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Gandini, L. (2012). The atelier: A conversation with Vea Vecchi. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 303–316). ABC-CLIO, LLC.

Wilson, R. (2007). Children, creative play, and the natural environment. In R. Wilson (Ed.), Nature and young children: Encouraging creative play and learning in natural environments (pp. 1–18). Routledge.

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Birds calling from the trees : Solo sound

I imagined the birds were messengers, delivering stories from one part of the park to another.

Rustling of leaves in the wind:

Entanglement

I pretended the leaves were dancing with each other, creating a forest celebration that I could join in by moving along with them.

Branches creaking under a gentle breeze

: Solo sound

I imagined the tree itself was speaking, telling me tales of the seasons it had seen.

Distant kookaburra laugh:

Solo sound

I imagined the kookaburra was a jester of the bush, sharing jokes and secrets with the animals around.

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he bond between mother and child reflects the nurturing role of nature. A mother provides safety, comfort, and guidance, just as nature offers food, shelter, and renewal. Both relationships are built on care, trust, and belonging. Respecting and protecting nature is much like honouring the love of a mother : essential, lifelong, and sustaining.

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Standing beneath a tree in Wyndham Park, I was reminded of the way nature provides both comfort and inspiration. Its branches offered shade and protection, while its stillness invited me to pause and reflect. For children, a tree can become much more than part of the landscape — it is a climbing frame, a hiding place, or even a character in imaginative play. Wilson (2007) highlights that natural environments encourage creativity and open-ended learning opportunities, with elements such as trees fostering exploration, problem-solving, and storytelling. My experience reinforced how trees, as part of the natural world, act as both teacher and companion, shaping children’s play in ways that structured environments cannot.

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The words “I am alive, and I am speaking” as the voice of nature, I felt the power of connecting with place through temporal arts languages. Using drama and embodied expression allowed me to listen to Country differently , not as something silent, but as an active voice with stories to share. Through movement, gesture, and rhythm, the tree’s presence was translated into experience, showing how arts-based languages help us to imagine and communicate the life within nature. This process reflects the importance of seeing the environment as a living partner in learning, where creative arts become the bridge between people, place, and meaning.

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At Wyndham Park, I allowed myself to slow down and notice the world around me. The air was cool against my skin, the sound of water flowing nearby was steady and calming, and the scent of eucalyptus lingered in the breeze. As I stayed present, my mind began to wander, imagining stories hidden in the trees, the river’s journey beyond the park, and the quiet wisdom of Country. In that moment, mindfulness opened the door to reflection and creative thought.

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I’d like to begin by acknowledging the Traditional Owners of the land on which we meet today. I would also like to pay my respects to Elders past and present.

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I was immersed in the sensory richness of the natural environment , the rustling leaves, flowing river, and open green spaces encouraged both mindfulness and imagination. I could see how these elements provide opportunities for children to explore, play, and create stories from what they see, hear, and feel.