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Artifacts: bushes, trees, ducks, frog sounds, water, birds.

The park where I began my country visit, taking pictures of all the natural wonders, is Woodland Historical Park, situated on Wurundjeri traditional land, which made me realize how important it is to continue caring for the land and water. This park is an excellent location to observe the local animals, culture, and history of Victoria. This park was where I began my country visit, taking pictures of all the natural wonders. (Woodlands Historic Park, n.d.)

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Evaluation of the creative response: My poem's lines convey freedom—the ability to openly share my thoughts and the beauty of the natural environment. This gives me the impression that I'm imitating the movements of other animals, such as hopping like a frog or flying like a bird.

I invite everyone to play the game "What can you listen to and pretend the same?" where everyone may express themselves freely. As a result, young children will be inspired to play imaginatively and develop a connection to nature. This concept connects with the reading, "Young children’s ways of knowing and learning make them excellent candidates for nature exploration."(Wilson, 2007)

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Title: Melody of Bushland

My song "Melody of Bushland" reflects the natural sensory experiences based on environmental awareness in early childhood education.

I had such a peaceful, relaxing time while visiting; I connected with these amazing natural objects. This historical location reminded me of our traditional owners. There, I noticed an old tree with many branches that touched the ground. This tree gave me a sense of our landowners' care for our land, just as it does for the many animals and birds that this tree shelters. The refreshing wind touches my cheek (sense of feel and smell), and, as it passes, the leaves of the tree start to rustle (see), giving me a pleasant and welcoming feeling. I heard birds chirping and the sound of airplanes. (hear) I felt the bark of the tree was rough. During sensory play, children actively use their senses to investigate their surroundings. This process is vital to the development of the brain.(Gano & Krull, 2020)

As I continued to walk, I saw ants crawling, and the splashing of the ducks swimming in the pond was charming. These all remind me of Dadirri's concept that "Indigenous people hold a unique reverence for the natural world, and our connection to the land is special and sacred." (Miriam-Rose Ungunmerr, 2017)

Reflection:

My poem demonstrates my feelings in the natural environment with my words, "Today the weather is a blissful delight like a bird glide through the sky.

From the bushes, frogs sing their song; their croaks create soothing bonds......" connecting us with the melody of bushland. This encourages everyone to imagine themselves "flying with birds, swimming with ducks, hopping like frogs, crawling like ants" and to establish a connection with the natural world.

My childhood memories of playing with my siblings, picking up mangoes, climbing trees, and chirping like a bird were brought back to me when I walked around the park, observing large trees and ducks, and inhaling the aroma of the natural world. It made me feel back in my hometown.

ECE Practice: I strongly agree with Reggio Emilia's concept of Environment as a third teacher "The environment plays a foundational role in the process of making learning meaningful. When a teaching space is set up optimally, it facilitates and empowers children as they navigate this open-ended exploration of things that interest them."(O’Brien, 2023) In the future, I want to promote outdoor education and provide children the opportunities to freely explore nature by offering them sensory experiences. I will encourage them to pay attention to their environment, let them create their own stories, and let them imitate the sounds of the birds. I'm going to set up an atmosphere where they feel free to move and even dance like trees. After attending sessions, I realized how important it is for children to explore their outdoor environment. (Wilson, 2007)

I'll encourage things like gardening. I'll apply this knowledge in creative ways, including through art projects with dried leaves, sand, and stick painting, as well as more inquiry-based and scientific ones like using magnifying lenses to examine bugs and space-based experiences according to their interests. "When children play, they are engaged in discovery about the natural, real world, which is the foundation for learning in early childhood."(Nitecki & Chung, 2016)

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Language of Music: The rustling of the leaves, paddling of the ducks in the water, and croaks of frogs from the pond filled my ears, giving me the impression that I was listening to an Aboriginal didgeridoo. (Traditional Aboriginal Didgeridoo Creation Song - Lewis Burns @ Heart & Mind Festival #Didgeridoo, n.d.)

The rhythms of these wild tunes gave me energy and filled my heart. To make my poem, I inserted words. These melodies produce a calming rhythm and structure. This will teach children to imitate birds, allow them to learn about different sounds, enhance their musical literacy, and help them feel more connected to the natural world.

Language of Dance: When the wind kissed the branches in the park, I saw the leaves move like they were dancing side by side. I wish to fly like a bird in my poem, carefree and filled with happiness. The sound of frogs croaking provided rhythm to my dance as I opened my arms and glided like a bird. The language of dance fosters sensory awareness, creativity, and understanding of nature's value.

Bangarra dance moves, which imitate the natural world and symbolize the natural animal, resonate with me when I dance with nature. (Bangarra Education Resources Mutton Bird, n.d.)

Language of drama: I watched a group of birds pursuing each other; the wind was making diverse patterns. when it quickens, making a swooshing noise and causing all of the leaves to dance, and offers a dramatic overview of the natural world. My fantasy of talking to the birds and trees encourages children to study the aspects of nature. This idea stimulates the senses and builds an appreciation for them while encouraging creativity and imagination.

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References

Allara. (n.d.). Wala Is Life. Www.youtube.com. https://youtu.be/1XACgej9L80

Bangarra Education Resources Mutton Bird. (n.d.). Www.youtube.com. https://youtu.be/o-PV98Oshkc

Gano, D., & Krull, S. (2020, July). Natural Sensory Learning. Www.communityplaythings.com. https://www.communityplaythings.com/resources/articles/natural-sensory-learning

Miriam-Rose Ungunmerr. (2017). To be listened to in her teaching: Dadirri: Inner Deep Listening and Quiet Still Awareness. EarthSong Journal: Perspectives in Ecology, Spirituality and Education, 3(4), 14.

Nitecki, E., & Chung, M.-H. (2016). Play as Place: a Safe Space for Young Children to Learn about the World. The International Journal of Early Childhood Environmental Education, 4(1), 25. https://files.eric.ed.gov/fulltext/EJ1120144.pdf

O’Brien, S. (2023, May 16). A guide to the environment as the “third teacher.” The Spoke – Early Childhood Australia’s Blog. https://thespoke.earlychildhoodaustralia.org.au/a-guide-to-the-environment-as-the-third-teacher/

Traditional Aboriginal Didgeridoo Creation Song - Lewis Burns @ Heart & Mind Festival #didgeridoo. (n.d.). Www.youtube.com. Retrieved November 18, 2021, from https://youtu.be/TAcH8TNkWOQ

Wilson, R. (2007). Nature and Young Children. Routledge.

Woodlands Historic Park. (n.d.). Www.parks.vic.gov.au. https://www.parks.vic.gov.au/places-to-see/parks/woodlands-historic-park