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This panel shows three short learning experiences (music, movement, and drama) for a three-year-old child. They are inspired by her play at the Shrine of Remembrance during Assessment 2. The activities use simple, open-ended materials and focus on sound, body movement, and pretend play.

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The child becomes a “sound detective,” exploring sounds in the environment (leaves, logs, fences). She listens, copies, and makes rhythms.

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The child copies animal actions (frog, crab, bird). She also includes her toy cat in the play. This supports motor skills and imagination.

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The child pretends to play a “claw machine” using everyday objects (pen = joystick, discs = coins). She creates rules and leads the play.

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These activities come from my Assessment 2 On Country reflection, where I saw the power of child-led play in a meaningful place. Play with open-ended materials helped the child use music, movement, and drama as natural ways of learning.

Authentic play supports holistic development and allows children to discover concepts (Wilson, 2007).

Open-ended materials such as sticks and toys encourage imagination and problem-solving (Wallin, 2019).

Multiple intelligences show that children can learn through sound, movement, and their environment (Gardner, 1999).

I also connect with Indigenous perspectives through the idea of deep listening and respect for place. This helps children feel belonging in both natural and urban settings.

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Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.

Wallin, M. L. (2019, June). Let’s play outside: The importance of pretend play in natural settings. Community Playthings. Retrieved from https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings

Wilson, R. (2007). Children, creative play, and the natural environment. In R. Wilson (Ed.), Nature and young children: Encouraging creative play and learning in natural environments (pp. 5–44). Routledge.

The Early Years Learning Framework for Australia. (n.d.). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf#page38

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Steps:

Say: “Let’s move like animals!”

Show movements (frog jump, crab walk, bird wings).

Child copies and adds her toy cat.

Narrate her actions (“Your cat is jumping too!”).

End with “sleeping animals.”

EYLF Links:

Outcome 3.2: Child enjoys movement and shows wellbeing.

Outcome 1.3: Child shows identity and confidence in play.

Reflection:
The child was very engaged. She added her toy cat, turning imitation into pretend play. This showed creativity and empathy. Next time, I will bring Australian animals (kangaroo, kookaburra) to connect her play with culture. I also saw how props make play more imaginative (Wallin, 2019).

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Experience 1: Music – Nature’s Symphony

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Experience 1: Music – Nature’s Symphony

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Steps:

Invite the child to be a “sound detective.”

Explore materials: shake branches, tap logs, step on leaves, scrape fences.

Describe sounds together (“crunch,” “swish”).

Copy each other’s sounds.

Make a simple rhythm or sound game.

EYLF Links:

Outcome 4.1: Child shows curiosity and confidence to explore.

Outcome 5.3: Child uses sound as a way to express ideas.

Reflection:
The child joined the activity but her interest was low. She followed my ideas but did not show strong self-motivation. I think living in a quiet apartment may make her less confident to make loud sounds. Next time, I will use vehicle sounds(sirens, trams) that she already enjoys. This supports Wilson’s (2007) idea that children’s learning is shaped by their experiences.

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Steps:

Follow the child’s idea to play “The Claw.”

Use everyday items (pen = joystick, discs = coins).

Child directs the play and explains rules.

Extend by offering a box to build a “machine.”

EYLF Links:

Outcome 4.2: Child solves problems and makes rules.

Outcome 5.4: Child uses symbols (pen as joystick).

Reflection:
The child showed symbolic thinking and confidence to manage rules. She acted as the leader, and I followed her. Next time, I could suggest building a bigger machine together. This was a clear example of emergent curriculum, where the best learning came from her own interest (Wilson, 2007).

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I now see music, movement, and drama as children’s natural languages, not just subjects. Music is sound-making, movement is expressing with the body, and drama is storytelling. My role is to observe and support, not direct. In the future, I will give children more time, space, and open-ended materials to explore and create.