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I used the common barbecue charcoal on a piece of paper to draw something. The charcoal piece was somewhat rectangular in shape and was a bit hard. Charcoal is basically remnants of burned wood which has a lot of uses. At first I drew a small circle on the paper and noticed that charcoal was breaking up into smaller bits. Using my imagination I further scraped and grind the charcoal and then mixed it with a few drops of water and then used my finger to spread the charcoal on to the paper.

As discussed by Pacini et al (2016) that charcoal  invites encounters with others as it leaves imprints, extends, cloaks, and embraces and its powdery softness demands notice, elicits strong responses and demands active engagement (p. 44). As I touched the charcoal and spread it with my fingers the texture was a bit rough. My hands got dirty and messy as I spread the charcoal through the paper but it was satisfactory. Charcoal captivates and leaves a lasting impression. Its deep darkness and countless particles make it irresistible. It's hard to stay unaffected by charcoal.

Similar to discussion by Pelo (2016) that materials offer sensory pleasure and the fun of playing with gooey, wet, sticky, slippery, and flexible substances (p. 45). The sensory explorations with charcoal allowed me to explore its texture, reaction with other elements and flexibility.  This experience took me back to my childhood when I used to play with charcoal after a bonfire drawing on big stones and smudging them.

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The whole experience of playing with clay and express my imagination through it was very fulfilling. Clay is soft, mouldable and is made from the natural elements of nature. It holds ancient and organic qualities and we connect to it through our hands allowing us to intimately feel its presence against our skin (Pelo, 2016, p. 92). Clay provoked a sense of belongingness and appreciation for nature in me. As Pacini et al (2016) stated that materials have the ability to trigger recollections, encourage behaviours, and convey concepts it took me back to my childhood days when i used to play with clay to form random structures and shapes (p. 11). As i played with clay, I could do anything with it. I could exert pressure on it, pinch it, scrape it and it also possessed remarkable versatility, capable of being cut and etched. It was a sensory experience for me because as I ran my fingers through it I could feel the moistness and coolness against my skin and its earthy aroma filled the air which provoked a connection to nature. Folding, kneading, squishing and squeezing it allowed  me to put pressure on it and reach my desired outcome. Also, it demanded extreme care as it was breaking easily. I made a statue while others in my class made other things. This made me think that everyone perceived clay in different ways and I could connect this to the 100 languages of children.

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In an early childhood setting, I can introduce charcoal as a versatile creative medium. Children will be provided with paper and charcoal to freely explore and create. They will discover the unique textures and patterns that charcoal produces when applied to the paper. With no right or wrong approach, individual expression will be encouraged, fostering their creativity. Through positive reinforcement, I will support their artistic journey.

This experience will engage their senses and promote language development as they describe their artwork and share their ideas. Moreover, it will serve as a platform for children to explore indigenous perspectives on nature, allowing them to incorporate symbols and narratives into their charcoal drawings. As every child will have different outcomes and experiences, this activity aligns with the concept of the 100 languages of children, enabling a rich and inclusive creative process.

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I would start by introducing clay to the children and its concepts, properties and will provide every child with a blocks  of clay and encourage them to run their imaginations wild and play with it. They will squeeze it, fold it, mash it, mould it into shapes, lift it, roll it and carve it. This will allow children for sensory exploration as they will manipulate the soft clay which will stimulate their sense of touch.

Furthermore, I will encourage them to go out in nature and collect natural elements which they will incorporate with clay. This will create a sense of nature appreciation in children as they will observe and appreciate the various elements of nature.

Rolling, moulding and playing with clay while also combining natural materials will contribute towards their fine motor skills and will improve their hand-eye coordinations. Also children will be able to look at each others creations and collaborate which will allow them to communicate and help towards their language acquisition.

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Using a variety of paints such as acrylic, oil, watercolors, and sketch pens, I embarked on painting a scenery. As I applied different colors, the visual appeal grew, captivating my attention. Exploring each paint, I stroke and mixed them together, observing how they absorbed water, and spread on the canvas using various brushes. Each paint exhibited distinct textures and dried differently, showcasing their unique qualities. The amalgamation of two paints creating a vibrant new shade fascinated me. Engaging with the brush in different directions added motion and movement to the activity. My hands became immersed in the paint, allowing me to feel its texture. Similar to the discussion by Pacini et al. (2016), I experienced the sensory engagement with the paint's textures, the feel of bristles on the surface, and the observation of vibrant color blending (p. 53).

Painting the scenery enabled me to express my thoughts while indulging in a sensory-rich experience through the exploration of various paint textures and consistencies. I experimented with different brushstrokes and mixing techniques, resulting in a beautiful depiction of a house by the lake, with a vibrant sun and birds. According to Pelo (2016), colors not only stimulate our sense of sight but also evoke responses from our other senses (p. 59). The blue color conveyed the sense of water, while the bright red and yellow hues evoked the essence of the sun. The colors acted as metaphors, reflecting the essence of nature.

Overall, this painting experience allowed me to engage with various paints, explore their qualities, and express my artistic vision. It was a sensory journey that merged colors, textures, and movements into a visually appealing and meaningful scenery.

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Painting activity will a range of emotions in children, allowing them to engage and create freely. By providing various paint types and colors, children can explore their senses and visually enjoy the process. They will be encouraged to combine paints, experiment, and express their imaginations. Umar et al. (2019) suggests that painting activities foster creativity, artistic development, and educational growth. It also serves as an emotional outlet, helping children process and communicate their feelings. Painting activities will enable non-verbal expression, benefiting those who struggle with verbal communication.

Overall, painting will nurture creativity, emotional well-being, and educational development in children.

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I found different types of paper. I collected origami sheets, news paper, toilet rolls and magazine pages As i teared and scrunched the paper, I felt the different textures of different types of papers. This made me think about how different papers are created and made which leads to them being this way. I could relate this experience with the discussion made by Pelo (2016) that we explore the physical qualities of the medium, its texture, movement, and shape. Through experimentation and hands-on exploration, we become comfortable with this new artistic medium (p.17).

As I explored different papers, I knew that I can do a lot of things with them. I tore, scrunched, cut, rip and crumble it. And then I arranged on a blank white sheet of paper to portray nature such as the sun, a lake, grass and a lighthouse. All the bits and pieces of paper when arranged in a special manner were portraying and expressing a beautiful scenery. To create this scenery required a series of continuous motion and movements of tearing. Similar to the statement by Pacini et al. (2016) that moving paper involves a combination of rhythmic actions and a process of clearing, tearing, sweeping, and revealing I arranged paper in a specific way and then cleared and sweeped it to arrange it in another way until i got my outcome (p. 36).

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As Pacini-Ketchabaw et al (2016) argue that materials are not simply passive objects to be used by children, but rather active participants in the learning process. They suggest that materials can be thought of as co-educators which speak to children and help them develop their creativity, problem-solving skills, and understanding of the world around the (p.12).

Inviting children to play with paper will improve their understanding of it and let them explore different aspects of it.  As a teacher, I will either provide or ask them to collect as different types of paper as they can which will enhance their abilities. I will then encourage them to create something from the paper collected. They might use it to create art, build structures, or solve problems. In the process, they might learn about the properties of paper, such as its strength, flexibility, and absorbency. They might also learn about the different ways that paper can be used. They will also be encouraged to combine it with other elements and observe its reactions.

With the paper activity, the children will be free to explore and experiment with paper, they can come up with new and innovative ideas. They might use paper to create works of art that are unique and imaginative. They might also use paper to tell stories or to create games which also enhance their language acquisition skills

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In the book which I chose "Hello and Welcome" by Gregg Dreise really made me think about the aboriginal history, cultures, their sacrifices and the communities. I really enjoyed it. The book possessed beautiful illustrations and cultural elements combined with the art of story telling. While reading it, I was immediately connected to all the characters on this beautiful book as they talked about the indigenous and aboriginal culture or Australia.

The illustrations, paintings and drawings in the book were captivating, with vibrant colours and pretty details that took me to different places. They evoked a sense of curiosity and wonder, perfectly expressing idea of celebrating our differences. The book taught me about the true owners of the land and how they should be respected by everyone. It encourages empathy and understanding, highlighting the power of a welcoming everyone and the positive impact it can have on individuals (Dreise, G 2021).

The images in the book were of several indigenous aboriginal people who were covered in their traditional body paints and tattoos with different coloured patterns and vibrant scenery. Several children are playing with aboriginal children which made me think that children do not care about backgrounds of anyone and they always welcome everyone.  I think that the author really wanted to express his feelings towards the aboriginal cultures and acknowledge them by paying respect to them through the medium of this children's book. According to Tori K. Flint and Marietta S. Adams (2018) children actively and playfully respond, both physically and verbally, to picture books, as they construct meaning from the visual narratives (p. 21), similarly, "Hello and Welcome" motivated me to playfully respond to it by trying what was written in the book.

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As a teacher, I believe that this book will be perfect for children to make them aware about the indigenous and aboriginal cultures and pay respect to them. It is extremely important for children to pay respect to the traditional owners of the land since an early age and this book will contribute towards it.

According to me, an interactive read-aloud activity with this book will definitely help children understand and grasp it. I can also encourage children to pretend play as the characters in the book so that they understand better. Along with this, an exposure to multicultural games, food and artefacts will allow them to know about differences and pay respects to everyone.

Furthermore, The book challenges stereotypes by emphasising that appearances can be deceiving and that everyone has unique qualities to offer and encourages the celebration of diversity in all its forms. This book can be used as a starting point for children to know about different cultures around us and always pay respect to them.

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I created the video of " Doraemon" which is a popular children's cartoon. I grew up watching Doraemon and it is a major part of my life. As i thought of making a video in the Hindi version of Doraemon theme song, I got excited as the theme song took me back to my childhood when I used to watch it day and night.

The theme song is in Hindi which talks about how Doraemon impacts and positively effects the lives of people around him.
I chose to sing the theme song in Hindi because i grew up listening to it.  The upbeat and the lively nature of the theme song can motivate children to move to it and and engage with it. Also as discussed by Wendell (2017) engaging in music scenarios increases chances for learning and exploration for children, I  realised the value of teaching music by following the children's interests (p. 2). By actively participating and aligning with their preferences, teaching music with actions really helps them to engage and start liking music.

Furthermore, the catchy and nostalgic music of the song encouraged me to move and dance to it.

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In an early childhood setting, introducing a song like Doraemon theme song in another language will be a good experience for children. Singing the song while standing and doing the actions will definitely appeal to the children and will motivate them to move.

The theme song in Hindi will give a cultural exposure to the children as they will learn about several Hindi words and expressions. Apart from this, since the cartoon is from Japan, it will expose them to the music of Japan. All this will help them towards language acquisition skills.

Furthermore, The Doraemon theme song, being widely recognized and enjoyed by many children, can serve as a shared cultural reference point. It can facilitate social interactions and discussions among children, fostering connections and shared experiences.

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This assessment of encounters with materials is a reflective journey into my engagement with a variety of materials within an early childhood setting. Throughout this assessment, I had the privilege of exploring materials such as clay, paint, paper, charcoal, children's books, and music, immersing myself in their unique properties and creative possibilities.

The key concept of this journal is the is the exploration and engagement with a variety of artistic mediums and what implications it holds in an early childhood setting. The focus is on providing children with opportunities to interact with materials such as clay, paint, paper, charcoal, children's books, and music.

Each material offers unique benefits and learning opportunities, whether it is sensory exploration with clay, creative expression through painting, storytelling with children's books, or cultural awareness through music.

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Pacini et al, 2016. Encounters with materials in early childhood education. Taylor & Francis Group.

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

Edwards, C et al. (2011). The hundred languages of children: The Reggio Emilia experience in transformation, 3rd edition: the Reggio Emilia experience in transformation. ABC-CLIO, LLC.

Umar et al, 2019. Exploration of Fine Motor Skills through the Application of Paint. Islamic Faculty, Nurul Jadid University, Paiton, Probolinggo, Indonesia.

Dreise, G, 2021. Hello and Welcome, ISBN: 9781760898328

Hanna, W. (2017). The children's music studio : A reggio-inspired approach. Oxford University Press, Incorporated.

Tori K. Flint and Marietta S. Adams. 2018. It’s like playing, but learning”: Supporting Early Literacy through Responsive Play with Wordless Picturebooks. Language Arts , September 2018, Vol. 96, No. 1, YOUTH CULTURE(S) AND CHILDHOOD (September 2018), pp. 21-36

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Engaging with material were very nostalgic for me as it took me to my childhood when i used to play with the materials and throughout this journal, I explored the power of materials and their implications in an early childhood setting. I witnessed how clay can shape into creations, how paint can bring colours to life, how paper can be transformed, how charcoal can create expressive marks, how children's books can ignite cultural perspectives, and how music can inspire rhythm and language acquisition.

The concept revolves around the meaningful exploration and engagement with artistic materials in an early childhood setting, fostering holistic development and a lifelong appreciation for the arts. Also, these encounters with materials provides children with artistic encounters which increases their skills and capabilities.

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Student Id - s8086254