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Australian Government Department of Education (AGDE). (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.

Fellowes, J., & Oakley, G. (2019). Language, literacy and early childhood education 3e ebook. Oxford University Press.

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

Fox, M. (2019). Koala Lou. Penguin Random House Australia. Mahshulah, Z,

Syaodih, E, & Rachmawati, Y. (2020). The ray of light: An activity approach of Reggio Emilia. The 2 nd International Conference on Elementary Education, 2, 785–790.

Malaguzzi, L., Edwards, C., Gandini, L., & Forman, G. (1993). History, ideas and basic philosophy (pp. 41-89).

Pelo, A. (2016). The language of art : Inquiry-based studio practices in early childhood settings. Redleaf Press.

Pourkalhor, O. & Tavakoli, M. (2017). Nursery Rhymes and Language Learning: Issues and Pedagogical Implications. International Journal of English Language & Translation Studies. 5(1), 111- 116. Page | 116

Roy, D, Baker, WJ & Hamilton, A (2015), ‘Excerpt from: A vision for the arts in education’, Teaching the arts: Early childhood and primary education, 2nd edn, Cambridge University Press, Port Melbourne, VIC, pp. 11–13.

Teton Science Schools. (2021). Watercolor: One of the 100 languages children speak. Teton Science Schools. https://www.tetonscience.org/watercolor-one-of-the-hundred-ways-children-speak/

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When adults engage in intentional and direct conversations with children, using various methods such as questions, suggestions, factual statements, and demonstrations, they enhance and reinforce the knowledge that children have already gained. Additionally, children's learning is facilitated by their utilization of different senses (Fellowes & Oakley 2019). The game of What’s in the Box is a sensory play that allows us to be silly and collaborative. We continuously make assumptions about what is inside the box together by letting one person describe it verbally. One main characteristic of this game is to encourage children to speak up bravely because right or wrong is not important. This activity stimulates children's imagination and requires them to draw upon their life experiences. They need to describe the texture, make connections with imaginative objects, and express their current emotions. This aligns with the theory of "a hundred languages of children" and "a hundred thoughts." Other children can participate by listening to the descriptions, making guesses, providing hints, and commenting on their friends' guesses. The conversation around an experience can trigger ideas that have not otherwise been considered. Talk influences children’s approach to thinking, and enhances their ability with different cognitive processes. Children refine their thought processes; they elaborate on their ideas and think in a more reflective and innovative way (Fellowes & Oakley 2019)

I will prepare a cardboard box with a hole and place one or several items inside. Then, I will have the children put their hands inside the box to feel them and tell them it is safe to touch because I will watch their hands from the other side of the box. Initially, the children might feel a bit scared, but their curiosity will prompt them to give it a try. This is related to that children feel safe, secure and supported in the learning outcome of EYLF and that children have a strong sense of identity. I will ask questions like: What is the temperature of the item? How big is it? Is it smooth or rough? What shape can you feel? For example, there is a chilled onion with a fork, a straw, and cotton buds plugged in it, and its surface would be damp and cold. Although it could be very difficult to guess from the shape, some children may be able to recognize the onion's scent on their hands. When the child withdraws their hand, other children can associate the smell with the aroma of onions their moms use while cooking in the kitchen. While children are making guesses, I may give them hints or elaborate on what they said. For example, I may say that there are three materials found in the kitchen to narrow down the range of items. I will also encourage children to try to break the object apart so that what initially seems odd and strange will become a combination of common things.

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The Reggio Emilia pedagogy emphasizes that learning activities employed should be adaptable and bridge connections between the past, present, and future while acknowledging that children are capable beings with diverse ideas. Within the Reggio Emilia approach, there are various methods of incorporating light into learning experiences, such as utilizing light tables, computers, projected shadows, overhead projectors, digital cameras, colour printers, scanners, and more. The language of light and shadow can sparkle children's imagination and language acquisition. By incorporating light and shadow play in early childhood settings, children have the opportunity to enhance their thinking skills, nurture their creativity, and cultivate their social abilities (Mahshulah, Syaodih & Rachmawati 2020). When Children are introduced to shadow play and storytelling, they are given an opportunity to communicate through one of the hundred languages. "Once children are helped to view themselves as authors or inventors, once they are helped to discover the pleasure of inquiry, their motivation and interest explode. "(Malaguzzi et al 1993).

When Shadow play is used as a storytelling technique, the shadow captures children's attention and intrigues their curiosity. The visual element and the verbal story together create a captivating experience that enhances their focus and engagement with the narrative. They also have opportunities to ask questions, seek clarifications, and discuss the story, further expanding their language abilities, which will contribute to the EYLF outcome that children are effective communicators.

A story I will tell children using shadows and props is Little Red Riding Hood. I prepare various props in advance to represent the characters and scenes. Some items can be found directly, while others are created specifically for the game. For scene representation, I may also temporarily stick objects on the wall. I turn off the lights and then use a flashlight pointed towards the wall to create shadows. Once the room is quiet, I begin narrating the story of Little Red Riding Hood venturing into the forest to visit her grandmother. I will ask the children to describe what they see on the wall, and what is happening. Between scenes, I may ask: "Why is the wolf waiting for Little Red Riding Hood inside the house?" "What will happen if Little Red Riding Hood enters Grandma’s house?" I also ask children to suggest ideas for creating different shadow effects or scenes. In the end, I also let children hold the props or use their hands to create shadow shapes, and they may have a go retelling the story or have their own imaginative stories.

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Using watercolour in early childhood settings can be sensual and create a quiet, harmonious experience. Pelo(2016) indicates that children show diverse approaches using watercolour paint, some may focus on creating distinct lines with ample space around them, while others may opt for more concrete and representational forms, etc. This is in line with Reggio Emilia's philosophy, children in the classroom are on voyages of exploration and the teacher shall invite them to pursue different routes of meaningful experiences. Watercolour is one of the artistic languages that young learners communicate beyond verbal expression (Teton Science Schools 2021). Pelo(2016) also demonstrates in her book that painting watercolour invites children to learn how to “be the boss of the brush”, the activity invites awareness and reflection. The nature of watercolour makes colours blend on the brush, in the jar, and on the paper. Children are immersed in the activity when how they try drawing patterns by manipulating the brush, and observe how colours move on paper. This is linked to the EYLF learning outcome that children are confident and involved learners, they develop a love for learning and an eagerness to explore, investigate and discover.
An activity I wish to do with children is to using watercolour to draw a “colourful hairstyle”. I will provide papers with a little head in the middle, and the surrounding space are left blank. I will also provide brushes and small sponge pieces, as well as water jars and paper towels for rinsing and cleaning. Before the activity, I will ask “Can you imagine a colourful hairstyle that you’d like to have?” “Would you like the hair to be smooth or fluffy, big volume or tied-up, straight or curly, ponytail or braided?” I will introduce to them that, “Watercolour painting allows us to explore the fluidity and transparency of colours, creating beautiful washes and subtle blends. Different colours can be mixed, blended and bleed into one another.” I will encourage them to experiment and explore creating unique and unexpected effects. During and after the activity, I will let them describe their artwork. For example, what colours they have used, and teach to use words like bright, translucent, vibrant, subtle, earthy, cool-toned, muted-tone, whether there are long sweeping strokes, short brushstrokes, contrasting or identical. And let them discuss the differences between their and others’ artwork to engage in meaningful social interactions.

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Collage is an open-ended art play that allows children to have the freedom to employ symbolic representations with their creativity and imagination. The process of making collages provides opportunities for problem-solving and decision-making. Children need to select and arrange materials, make choices regarding combinations, and consider how to represent their ideas visually. These cognitive processes contribute to their critical thinking and creativity. Visual art is one of the hundred languages children facilitates expression and communication in diverse ways. It can draw attention to elements of an object, person, place, or emotion that cannot be adequately conveyed through verbal communication alone. Crucially, art conveys something unique, something significant that surpasses the limitations of words (Roy, Baker & Hamilton 2015).

When different materials are presented, children recognize the distinctions among them, such as different textures, colours, lengths, and widths. Through communication with teachers and peers, they learn how to describe. Children are also encouraged to deconstruct and reconstruct, and to manipulate the materials to achieve unique and different combinations.  This is linked to the EYLF outcome that children are connected with and contribute to their world, they are allowed to be different and they respond to diversity with respect. In this process, we educate them to practise inclusivity and coexistence.

One collage game I will play with children is "Presenting Happiness." I will first explain to them that today we make a collage that can be anything appears in their head when they think of the word happiness. I will provide printed pages and small particles collected from daily life, with blank paper, glue, and scissors. I will first let them guess what the materials are made from, and how do they touch like and look like.
Sitting together at a table, the children can observe and learn from each other's creations. They also engage in conversations and interactions. They may ask their friend, "What are you making?" or "Can you make one like mine?" They can seek assistance from teachers as well. This collaborative environment fosters their communication abilities and promotes a sense of cooperation and teamwork. After completing their collages, I will ask the children about what they have created, and which classmate's collage also brings them happiness and why. So that children can practise reflecting on their feelings, and communication, and try to have their interpretations of abstract artworks. The finished collages can also be documented and displayed in the classroom to identify children's strengths and their thinking at the time, and provide a record of the learning process.

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Before children become literate and able to read written languages, reading a picture book can be very helpful for language acquisition. When children look at scenes and images, they can be imaginative and interpret the stories in various ways. Relating to the concept of a hundred languages of children, children can develop their visual literacy without the constraints of text. They will be able to identify visual cues in illustrations, understand narratives through the sequence of pictures, and emotionally relate to the characters. When children engage in reading wordless picture books, it is a flexible and interpretive process where they use their background knowledge and personal experiences to understand the story depicted by the visual images. Through responsive play during picture book reading, children act out and recount the story using their own language, taking on the roles of characters and immersing themselves in the narrative (Flint & Adams 2018). This contributes to the EYLF outcome that children are effective communicators, that children engage with a range of texts and gain meaning from these texts. With picture books, we can help them learn the written English language and visual materials through reading together.

A book I will read to children above 3 years old is Koala Lou written by Mem Fox (2016) which is about family love and accepting failure. A little koala called Lou decided to join the forest bush Olympics to win her mother's love and attention because the mother koala become too busy to say her love to Koala Lou after her siblings are born. Firstly, I will read and tell the full story in its original setting, alternating words and sentences of the same meaning, so children can hear the plots and link the story to the pictures. I will also point at the characters, and ask about their behaviour or emotion on that page, to encourage children to understand moods and feelings by reading the facial expressions and gestures. I will also read the story again elaborate on the parental love, focus on what mother koala is doing and reiterate how she always loved and cared about her baby. I will explain that our mothers provide unconditional love and are always proud of them. Additionally, I will explain that it is ok for us to fail and lose. Koala Lou did not win the competition in the end, but she grew and became stronger after she tried her best.

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In the concept of 100 languages of children, children learn and communicate through artistic ways. Oral language forms the foundation for all learning. When a child has a strong foundation in oral language, they are better equipped to handle reading and writing tasks. Understanding the meaning of words and sentences requires interpretation and comprehension (Fellowes & Oakley 2010). Sing nursery rhymes create a rich and engaging language learning experience for children from different backgrounds. When singing nursery rhymes, children are encouraged to be expressive, and imaginative, and utilize symbolic body language. The joy, rhythm, and communal participation in singing help children develop language skills, enhance their overall development, and create a positive and inclusive learning environment. Songs have a significant impact on language development and can create a motivating learning environment for young children to engage in cooperative learning of a second language. They provide a pathway for children to develop their language skills while enjoying the process (Pourkalhor & Tavakoli 2017).

A song I will teach children is called Icky Sticky Bubble Gum. As the teacher, I use my hands to point out which body parts we are pretending the bubble gum is sticking to in the lyrics. The song requires children to pay attention to my hands while singing. Children can observe the actions and then imitate the teacher and their peers, learning together as a group. Singing nursery rhymes in a group setting encourages social interaction and cooperation, fosters a sense of belonging and strengthens their social skills, which is related to the EYLF outcome of children having a strong sense of identity. The body movement also helps children to develop their fine motor skills. This fun and challenging activity can stimulate children's interest in learning vocabulary and provide a positive learning environment.

Icky sticky bubble gum, bubble gum, bubble gum (repeat)

Makes my hand sticks to my hair

And I pull it, and I pull it, and I pull it away

Icky sticky bubble gum, bubble gum, bubble gum (repeat)

Makes my hand sticks to my nose

And I pull it, and I pull it, and I pull it away

Icky sticky bubble gum, bubble gum, bubble gum (repeat)

Makes my hand sticks to my ears

And I pull it, and I pull it, and I pull it away

Icky sticky bubble gum, bubble gum, bubble gum (repeat)

Makes my hand sticks to my eyes

And I pull it, and I pull it, and I pull it away

Icky sticky bubble gum, bubble gum, bubble gum (repeat)

Makes my hand sticks to my knee