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1. cini-Ketchabaw, V., Kind, S., & Kocher, L. L. M. (2016). Encounters with materials in early childhood education. Taylor & Francis Group.

2. Cohen, L. E., & Waite-Stupiansky, S. (Eds.). (2017). Theories of early childhood education : Developmental, behaviorist, and critical. Taylor & Francis Group.

3. Edwards, C., Gandini, L., Forman, G., & Reggio, C. S. (Eds.). (2011). The hundred languages of children : The reggio emilia experience in transformation, 3rd edition : the reggio emilia experience in transformation. ABC-CLIO, LLC

4. Gallagher, M., Prior, J., Needham, M., & Holmes, R. (2017). Listening differently: A pedagogy for expanded listening. British Educational Research Journal, 43(6), 1246–1265. https://doi.org/10.1002/berj.3306

5. Fellowes, J., & Oakley, G. (2014). Language, literacy and early childhood education. Oxford University Press.

6. Flint, T. K., & Adams, M. S. (2018). “It’s like playing, but learning”: Supporting Early Literacy through Responsive Play with Wordless Picturebooks. Language Arts, 96(1), 21–36. https://www.jstor.org/stable/26779030

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I decided to use all the materials I had at home to create my setup at home. I decided my theme was COOKING with DEE. I wanted it to be fun and interactive with all pots and pans I had with spoons and some plastic toys to keep them engaged. The goal was to help them use their imagination and enjoy a cooking class or show in which they play together. Children may communicate with their friends, parents, and carers through interactive play. Children acquire important social skills such as sharing, taking turns, cooperating, negotiating, and dispute resolution via play. Play promotes creativity, inventiveness, and diverse thinking, allowing youngsters to experiment with new ideas. It also helps children's memory, attention, and focus. Also, language and communication skills, physical development, relationship building and stress relief and well-being.
In conclusion, interactive play is critical to a child's overall development. It fosters social and emotional development, cognitive abilities, language and communication skills, physical development, creativity and imagination, connection strengthening, and well-being. It is critical to encourage and facilitate interactive play in children's lives for their optimal development and lifelong learning.

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In my teaching practice I will implement the -
- Picture books
- Sensory books
- The habit of reading a book is good instills in children in a young a very young age

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It was a wonderful excursion going to the library and checking out the children's section. As I entered the section children's section I saw how beautiful the corner was organized with so many animated walls with cute little tables and chairs it was very welcoming and interesting to see how colorful the setup was. Wordless picture books are ideal for young children because they encourage creative thinking, imagination, and the growth of language. EYLF  also states with outcome number 5 that children are great communicators and this encourages them to use their imagination without any limitations and is suitable for all ages.  These wordless picture books not only spark children's imaginations, but also invite them to interact with the visuals and create their own stories. They provide an excellent platform for language development because youngsters can explain what they see, make predictions about what will happen next, and discuss their views with others. Young children may build narrative skills, improve visual literacy, and promote a lifetime love of reading by exploring wordless picture books.

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In my teaching practice I will implement -
- Play-based learning
- Activities that include interactive play
- Group activities that will help children to work as a team

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In this unit and course play is essential in early childhood. We are always told that a child is capable and competent to learn and grow in its surroundings given the right tool given by us as teachers. Early childhood play is an important part of a child's development. It not only improves social and cognitive skills, but it also improves mental and physical well-being. It permits children to interact with their classmates, parents, and carers, allowing them to acquire critical social skills. Children learn to share, take turns, negotiate, and collaborate via play. These encounters assist children with comprehending the notion of empathy, honing their communication skills, and developing connections built on respect and mutual understanding. Also,offers a foundation for cognitive growth and development. Children's creativity, problem-solving ability, and critical thinking skills improve as they participate in imaginative and pretend play(Cohen, L. E., & Waite-Stupiansky, S. (Eds.). 2017).

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In my teaching practice I will implement -
- Making children of diverse cultures and languages
- Weekly activities to learn about different cultures
- Giving them informative knowledge about First Nation People

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In my reflection so far I have understood that your surroundings play a major role when it comes to knowing and speaking your language. Your family is the first point of contact and you learn your mother tongue and you start getting aware of your culture. the 2nd point of contact will your teachers and friends where we get exposed to various cultures, languages, and traditions. Community-centered management boosts the value of an educational method based on the concepts of interaction and cooperation. Vygotsky modal does help us to understand bit more as well The involvement of families is equally as important as the involvement of children and educators.Because schools are places of culture for children and adults that promote, growth, and create learning, the existence of the atelier from the start inside Reggio Emilia's infant-toddler centers and preschools has aided the community's comprehension of the essence of learning and led considerably to the field's ongoing epistemological fascinations (Edwards, C., Gandini, L., Forman, G., & Reggio, C. S. (Eds.). 2011).

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In my future teaching practice
-Make children understand and respect the First Nation of People
- Share the culture using their stories, songs symbols and rhymes.
- Use their practical methods of oral languages

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Individuals are social animals that require interaction to and conversation with other individuals and organizations in the community. This need is met through spoken language. It is a form of communication within the family, social groups, classroom, business, and the wider society. It is the primary means through which individuals socialize, exchange, and seek knowledge in the shape of ideas, views, attitudes, wants, and desires, among other things (Fellowes, J., & Oakley, G. 2014). This unit has greatly put light on Aboriginal languages and their methods of communication which is very interesting and it's been great to learn about a culture that I am not aware of First Nation people believed in practical approaches to teaching they made their cultural understanding through storytelling, symbols, music, sounds, rhymes, songs, and stories. This has taught me to be adaptable and find the most efficient way to teach as an educator as well we should learn to pay respects to the Owners of the land by keeping their culture and history alive by sharing it with the children.

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Originates from Torres Strait Islanders.

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Originates from Torres Strait Islanders.

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This is a song in Yorta Yorta, the language of one of the Aboriginal Communities. 

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This is a song in Yorta Yorta, the language of one of the Aboriginal Communities. 

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Journal Entry 3 : Aboriginal Perspective 

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Journal Entry 3 : Aboriginal Perspective 

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In my future teaching practice, I will -
- I will make children aware of this concept and practicng deep listening.
- Weekly activities to develop various ways we can use deep listening to learn to communicate better

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Deep listening entails delving under the outermost layer of what is heard, extending to encompass the whole field of sound while maintaining attention. This is how you interact with the auditory surroundings, everything that lives in it, and everything that exists. Coming to learn of the term deep listening was very new to me. It gave me a whole new level of understanding and having to be engaged in communication on a deeper level with anyone. Body language and using all your senses are vital the essence of deep listening. Being aware of your surroundings as well people around you helps you understand the concept a whole lot better. This definitely opened new doors of communication on deeper levels and understanding different individuals on every level. Conventional education supports a limited understanding of listening to that is focused on the receiving and comprehension of human messages. As a result, it is unprepared to hear how sound impacts, forms atmospheres, molds surroundings, and enacts power (Gallagher, M., Prior, J., Needham, M., & Holmes, R. 2017).

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In my future practice, I will -
- Propose multiple materials for them to explore and learn about themselves more through art.
- I will encourage weekly activities with creative materials for them to play together.
- Teaching them to explore through various methods of learning to communicate through the materials

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I want to talk about my experience with materials firsthand this was a great form of self-expression. It's important for children at a young age to learn and express themselves through various forms of communication. I understood the importance of materials and while experimenting with the material it helped me to change my perspective and think differently while enjoying the process. I wanted to investigate t e the relationship between texture, color, and shape via my use of paper, creating pi e c e s that are both visually appealing and emotionally impactful. Whether I'm playing with simple geometrical shapes or elaborate, layered designs, I'm constantly looking to push my limits of what are materials capable of and what can they do. Thinking with materials alters early childhood education by prompting teachers to consider how objects and young children coexist in classrooms, changing one other through cooperative interactions. We're interested in how such a shift in viewpoint could alter our relationships with materials, children, and other educators—and possibly even the very nature of our participation with the community and the world(Pacini-Ketchabaw, V., Kind, S., & Kocher, L. L. M. 2016).

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Journal Entry 1 : Encounter With Materials

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Journal Entry 1 : Encounter With Materials