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I'm a seagull, I'm a seagull!

Bathing in shallow waters.

Inspired by my on country visit, I watched seagulls bathing and dancing in shallow waters. (See artefact 1) The music I used is "Tinikling", a Filipino national music dance that mimics the movement of the tikling bird, a local bird, as it walks and jumps to avoid traps set by farmers in rice fields.

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ECE2008: Creative Response - using all languages of sound, music and drama.

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I spotted a group of seagulls in shallow waters. I turned on my camera, slowly walking towards them softly not to disturb them. Then, I realised, they were bathing. They dipped their heads under, shook their bodies to remove water and bobbed up and down in the calm, shallow areas formed by the tide. They splashed and splashed and wading in shallow water dunking and shaking creating movement, ripples and reflections. This is a sense of place where imaginations abound. Then, my imagination kicked in. I was lost in my thoughts, like the Parallaxis. I dived in. It took me to an enchanting cave underneath leading to the glass castle in the sea. There were mermaids and sea creatures glistening like rainbows, singing and dancing. As I watched, I was absolutely entranced with their beautiful, graceful movement and harmony. I listened deeply, and watched, immersed on this magical performance. The music and dance were enchanting, reverberating and captivating. It echoed and filled the space with amazing spectrum of lights that illuminated with every movement. When the performance was over, I quickly bowed down to show my respects and snapped my fingers quickly! That was a great imaginary journey from the magical world. It resonated with me the “Daddirri” that evoke a time for us to go back to nature and listen deeply to the sound of nature, birds, stream, rivers and seas.

Reflecting on this experience, I believe, we must connect with nature, allowing children to express their ideas freely, and respect their interests. We must tune in and slow down, (Slow Pedagogy) let children create and lead their own play, allowing for uninterrupted play and embedding more nature-based play such as bush, nature walks, playing on country, scavenger hunt and whatever games or play they imagined. Let them climb trees. Teach them the difference between tree trunk, branch, sticks and twigs.

As an educator, we must teach children deep listening, deep breathing and listening to the sound of nature and being aware. Deep listening or “Dadirri” by Dr. Mirriam Rose Ungunmerr will be one of my strategies that will enhance my future early childhood teaching practice by valuing and hearing children’s voices, deeply listening to their ideas, expressions and perspectives. By truly listening to children, I will be able to foster and build a respectful and trusting relationship with children, developing understanding of their behaviour. By taking children outdoors, letting them wander and explore freely, children relate to and contribute to their world. (EYLF Learning Outcome 2).

The 100 languages, the stories nature is telling us, these can be determined by children's reflections. Possum Skin Pedagogy is one way to incorporate in our practice. Another one is through singing cultural songs e.g. Inanay and Taba Naba. The pedagogy provides practical guidance for us early childhood educators on embedding Aboriginal perspectives, building relationships with local communities, respecting cultural property rights, and using culturally appropriate resources. We should promote an inclusive approach to education that celebrates diversity, supports reconciliation, and fosters pride and a strong sense of identity for indigenous children. We should integrate in our practice and collaborate with elders in our teaching and learning process by using holistic and culturally responsive approach that embed Aboriginal perspectives.

Also, I would incorporate Play-based sciences which emphasize the significance of local environments in fostering community connections and enhancing children’s learning experiences. This approach integrates children’s backgrounds and local knowledge, enabling them to understand their identities and the world around them. The concept of connecting education with nature offers a valuable framework for early childhood learning fostering community engagement and environmental connection that broader perspectives acknowledging the importance of learning from diverse cultures and context that can enrich deeper integration of Indigenous education. Example, Music can help us feel culturally safe and included. We can connect through the sharing of songs from each other’s cultures and developing a sense of cultural identity. Through music we can support the development of a child’s identity and self-esteem, as well as their feeling of belonging to a community. In my class, I would take my children outdoors, explore the surrounding environment and teach children songs like “The Waves of the Ocean” in the tune of “The Wheels on the Bus”.

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ECE 2008 Assessment Task 2: On Country Visit

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My Creative Work kicked off with the birds chirping greeting the dawn while I was walking through nature towards the shore. What a beautiful sound nature has given us. I posted a video instead of still picture to really capture the essence of sound. I could hear my footsteps on the path, on the concrete and on the grass and sand. I could see the man walking his dog. As I walked, leaves were rustling as the cold wind moved through trees, touching my cheeks, grass swaying and birds still singing while other birds were fighting for territory provoking a drama. I felt the freezing cold on my hand as the wind passed by. I thought, “I should have worn gloves”.

I could see the sunrise brightening the place. I was tuning in to nature. It makes me think how this land connects with nature, the ocean, and with all living things interconnected and intertwined layer with each other. I see the waves, I could hear its gentle lapping movement plunged on the shore creating seagulls sway their bodies, moving and floating. Tranquil waves break over sand and rocks. Suddenly, a flock of birds flying above making loud sound going west. I could smell the sea and feel the cold sand. It awakened my senses. I could taste a bit of saltiness splashed on my lips. I was basking in the beautiful sunrise. Suddenly, my interoception intervenes, my stomach growls.

I bent down, picked up the shell, stood upright balancing my body. My vestibular still working fine. I looked at the shell, feel its texture, it has pattern and a bit of sand. I looked up, I smiled, what a wonderful place! I extend my arms up to the sky and with grateful heart thanked the Almighty Creator for this moment, for this wonderful nature. I started to hum like a hummingbird. I joined in the chorus and move my body slowly, gently dancing to the sound of the birds, the sound of the waves and sound of the wind and rustling leaves. I was dancing in the sunshine. I was like a child, free and swirling, swaying my hands running around and dancing. Free as a bird! My stress gone. I moved on, walking towards the concrete path. I feel like my feet were wet. Oh well, it must be the dew on the grass, or the sand must have soaked from last night’s high tide.

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ECE2008: ASSESSMENT 2- The language of sound, music and drama.

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Nolan, A., & Raban, B. (2024). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions.

Wilson, R. A (1997, March). A sense of place, Early Childhood Educ, (24, 191-194).

https://doi.org/10.1007/BF2353278

Wilson, R. (2007). Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments [Review of Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments].