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Exploring Emotions with Mother Duck: A Puppet Show and Storybook Adventure

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Exploring Emotions with Mother Duck: A Puppet Show and Storybook Adventure

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Summary: Children were introduced to a storybook portraying a mother duck and her ducklings experiencing various emotions like happiness, sadness, excitement, loneliness, and fear. They witnessed the strong bond between the mother and her ducklings. A puppet show based on the story engaged the children, who attentively observed and listened. Afterwards, they interacted, expressing themselves through quacking and giggling, showcasing their developing language and social skills. Holding stick puppets, they joyfully quacked to each other, embodying the story. They even sang "Five Little Ducks," drawing from their imagination as they remembered the story and pictures shared earlier. This activity facilitated the recognition and understanding of emotions, appreciation for familial bonds, and enhanced attention, observation, language, and social skills through interactive play.

Rationale/Justification: The activity described aligns closely with the goals of early childhood education, focusing on emotional awareness, social interaction, and language development. By immersing children in narrative rich with emotional depth, the storybook and puppet show provide a platform for exploring and understanding various feelings. The interactive nature of the activity encourages children to express themselves freely, fostering both language and social skills. Recent research indicates that children engaging in intricate, cooperative pretend play demonstrate improved emotional regulation and creative problem-solving skills (Hoffman & Russ, 2012). Furthermore, the incorporation of music and imaginative play, such as singing my assesment 2 artefact- "Five Little Ducks," enhances the experience and deepens the connection to the story.

During my visit to the park for assessment 2, I was immersed in the sensory experiences of nature, echoing the emotions and themes depicted in the storybook. Just as the children connected with the characters and emotions in the story, I found myself drawn into the world of the poem "Ducks" through the sounds, movements, and sensations of the park.

The sensory-rich environment of the park facilitated a profound connection with nature, evoking emotions of tranquillity, wonder, and nostalgia. This aligns with the objectives of Assessment 2, which aimed to explore the transformative power of sensory engagement and outdoor play in fostering holistic development. By reflecting on my experiences in the park and integrating them into the analysis, I highlighted the importance of incorporating sensory exploration into early childhood education practices.

Reflection: The children actively participated and expressed a range of emotions during the puppet show, fostering an understanding of different feelings and highlighting the mother-child bond.

Resource and space constraints led to conflicts and limited interaction opportunities. The cramped space may have hindered movement for both children and facilitators.

Utilizing a larger space would facilitate more movement and interaction among participants. Additionally, ensuring an ample supply of puppets or exploring alternative storytelling methods with fewer resource requirements could address resource shortages.

I’ll use this growth in my future practice of early childhood education by securing adequate space and resources to optimize children's engagement and learning experiences. Through this experience, I've realized the critical role of space and resources in facilitating children's active participation and understanding in activities involving music, movement, and drama.

Reference:

Hoffman, J., & Russ, S. (2012). Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts, 6(2), 175–184.

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Nature's Rhythm: Exploring Movement and Music Outdoors

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Nature's Rhythm: Exploring Movement and Music Outdoors

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Summary: The children enthusiastically engaged in an outdoor dancing activity, immersing themselves in the role of swaying trees to various sounds such as wind gusts and "Five Little Ducks." They utilized props like a crepe paper-adorned umbrella to mimic tree movements, while also incorporating musical instruments and leafy branches to synchronize with the natural rhythm. This nature-inspired dance session facilitated their exploration of movement and its correlation with music. Adding a larger duck prop to the routine enhanced their enjoyment, and introducing a duck costume for them to wear further fueled their enthusiasm. Despite the variety of songs played, their favorite remained "Five Little Ducks," which they eagerly danced to throughout the activity.

Rationale/Justification: Our physical and mental well-being flourishes when we engage with the vast array of plants, rocks, and water in our environment (Candell, 2013). The outdoor dancing activity with the children aligns closely with the sensory exploration I depicted in my "Ducks" video artifact. Just as I immersed myself in the natural surroundings of the park, the children engaged with nature through sound, movement, sensation, emotion, and thought during their dance session. Both experiences highlight the transformative power of outdoor play and sensory engagement, fostering a deeper connection with the natural world and inspiring reflections on its significance. Observing the children's joyful dancing and their enthusiasm for the duck props parallels my own exploration of the park's vibrant ecosystem and the playful interactions between different species, particularly the ducks. Both experiences highlight the transformative power of sensory engagement and outdoor play, fostering a deeper connection with the natural world and inspiring reflections on its significance.

Reflection: The outdoor dancing activity was a hit with the children, especially when they pretended to be trees and enjoyed the sounds of nature. The use of crepe paper on the umbrella as visual trees was particularly engaging, especially on windy days. Introducing a larger duck prop added excitement to the routine, enhancing their involvement.

However, all the children wanted to wear the duck costume, causing unexpected conflict. This disrupted the flow of the activity. To resolve it, I improvised by offering other animal costumes, which helped calm them down but wasn't part of the initial plan.

To prevent similar conflicts, I'll anticipate costume disagreements by having a variety of options ready. I'll establish clear guidelines or a rotation system for sharing costumes to maintain smooth transitions. Additionally, I'll consider making the activity plan more flexible to accommodate unexpected preferences, ensuring a seamless experience.

In future, I plan to incorporate sensory exploration and outdoor play, prioritize costume options, and establish clear sharing guidelines to enhance children's engagement and minimize conflicts.

Engaging with the unit content and tasks deepened my understanding of the interconnectedness of music, movement, and drama. I now see them as essential tools for facilitating meaningful learning experiences and fostering children's holistic development.

Reference:

Candell, A. (2013). Movement in the Wild: Nature as Dance Partner. Common Ground Magazine, April.

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Summary: During our duck-themed sensory activity, the children actively engaged their senses of touch, sight, and hearing with enthusiasm. They participated in various sensory experiences, including splashing water with wooden spoons, crinkling dry leaves to produce rustling sounds, and exploring different auditory tones by tapping rocks with assorted implements. Additionally, they communicated by mimicking duck quacks and squeezing toy ducks. This immersive experience provided valuable insights into sensory exploration, sound generation, and communication through playful interactions. Patrick's initiation of the duck-squeezing activity encouraged participation from everyone. The children utilized ducks and wooden spoons to stamp on rocks, experimenting with the different sounds produced. They also explored rhythmic beats by colliding two rocks together. As Luca rhythmically struck the stones, Ollie began moving to the music. Tyga engaged in imaginative play, envisioning scenarios such as "Mummy duck and Uncle duck crashing into each other." Further sensory engagement included crumbling leaves and revelling in the sound of rustling foliage. Their joyous exclamations of "splash splosh" accompanied gleeful splashing of toy ducks in muddy puddles.

Rationale/Justification: "Duck Beats: A Musical Sensory Adventure" perfectly encapsulates the essence of the my artifact for assesment 2 which was Ducks Singing Video and Nature-Walk by emphasizing both the musical and sensory aspects of the experience. The title highlights the integration of sound and rhythm into the sensory exploration, reflecting the children's engagement with auditory tones, duck quacks, and rhythmic beats. Furthermore, this sensory exploration adventure through sounds and music conveys the playful and immersive nature of the activity, indicating that the children embarked on a journey of discovery and exploration through their senses (Baltagi, 2024).

Additionally, in the article "Why singing is so good for you, and why we sound better in the shower" explores the benefits of singing on various levels, emphasizing its capacity to make connections, heal, and expand lives (ABC Listen, 2023). Similarly, my sensory activity engages children in various forms of sound exploration, from mimicking duck quacks to experimenting with different auditory tones. Just as singing can promote connection and healing, the children's participation in the sensory activity fosters communication and sensory exploration, highlighting the importance of sound in enriching experiences and facilitating connections.

Reflection:

The children actively engaged in the sensory activity, exploring various senses through tactile experiences, auditory stimuli, and imaginative play. They effectively communicated using verbal and non-verbal cues such as quacking and gestures, while also learning about sensory exploration, sound production, and communication through play.

Unexpectedly, the children became so engrossed in the activity that they were reluctant to transition or share turns with others. Additionally, due to their age and developing verbal skills, they found it challenging to express themselves verbally, potentially hindering understanding of their needs.

To address these challenges, implementing a structured rotation system or time allocation can ensure equitable participation. Providing additional support for verbal communication and introducing cooperative play elements can foster social development alongside sensory exploration.

This experience highlights the importance of adapting strategies to meet the diverse needs of children. Moving forward, I will prioritize creating inclusive and supportive learning environments that promote holistic development through sensory exploration, communication, and social interaction.

Engaging with unit content deepened appreciation for music, movement, and drama in early childhood education, recognizing them as vital tools for holistic development. Activities like sensory exploration demonstrated firsthand how these elements foster communication, sensory awareness, and social interaction, reinforcing their significance in enriching learning experiences.

References:

ABC Listen. (2023, February 7). Why singing is so good for you, and why we sound better in the shower [Radio broadcast].

Baltagi, I.H. (n.d.). How music affects your baby’s brain: Mini Parenting Master Class. Unicef Website. Retrieved from https://www.unicef.org/parenting/child-development/how-music-affects-your-babys-brain-class#:~:text=Music%20at%20early%20ages%20helps,these%20words%20and%20memorize%20them