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Brewer, S 2020, Oil and water experiment, Stem Powered and Family, Viewed on 08 March 2023, URL https://www.steampoweredfamily.com/oil-and-water/

Bennett, J 2004, The force of things: steps towards an ecology of matter, Political Theory, Vol No.32, No.3, pp 347-372, Accessed on 08 March 2023, URL https://www.jstor.org/stable/4148158

Ingold, T 2011, Being alive: Essays on movement, knowledge and description, New york.

V 2013, ‘Indigenous place - thought & agency amongst humans and non - humans (First Woman and Sky Woman go on a European world tour!)’, Decolonization: Indigeneity, Education & Society, vol. 2, Queen’s University, Canada, pp. 20–34, viewed <https://jps.library.utoronto.ca/index.php/des/article/view/19145/16234>

Andersson, B., & Kärrqvist, C 2007, and its properties How Swedish pupils,aged 12-15 years , understand light and its properties ‡, Viewed on 09 March 2023,pp37–41, URL

https://doi.org/10.1080/0140528830050403

Mahshulah, ZA, Syaodih, E & Rachmawati, Y 2020, ‘The ray of light: an activity approach of Reggio Emilia’, The 2nd International Conference on Elementary Education, Department of Early Childhood Education, Universitas Pendidikan Indonesia, pp. 1–6, viewed <http://proceedings.upi.edu/index.php/icee/article/view/687/603>.

Deep Listening 2021, About Deep Listening, The centre of deep listening, viewed on 10 March 2023, URL https://www.deeplistening.rpi.edu/deep-listening

Pacini-Ketchabaw, V, Kind,S, & Kocher, LLM 2016, Encounters with Materials in Early Childhood Education, Taylor & Francis Group, London. Available from: ProQuest Ebook Central, 08 March 2023

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A firework experience can be planned with the children with water, oil and food color. They will be given an opportunity to learn about the density and texture of water and oil. Upon mixing, they will explore the dissolving capacity of both color and oil.

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Water molecules are polar and one end has a slight negative charge, the other a slight positive charge.

The polarity means those water molecules can form hydrogen bonds and attach to other molecules that are also polar, this includes other water molecules. It is like little magnets attracting each other. On the other hand we have oil molecules which are non-polar. This means they can’t form hydrogen bonds with water molecules.This results in water and oil not mixing and instead bunching together.

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I took a glass of water, paint and some vegetable oil. I put some paint in water which at first instance took a shape of snake. On stirring it with dry leaf, it got dissolved in water and water turned out to be the same as colour. Then I poured some drops of oil in water and tried to mix them but  it floated on water instead of dissolving in it. While stirring, The bubbles of oil seemed like sparkling the water and made me wonder of Christmas sparkling lights. It made me observe and learn that oil is less dense than water and therefore floats on top of it.

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https://youtu.be/5FbZFvLj-aI

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We can embed music activities in the classroom with children using all the natural materials like stones, wooden barks etc. By providing them these loose materials and see how they explore them for creating sounds and noises. I have experiences children banging some toys harder to create sound out of it. Therefore, they will surely experiment with the materials provided to them. This will connect them to their place along with enhancing their fine motor skills. Deep listening experiences can be created during the quiet time where they will be able to cultivate a heightened awareness of the sonic environment, both external and internal. This promotes experimentation, improvisation, collaboration, playfulness, and other creative skills vital to personal and community growth.

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With these experiences, I was enable to connect music as a language. We need not take classes to learn the music or sounds. We become familiar with language and music even before we are born in mother’s womb.

I experienced the difference between hearing and listening where hearing is just random noises going in our ears but listening is something that we hear with our full attention.

“Deep Listening takes us below the surface of our consciousness and helps to change or dissolve limiting boundaries ”- Pauline Oliveros, 1999

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As I picked up some variety of stones and barks from my backyard, they made some sounds as they touched the surface or other stone or bark. I tried to bang them and create some sounds out of it in different manners. The audio depicts the patterns of sounds made by stones initially by rubbing them or banging them together. I banged the stone on a glass too which created louder sound. The barks were used as drumsticks and played their role well.

As I went for the morning walk, I heard birds chirping, wind blowing, sounds by leaves and branches moving with the wind and even my footstep sounds, Noises created by vehicles on the road etc. Everything is related to music.

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https://youtu.be/Z2DLcovSF8g

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We can use paper in million ways to enhance children’s learnings. As per my above mentioned experience, I will create a sensory and artistic experience with children where they will be given an opportunity to feel the textures of different papers to be used in our daily practices, cut them with the help of scissors(under supervision), to enhance their fine motor skills, hold different papers outdoors on a windy day to experience different sounds created by them, etc.
This enables them to connect with the concept of movement and spound.

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Paper becomes known as receptive, reactive, pliant, absorbent, responsive to touch, to bending, folding and crumpling. These movements may be subtle, yet working working with paper means one moves with the material in continuous motion, joining motion with it responding to its inclinations (Pacini-Kechabaw, Kind & Kocher 2016, p.34). These are all the characteristics of the paper I experienced while I encountered and explored the paper with the concept of music and movement.

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As I collected different papers used in my household, I felt the texture of all the papers as I touched them. The tissue paper is the most soft one whereas the plastic paper is smooth but harder. As I squeezed the tissue paper, it made a very soft crinkling sound. After that scrunching the plastic paper made a harsh crinkling sound and it became full of wrinkles. The sound made me think of a sparkler when it burns and creates fire while lit during the fireworks. I closed my eyes and listened to the sound of sparkling made by plastic paper. As I folded the plastic paper, it came back to it’s original size. After that I picked up the tracing paper which has a non-sticky surface and is smooth. Then folding an A4 size printing paper made a heavy fluttering sound. I folded it several times and it turned out into a handy fan which gives air while I moved it with the hand

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With my experience of shadow in the glass door;children can be given an opportunity of the play area where mirrors will be placed on the walls and other areas of the room with other materials so as to explore and investigate. The children will be able to see their reflections in the mirrors. They will be able to explore how things change with their sizes or shapes etc.

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The light is a physical object that exists and spread in the space (Andersson & Kärrqvist, 2007). I experienced that it spreads everywhere and in all the angles wherever you can see.

Learning activities using light is an innovation in early childhood learning activities that can attract children's attention to explore, think creatively and critical thinking early on.When children feel happy, they will find it easier to interpret, understand and interested to exploring new things.

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I enjoyed the bright sunny day this weekend and experienced that there is no one of a place or something that is not touched by the light. As I was enjoying the sunshine in my balcony, I saw my shadow in the glass door created by sunlight. When I looked out, the parking area has the shadow of all the apartments. During my morning walk, I observed the shadows of the trees on the sides of the path. The best one was crystal sparkling in the sunshine as in the video.

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https://youtube.com/shorts/PFwSLQTxd7A?feature=share

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Shadow(Self)

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As I was walking by the pathway during my evening walk, I gathered some leaves of different sizes and shapes. I felt the textures of them where some were smooth while the others were little harsh. The harsh one’s patterns  were visible and I thought of experimenting those patterns with paint. I was able to distinguish them with their shapes and sizes and therefore paired them accordingly on a paper. I put some paint on them and used them as stamps to have patterns of the leaves imprinted on the paper.

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With children, Experiences related to natural leaves can be implemented in the room where they will be able to connect themselves to the place where they live. This will be experienced by children as they themselves be collecting the leaves from the backyard of the centre. They will be able to enhance their numeracy skills(3-5 years old) by counting the number of leaves while they collect. Further, the same experience can be stretched and lead to the learning of different sizes, shapes and patterns. The same stamp experience can also be added to the plan to enable them experience the assemblage.

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With this leaves stamp painting experience, I experienced the assemblage of place with the colours. I was able to experience indegineous artistic ways connecting myself with the place where I live.

Place-Thought is the non-distinctive space where place and thought were never separated because they never could or can be separated. Place-Thought is based upon the premise that land is alive and thinking and that humans and non-humans derive agency through the extensions of these thoughtsWatts,(2013).

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In a childcare service, An experience named, “colour extraction from flowers” can be planned making children(aged3-5 years old) learn to be the manufacturers of their own paints. This will enable them to experience the smoothness, slickness, stickiness etc., of the extraction. Assembling the classroom, paint will generate insights, problems and disruptions for children and educators both. It will invite children to cooperate and colloborate(Bennett, 2004). The flowers can also be used for the age group birth-3 years old to have a sensory play where they will be able to experience different textures(sensory) of the flowers and colours(visual) .

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As with this experience, I was able to understand the meaning of paint as both verb and noun(Ingold, 2011). I was able to mix it with water, squish it from the petals, splattered the same on paper being an anticipator, touched and the most importantly; composed the same by being a creator.

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I picked the flower from the ground and as I touched it, I felt the smooth texture of it’s petals and was mesmerised with the bright yellow colour it was reflecting. I wondered if I can extract some colour out of it. Therefore, I tried to squish and squeeze the petals  and see if something comes out of it. I felt the juice on my fingers. It was sticky with the fragrance of the flower. Furthermore, I blend it with some water so as to create a paint. It actually turned out to be yellow liquid which I could do painting with. As it was mixed with water, it’s texture became thinner and not sticky anymore. I used the yellow colour extraction to do some thumb painting on the paper and it turned out to be a beautiful flower.