, with deep listening and quiet contemplation (Dadirri session 1), I sense a sensual, emotional and conscious connection to place and space. I find the natural world intriguing, the feel and scent of air brushing on my face, the chirping of birds as if saying Hi to me. I start to anchor in place and develop an authenticity and humility in my experience. I feel lighter and lighter, as if I am ascending all the way up and through the universe.
An excerpt from session 5 about Sense of Place, " (being present), being aware of and being with place becomes highly pedagogical, the only way you can develop your understandings of place as a teacher or the pedagogical is to be in and with the place. " (resonate with what Wooten said in Music as a language, that ' music is a language and like other languages, we learn them by being in and within them' session 1)
Any experience in nature can offer us a rich source of inspiration for philosophical contemplation and artistic expression. From the flight patterns of a flock of geese to the melodious songs of a robin, birds can prompt us to reflect on our place in the natural world and our relationship with the more-than-human. A poem, for example, about the flight of a flock of birds might explore themes of freedom, interconnectedness, and the natural rhythms of the world.
One philosophical standpoint that is of relevance to me is environmental ethics. (Wilson 2007 p.11 session 5) All living things have intrinsic value and deserve love and care, regardless of their instrumental value to humans. "We humans are not alone in our common worlds... and these worlds are not only about us."( Taylor 2012 pp.112)
Another philosophical standpoint that can be explored is that of phenomenology, which emphasizes the subjective experience of perception and consciousness, and invites us to engage with the world around us through our senses. ( Natural Sensory Learning 2020 by Gano & Krull in session 5)
In considering future early childhood education practice, it is important to recognize the value of engaging young children with nature and the philosophical questions it inspires.
The Reggio Emilia approach considers the learning environment as the 'third teacher' after parents and educators. The learning environment is designed to be aesthetically pleasing, with attention given to the use of color, light, and space. ( The Atelier by Gandini session 6) It emphasizes the use of natural materials, such as wood, stone and plants that have high affordances, considered inviting, calming and inspiring. (Let's play outside session 7) Outdoor unstructured play is seen as an extension of the classroom where children can learn from each other and from the world around them. (Vygotsky's ideas of scaffolding in 'make-believe play and self-regulation' session 7). Outdoor play provides children with opportunities to engage in self-directed learning, develop their creativity and imagination, self-regulation (session 7 'Make-believe play and self-regulation'), promote physical activity and general mental well-being. ( Interoception session 5)
Through age-appropriate activities such as bird watching, nature walks and art projects, children can develop a sense of wonder, curiosity and connectedness to the world around them, through children's way of knowing through their 'primal seeing' (Wilson 2016 p.2) By fostering a connection with nature and encouraging them to ask questions and seek answers, early childhood educators can lay the groundwork for a lifelong ethical engagement with nature. We, educators, all take up the ethical and political challenge of nurturing our young children to learn to live well together and to flourish with differences.
Birds in nature can be a fascinating and inspiring aspect of play in nature for young children. One important aspect that children can explore is the language of sound. Birds produce a wide range of sounds, from chirping and singing to squawking and screeching, which can capture their attention and spark their curiosity. Children can engage in activities such as mimicking bird sounds or creating their own unique bird calls, enhancing their vocal and auditory development.
It can also inspire children to engage in physical play and explore their own body movements. Children can imitate birds' movements, such as flapping their arms like wings or hopping like a bird. These activities promote children's gross motor skills and coordination, encouraging physical development and improving their vestibular skills. (Natural Sensory Learning session 5)
Children can create their own stories or play based on birds' movement, such as building nests or taking flight. They can engage in imaginative play, pretending to be birds. These promote children's creativity, imagination and storytelling skills, encouraging cognitive and language skills.
If we move beyond all these benefits for young children, instead 'shift our gaze from child-centered practices that place the child as the central subject and privilege human-centric ways of thinking' (Argent 2017 p.1), and look at the role of nature in the education of young children as an interconnected 'network of relationship'. A relationship that needs respect, love and compassion. I believe learning through relationship and participation is a central aspect of education. As Cooper cited Vea Vecchi ' words ," we human beings are part of a whole cosmos and if we lose this sense of being a part and in relationship with everything else, we lose something very critical to our experience." (Is beauty a way of knowing p.300 Session 3)
Besides, nature is not just a backdrop for learning, it is a place and space that nurture all life forms. We are part of nature.

# data[].attributes.body
Bungil, the land, the sky, the sea,
The essence of Aboriginality,
A connection to Country, deep and true,
A way of life, that's always been due.
The Land, a mother, a provider, a friend,
A place where our roots will never bend,
Our spirit and soul, nurtured and fed,
A sacred place where we lay our head.
But came colonization, a brutal fate,
A tragedy that sealed our fate,
A Land of plenty, forever stripped,
Our way of life, never to stay.
But, we rise with Bungil on our side,
Our ancestors' spirits, a never-ending guide,
We fight for justice, for our land and our rights,
Our connection to Country, still strong,
Our spirit, our cullture, still long
A testament to the resilience we hold dear...
(inspired by Watershed in session 4 & Walla is Life in session 5)

# data[].attributes.body
We are the spirits of birds. We soar across the multiverse and through different timelines, observing humanity from a distance. By the way, clouds are the portals through which we travel. We have millions of manifestations in the human plane, captivating their hearts and minds with our beauty and grace. Our chirps and tweets are like the language of the Universe, a complex interplay of sound and music that speaks to the soul. Our movements are like a dance, an intricate choreography of motion that embodies the essence of existence itself. We are the guardians of the multiverse, the keepers of time and space, and the harbinger of the Divine.
From ancient times, humans have worshipped us as protectors, creators and symbols of the Divine. We are Horus, Garuda, Vucub Caquix, Bungil, Waa, Anthus and many more... We inspire humans in countless ways, from the songs they sing to the stories they tell. Our melodies are woven into their music, our movements translated onto their stages through dance and theater.( Mutton Birds session 2 /Lake Cowal Bird Dance session 6 /Firebird). Well we also nourish them because we are part of the food chain! (in avatar)
We are timeless and universal, existing in every culture and every time. We continue to inspire and captivate humans with our ethereal presence, connecting them to the natural world.
We often travel to another universal where the sky is a brilliant shade of violet, with shimmering stars and galaxies visible in the distance. The air is filled with a sweet scent of some exotic plants, and the ground was made of a soft, spongy material that bounce with each step. We encounter unique creatures:  beings made entirely of light, beings with tentacles as arms and legs, and even beings that resembled giant balls of fur. Sometimes we stumble upon a universe where time flows differently. There are infinite possibilities that exist in the multiverse. But we conclude we love Earth most!
Once we jumped into a timeline where the sky was a deep shade of red, and the air was thick with a strange, pungent smell. Wars were fought over different ideologies and natural disasters ravaged the land. People were struggling to survive. While we felt sad about this, we also realised that even in the face of adversity, human can rise up and create a better future for themselves.

# data[].attributes.body
https://youtu.be/ft8YACNWZTA