# data[].attributes.body
When I went on my country walk. I heard the music children made by tapping sticks on the music pillars. That was a different type of experience. How we choose natural material to make music. After that experience I prepare a music activity at my centre with natural material and with some loose parts. I put some wooden blocks, wooden sticks , pine cone and paper cup. When children saw the set up, they get excited and come close to the table. After that they pick the resources and start tapping them and made music with them. Another child put pine cone in the paper cup and start shaking it. She was so happy to shake the pine cone and start dancing with their music. Through this experience children used imagination and fine and gross motor skills while they are shaking and tapping the wooden sticks.

"Children are innately musical. We can provide the tools and inspiration to allow them to explore their musicality. In the early childhood classroom, these tools may be various instruments from around the world, found sounds, and manipulatives that inspire spontaneous vocalizations (Young, 2002)".

Idea behind this activity is to create a musical learning space with natural material where children used their imagination and creativity. Children are confident and involved learner when they choose their own musical instruments and made their own rhythms with them.

As Malaguzzi said, "The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences" (quoted in Gandini, 2011b, p. 54); let Reggio practices enrich student musicking in your classroom.

Through this experience children explore the different types of music as I expected. Experience goes very well, children enjoyed and they were very happy through the activity.

For next time I will add more natural resources and loose parts to the musical experience like small rocks, leaves, wooden spoon, pot and pans etc.

My future practise is inspired by this natural walk. I know recognise the value of nature in children’s play. How children learn different music , texture and creativity from nature.

Young, S. (2002). Young children's spontaneous vocalizations in free play: Observations of two-to three-year-olds in a day care setting. Bulletin of the Council for Research in Music Education, 152, 43-53.

Gandini, L. (2011b). History, ideas, and basic principles: An interview with Loris Malaguzzi. In C. P. Edwards, L. Gandini & G. E. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 27-72). Santa Barbara, CA: Praeger.

# data[].attributes.body
When I was on my country walk. I saw different types of movements in the reserve. Some children doing dance, leaves and trees movements and water is moving from fountain. With nature everything is moving like when its wind blowing leaves also move, when wind is stop leaves also stop moving and water fountain movements. I feel a sense of connection with nature. According to my nature walk, I prepared a movement activity called, FREEZE DANCE. After group time, I told children about the dance activity.  Children got very excited and ready for the dance activity. I choose indoor space for the activity and the resources are children’s bodies and voices. Then I put the song on. Children start dancing and I saw lots of different movements like: hoping, skipping, twirling, jumping, freeze etc. Through this activity children learned different moves and they were engaged with their friends. Idea behind the activity is to create a fun and physical activity space for children’s. Where children and educator experience the activity together.

When children dance, they use their whole body to explore the different movements, they develop body awareness and concentration.

Furthermore, what young children do in play through rhythm and movement, with someone they love, can lay the ground work for the accumulation of complex skills later in life (Delafield-Butt and Tevarthen, 2015).

Delafield-Butt, J. T., & Trevarthen, C. (2015). The ontogenesis of narrative: From movements to meaning. Frontiers of Psychology, 6

Through this experience children explore different body movements; they can balance their body. Children also developed their social, language and imagination skills. In future I will add different props for dance activity and yoga. I am going to do these activities in outdoor yard so children can connect with nature.

“Moving in the wild is in our bones. Our indigenous ancestors danced in rituals to celebrate all aspects of life: birth, death, harvest and rites of passage. They communicated with the spirits of the land and moved with these spirits in ceremony.”

https://www.theearthbodyinstitute.com/2017/03/movement-in-the-wild-nature-as-dance-partner/

# data[].attributes.body
When I was on my country walk. I saw some children put some rocks, leaves and sticks in a circle and made a camp fire with that. After saw this experience, I set up a activity in my centre by using natural material for drama experience. In sandpit I put some leaves and sticks for children. Some children came and start putting sand in the pot. After that they flip the pot and made a cake with that sand. I was observing them what they are doing with it. After that a child pick some leaves and put it on the sand cake and start singing Happy birthday song. They are singing this song for their Nannie. After that children pretend to cut and eat the cake.

These are the sounds of children at work and at play. Collaboration, creativity, imagination, inventiveness, problem-solving, coordination, physical strength—when children are given the space and time to freely play outdoors, truly the whole child is able to grow.

“There is a growing amount of research showing that children who participate in complex, collaborative, pretend play are better able to regulate their emotions and implement creative problem-solving (Hoffman & Russ, 2012)”

Hoffman, J., Russ, S. (2012). “Pretend play, creativity, and emotion regulation in children.” Psychology of Aesthetics, Creativity, and the Art, 6(2) 175–184.

Through this experience children connect with the nature. They are looking for the leaves colour and saying each other look my leaf colour is red, green and yellow. They also learn about the season when they asked me why leaves have different colour?

Children are very confident and involved learners, this is evident when children choose their imaginative play independently and playing with their friend.

In my future practice I will add more natural material and loose parts for the experience. And give children to opportunity to explore the natural environment and connect with it.

# data[].attributes.body
Through this unit I understand how music, movement and drama are important for children's development. they all have different milestones for children's. And how nature is play a very important role in their development. children learned a lot from nature.

The benefits of play in natural environments are many and well documented. Louise Chawla (2015: 445), in a comprehensive review of the literature, reports that “natural areas provide for more imaginative, constructive, sensory, and socially cooperative play than asphalt, fl at expanses of lawn, or built play equipment.” Play in natural environments fosters the child’s health, ability to concentrate, and emotional bonding with the natural world (Elliott 2008, Erickson and Ernst 2011). Play in natural environments also promotes personal, social, and physical development.

# data[].attributes.body
Hoffman, J., Russ, S. (2012). “Pretend play, creativity, and emotion regulation in children.” Psychology of Aesthetics, Creativity, and the Art, 6(2) 175–184.

https://www.theearthbodyinstitute.com/2017/03/movement-in-the-wild-nature-as-dance-partner/

Delafield-Butt, J. T., & Trevarthen, C. (2015). The ontogenesis of narrative: From movements to meaning. Frontiers of Psychology, 6

# data[].attributes.attachment_link.readable_text
Children need time in the out-of-doors and opportunities to interact with the natural environment on a frequent basis. Research indicates that frequent interactions with nature benefit young children in all areas of development (physical, emotional, cognitive, social, aesthetic, etc.) while also promoting a positive environmental ethic. Creative play in natural environments - which often takes the form of nature play - also fosters young children's sense of wonder, spirituality, creativity, and curiosity. Authentic nature play involves play with natural materials; and for the young child, it should be fun, self directed, and freely chosen.

# data[].attributes.attachment_link.title
Nature play | 2 | v3 | Nature and Young Children | Ruth Wilson | Taylo

# data[].attributes.attachment_link.description
Children need time in the out-of-doors and opportunities to interact with the natural environment on a frequent basis. Research indicates that frequent