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Dance party for both indoors and outdoors:

Age group: Toddlers (1.5 to 2 years)

Materials and resources:

·       Translucent coloured sheets

·       A playlist of Wiggle songs (or other age-appropriate, high-energy music)

·       Child-safe musical instruments including toy drums, shakers, xylophones, tambourines etc.

·       Bluetooth speaker or audio player

·       Soft flooring or grass area for movement

·       Cones or mats to define safe dance space (especially outdoors)

Implementation steps:

·       Gather children in a circle and greet them with cheerful hello song. Start with gentle stretches and simple movement to wake up their bodies

·       Play familiar Wiggle songs and encourage free movement

·       Offer scarves for children to twirl and wave as they dance.

·       Model simple movements that can imitate-clapping, jumping, stomping, spinning.

·       Introduce the instruments and let children choose their favourites

·       Play music and encourage them to shake or tap.

·       Guide the group in a gentle stretch or lying down with the translucent sheets floating above them.

·       End with a goodbye song and encourage children to share their favourite part of the dance party (through words, gestures, or pointing)

The planned dance party activity, featuring nursery rhymes and translucent sheets, is inspired by my On-Country visit to the Springvale Community Hub. Particularly, it reflects the playful atmosphere of the outdoor yard and the joy that I felt while observing the water fountain. The way the fountain danced, spouting water in unpredictable patterns, combining by the soothing sounds and shifting lights brought back my childhood memories of water play.

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Yoga sessions for both indoors and outdoors

Age group: Toddlers (1.5 to 2 years)

Materials and resources:

·       Cones or mats to define safe places and areas for each child to practice

·       Calm, soothing music

·       Soft toys (optional, for engaging children during poses)

·       Visual cards or simple pictures

·       A speaker for music

Implementation steps:

·       Gather children in a circle or sitting on the mat.

·       Begin with a calming greeting song

·       Briefly explain that today we will do some ‘gentle stretching’ and ‘breathing like calm animals to relax and have fun

·       Start with simple, gentle movements: “stretching to the sky like a tall tree”. “Bending down to touch our toes”, “Hugging our knees”

·       Yoga poses: tree pose, butterfly pose, cat-cow pose, etc.

·       Playing calming music or nature sounds during the relaxation time to encourage mindfulness.

·       End with a calming song, such as “Twinkle Twinkle Little Star”

During my visit to Springvale Community Hub, the combination of natural element which are water, sound, and light create a calming, stimulating atmosphere. The soothing sound of water and the visual effects of the fountain had a transformative effect on the space, fostering a sense of calm and engagement. Theis experience strongly influenced the development of the Yoga session for Toddlers.

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Singing “Over the Deep Blue Sea” with Puppets

Age group: Toddlers (1.5 to 2 years)

Materials and resources:

·       Sea-themed puppets (e.g., a fish, a sailor, an octopus, etc.)

·       A blue scarf or fabric

·       A speaker for music

Implementation steps:

·       Greet the children with a friendly puppet (e.g., a sailor or fish)

·       Say something like “

·       Hi friends! My name is Anna the Sailor! Today, we’re going to go on a Pirate Ship ride over the deep blue sea! Are you ready to sing and move with me?”

·       Begin singing the main chorus slowly while moving the puppets to the left and right, forward and backward, up and down to mimic the actions in the song.

·       Encourage children to move and sing along

·       Slow the tempo and have the puppets “wave goodbye”

The “Over the Deep Blue Sea” singing activity using puppets is inspire by the experiences I had during my On-Country Visit to Springvale Community Hub. The playful fountain where the movement, sound, and light of the water reminded me of how powerful natural elements can be in evoking joy, imagination and a sense of calm. Similarly, the puppet-led activity is planned to engage children with drama through sound (singing), movement (puppets mimicking the movement of the Pirate Ship) and visual elements (waves, sea, the changes of weather).

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Theoretical perspectives learnt from the unit material 

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Theoretical perspectives learnt from the unit material 

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Activity #1:

·       This activity invites children to engage with music, movement and visual elements. Nursery rhymes provide a familiar and joyful auditory foundation, while the translucent sheets mimic the way light danced through the water. As the children wave and swirl the sheets while dancing, they create flowing, colourful motions capturing the same sense of wonder and freedom I felt during my visit.

·       This activity also encourages children to explore rhythm, self-expression and coordination through open-ended play. it also promotes connection to place by translating the sensory richness of the Springvale space into a shared group experience. Just as the fountain become the main piece for joy and reflection during my visit, the dance party creates a similar opportunity for children to find joy, movement, and imagination.

·       As highlighted by UNICEF, exposing children to music ignites all areas of development, including language acquisition and reading skills. This activity allowed children to explore rhythm, coordination and emotional expression, fostering a deep sense of joy and connection.

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Activity #2:

·       The Yoga session is design to promote sensory awareness, helping toddlers become more attuned to their own bodies and the environment around them, creating a space for both self-awareness and play.

·       Additionally, the concept of community connection that I observed in the Springvale community Hub is integral to the yoga activity. Just as the Hub’s design fosters interaction and engagement, the yoga session encourages children to participate in a group activity where they can share moments of focus, movement, and relaxation. This helps build a sense of belonging and shared experience, which is essential part of early childhood development.

·       As highlighted by Dance Teaching Idea, movement activity such as yoga and creative dance can help young children develop physical awareness while also providing opportunities for imaginative exploration and connection.

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Activity #3:

·       Malaguzzi believed that the environment is the “third teacher”. In natural settings, materials such as puppets and music create a rich, engaging environment that invites children to explore, express and construct their own meaning. This approach aligns with the view of the child as capable, curious, and full of potential. Offering open-ended, creative activity, natural theme such as the ocean nurtures these qualities (Let’s Play Outside: The Importance of pretend play in natural settings.)

·       Also, it involves children taking roles, using their imagination, and exploring different scenarios through actions, sound and objects. While toddlers may not fully engage in complex role-play like older children, they do participate in early form of dramatic play, especially when supported by puppets, music and movement.

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Activity #1

What went as expected?

·       Children enjoyed the playful nature of the nursery rhymes, moving to the music as they dance around with the translucent sheets.

This activity encouraged group play and cooperation, with children likely interacting with one another while dancing and sharing sheets and also fostering a sense of freedom and excitement for the children.

What did not go as expected?

·       Some children were hesitant to join in the dancing or movement at first. Others felt uncomfortable using translucent sheets right away or felt unsure about the physicality of dancing.

·       Some children found it challenging to coordinate their movements with the rhymes of the songs or struggle to handle the translucent sheets.

·       The translucent sheets got tangled or misused during the activity, especially when the children became too excited or when the sheets were not held properly.

·       While many children enjoyed the group, some preferred individual play and could feel overwhelmed by the group dynamic.

What might you do different next time?

·       For hesitant children, offer a more inviting and less structured to the start of the activity

·       Provide guidance and support with the sheets to ensure children understand how to hold them and move with them safely

Maintain a flexible and inclusive approach, where children can engage in the activity at their own pace, whether they are dancing enthusiastically or simply enjoying the colours and sounds around them.

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Activity #2

What went as expected?

·       Children enjoyed copying educator’s movement. They followed along and enjoyed the playful, animal-themed poses (e.g “stretch like a cat” or “roar like a lion”

·       The use of calming music and a gentle routine helped children transition smoothly into a calm and focused state.

The natural elements (soft grass, fresh air, gentle breeze) enhanced the mindfulness and add a layer of sensory stimulation.

What did not go as expected?

·       For the age of 1.5 to 2 years, children had limited attention, therefore some of them did not stay engaged for the entire duration. Some wandered off, lay down or become distracted.

·       Some of the children were not comfortable with or capable of certain poses. There was a risk of falls or imbalance during standing or stretching poses, which required close supervision

·       While some children responded well to calm music and movement, others found it too slow or not stimulating enough, leading to disinterest in participating.

What might you do different next time? (positive or negative)

·       Shorten the activity or adapt poses to what the group is responding to

·       Use more imaginative storytelling to keep children interest in the poses (e.g. “Let’s be a sleepy bear!” or “We’re growing like flowers!”).

Pair more engaged or calm children next to those who are more active to support participation.

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Activity #3:

What went as expected?

·       Children were excited by puppets and movement.

·       Children reach for the puppets, smiling, or mimicking the actions.

What did not go as expected?

·       Some children only engaged for a few minutes or lost interest quickly or become distracted.

Not all children were ready to sing or mimic movements. Some preferred observe quietly

What might you do different next time? (positive or negative)

·       Keep the activity short and flexible

·       Allow children to interact with the puppets after the song, this can extend the play

Always observe and follow the children the children’s lead.

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Future practice of early childhood education

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Future practice of early childhood education

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Activity #1:

·       Incorporate more sensory-based learning opportunities that allow children to explore through sight, sound, and movement

·       More mindful of the individual needs and adapt my activities to ensure that all children feel comfortable and included.

·       Involve more outdoor learning experiences, where children can interact with natural element.

Create a learning environment that reflects a strong connection to the local community and culture.

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Activity #2:

Engaging in the planning and implementation of the Yoga Session for toddlers has deepen my understanding of the value of movement and sensory experiences for children. In my future practice, I will:

·       Design environments and experiences that balance stimulation and rest.

·       Integrate physical activity with music, language, and sensory exploration

·       Incorporate outdoor learning and offer children opportunities to connect with both natural and built environments in meaningful ways.

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Activity #3

Moving forward. I aim to:

·       Integrate more music and movement into my daily routine to support children’s regulation, engagement and expression.

Use puppetry and storytelling as part of my regular planning strategies, especially to foster early dramatic and language growth.

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Engaging in planning and implementation of the activities as significantly transformed my perspective on the value of music, movement and drama in early childhood education. Initially, I saw these areas as fun elements to complement learning. However, through this unit’s content and practical tasks, I’ve come to understand them as essential tools that support the holistic development of young children. I’ve come to music, movement and drama as interconnected elements that support children’s development in cognitive, physical, emotional and social aspects. More importantly, I now approach these areas with more intention and confidence. I will continue to use music, movement and drama not only to engage children but also to connect them to their environment, culture and community, just as I experienced during my On-Country Visit.