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This week’s focus on inclusivity in the arts really hit home for me. It’s not just about teaching art techniques or fostering creativity—it’s about making sure every child feels seen, valued, and represented in the classroom. We talked about how, as educators, we need to provide authentic arts experiences that reflect and honor children's diverse backgrounds, whether it's their race, culture, class, ethnicity, abilities, or gender. This really made me reflect on the power of art as a tool for inclusivity.

We were introduced to a couple of songs this week that I found particularly helpful in teaching concepts of personal space and boundaries. The "Personal Space Song" and the "Boundary Song" were fun, engaging ways to help children understand these important social concepts. Music is such a great medium for teaching sensitive topics in a way that’s accessible and easy for young children to grasp.

This week was a reminder of the responsibility we have to create classrooms where all children feel they belong. It’s not just about teaching art, but about using art to foster a sense of community, respect, and inclusion.

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This week was all about media and its role in early childhood education, and it gave me a new appreciation for how young children engage with and interpret the world through media. We explored how media literacy starts even in the early years, shaping how children make meaning of their surroundings. The discussion on visual, digital, and critical literacy stood out for me. It's amazing how children can learn to 'read' the world not just through text, but through images, videos, and other digital content. We also touched on multi-modality literacy, which emphasized how children use a mix of media-pictures, sounds, gestures-to communicate.

One of the most engaging parts of the session was looking at how media tools, like cameras, can be used in early learning. The idea of using cameras to tell stories from a child’s perspective really clicked with me. By allowing them to capture their world and arrange images in different ways, we’re giving them the tools to see and understand their environment in new, creative ways. I also loved the concept of picture books showing different perspectives—it’s such a simple yet powerful way to teach children about diversity in thinking. The conversation on AI was fascinating. It sparked questions about what's real and what's not, and how children are going to grow up in a world where that line can sometimes blur. Introducing them to these ideas early on is essential in helping them navigate the digital world responsibly. Overall, this week left me thinking about how early childhood education is no longer just about traditional literacy-it’s about preparing children to be critical thinkers and creators in a media-saturated world.

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This week’s focus was on dance in early childhood, and it was such an energizing and insightful experience. We started by discussing what dance means for young children—it’s not just about structured steps but more about creative movement, letting them explore their bodies, feelings, and space around them. We touched on the many values of creative movement and dance in the early years. It supports physical development, encourages self-expression, and even helps children build social skills by moving with others. Plus, dance offers a sense of joy and freedom that can boost a child’s confidence and creativity.

Learning how to teach creative dance and movement was really practical. Some key strategies we discussed include allowing children to improvise, using music and props to inspire movement, and encouraging them to explore different elements of movement like space, time, dynamics, and relationships. These elements really form the foundation of any movement, helping children understand their body's interaction with the environment and other people. What stood out the most was the discussion on the importance of physical activity for brain function, especially referencing the INPP (Institute for Neuro-Physiological Psychology). It reinforced how crucial movement is for brain development in the early years, as it enhances coordination, balance, and overall cognitive function. These sessions reminded me of the magic of movement in childhood—how it’s not just physical exercise but a vital part of their overall development.

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This week was all about visual arts, and I felt a real connection to the idea of how art encourages free play, experimentation, and personal expression. The discussions about how childhood art links to resilience in adulthood were fascinating—such a powerful concept that creativity can help us face life's challenges as we grow. Melinda began the class by having some students draw flowers on the whiteboard, highlighting how every person has a unique approach to creativity. It was a great way to see how individual minds work differently when faced with the same task. We delved into the language of visual arts, learning about elements like color, form, line, shape, space, and texture. These concepts feel like the building blocks of any artwork, and they gave me a fresh perspective on how to appreciate art more deeply.

Impressionism was the big theme for the day. We looked at some impressionist artworks, which was a lovely shift into seeing art as something beyond the literal, focusing instead on feelings and fleeting moments. The final part of the class was definitely the most fun and interactive—we had the chance to create our own small impressionistic piece using the materials given. I ended up making a forest, blending different colors of paint using a sponge, and it really came alive in a way I didn’t expect. This week was a reminder of how art can be both deeply personal and universally expressive. I left the class feeling more inspired to experiment with different forms of creative expression.

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This week we focused on the integration of music and movement in the early years, highlighting its importance in a play-based curriculum. we started with a percussion exercise, where we played along with the pink panther song. This exercise not only brought a sense of enjoyment but also offered an opportunity to explore rhythm, timing and coordination in a practical and engaging way. We had a discussion about the role of musical instruments in early childhood learning, particularly how they can support the development of hand-eye coordination. Another topic we explored was harmony and playing together. We also looked at layering sound, where different instruments come together to create richer, more complex music. This helps children grasp how rhythm, melody, and structure all fit into the bigger picture of a song. It’s a great way for them to learn how everyone’s individual effort can contribute to something greater, fostering both creativity and teamwork.

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This week, we didn’t have our usual workshop because Melinda, our lecturer, was sick. Instead, I focused on the lecture which was discussing the role of drama and dramatic play in early childhood education. We looked at drama not just as a form of art, but also as a pedagogy and a social-cultural experience that helps children explore and understand the world around them.

We covered the key elements of drama, including role, character, relationships, situation, voice, and focus. These elements help children develop an understanding of themselves and others, and they offer opportunities for creative expression and problem-solving. I found it interesting how drama can be a tool for both teaching and learning, providing children with a way to express their thoughts and emotions while also helping them build important social skills.

We also talked about the different ways to introduce drama to young children. Some fun and engaging methods include using puppets, masks, and music freeze games. Pretend play centers, role-playing games, and imagination games are also great tools for encouraging kids to step into different roles and use their creativity. It’s clear that drama isn’t just about performance; it’s about letting children explore new ideas, practice empathy, and develop confidence in a playful and imaginative way.

Reflecting on this week’s discussion, I see how valuable drama is in early childhood education. It’s not only an art form but also a way to support children’s learning, social development, and self-expression. I’m excited to think about how I can use these ideas in my own teaching practice.

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In week 3 we learnt about inclusivity and culture and how to connect with arts for children. It is very important to identify and understand culture as children may identify with multiple cultural identities. So by supporting culture, teachers can expand culturally inclusive teaching and learning. We have to respect each other's cultures while we need to also understand that some children might be sensitive when talking about culture. At the final part of the class we made mindmaps about our cultures and shared with a friend and shared ideas about each other's cultures.

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This class was interesting. In the first part of the class, we discussed about curriculum and pedagogical approaches. The curriculum refers to the context or subject matter that is taught while pedagogical approaches refer to strategies and methods used by teachers to facilitate learning. And we talked about creative arts and how it relates with children and how children express their creativity through arts. Furthermore, we talked about the famous painting titled "The Starry Night" by Vincent van Gogh. It depicts a swirling night sky over a quiet village and is one of van Gogh's most well-known and celebrated works. At the last part of the class, we got into small groups and did an activity which was really fun and interesting. We had to create a fruit basket with the given materials with the group members. I made a beautiful basket which was very creative. Other groups also did a great job. Each fruit basket was unique and creative. So, in a nutshell the class was interesting and learnt a lot of things. Looking forward for the next class.

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This week, we started off the unit by talking about creativity and the different types of art, like visual arts, drama, dance, and music. We also looked at the set texts and reflected on how creative we think we are. Personally, I see my creativity come through in things like listening to music, watching movies, drawing, cooking, dancing, and even daydreaming. These are my outlets for expressing myself and making sense of the world.

In class, we worked in groups to define creativity, and we all agreed it’s about thinking in new ways and expressing ideas through different forms. It’s more than just being artistic—it’s about problem-solving and bringing fresh perspectives to the table.

We also explored the benefits of creative arts. These include being able to express ourselves more fully, thinking critically and creatively, and feeling connected to others. Creativity brings joy and excitement, helps us stay open-minded, leads to innovation, and boosts confidence when we create something new.

After reflecting on this first week, I realized that creativity is not just something I do for fun; it helps me connect with people, think more deeply, and find joy in everyday life. I’m excited to see where this unit takes me as I continue exploring the role of creativity in learning and teaching.