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Sachs, J. (2019). Place-Based Education: A Practical Guide to Teaching and Learning from a Local Context. Routledge.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press

Walker, S. (2012). Early Childhood Education and Care: A Critical Companion. Cambridge University Press.

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Before this unit, my view of music, movement, and drama was pretty traditional, I saw them as separate, planned activities with specific tools. My perspective has completely shifted. I now understand that these creative languages are always present in our daily lives and can be sparked by simple things.

The experiences with my daughter proved this. We used natural sounds from a place, acted out a story with simple puppets, and explored movement with a "seed to tree" dance. These activities weren't about following a strict plan; they were about noticing and responding to the invitations in our environment. I’ve learned to appreciate the power of loose parts and the non-linear, messy process of entanglement. My role has changed from being an instructor to a facilitator who provides an inviting "place" for creativity to flourish. In my future practice, I will focus on observing and nurturing these spontaneous moments of expression, trusting that the most meaningful learning comes from a child's own exploration.

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The Stories of Place: A Dramatic Journey

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The Stories of Place: A Dramatic Journey

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A short summary of my experience:

After reading Room on the Broom with my child, she was so excited that she asked to make her own puppets from the characters. We got some simple print-outs and made them together. I set up a little space for her, and she immediately got to work, acting out the story. The best part was watching her use the puppets and make all the sounds from the book. It was amazing to see her imagination bring the story to life with just a few simple things.

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This activity was a perfect example of what the unit calls entanglement. It was a messy, creative mix of the book, the puppets, and her own imagination. The space we were in became the atelier, a place where she could think and do at the same time. This shows that the learning environment itself, or the "place," can be the teacher.

The puppets we made are a great example of loose parts. They weren't fancy toys with a single purpose; they were open-ended tools she could use however she wanted. This kind of pretend play is also super important for helping children learn to control their feelings and actions, as they get to act out different roles and situations.

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A short summary of my experience:

The "seed to tree" movement activity was a powerful way for my child to connect with the idea of growth and place. We started with imaginary play, where she curled up on the floor like a tiny seed. With slow, gentle movements, she gradually "sprouted" and reached up, as if growing into a tree. This turned into a period of free dance, where she used the whole space, moving with a mix of being rooted and being free. It was a beautiful blend of a planned idea and her own creative movement.

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A short summary of my experience:

The "Place Thought Walk" was an eye-opening experience that showed me how a location can be a teacher. Instead of just looking at the environment, we actively listened to it. By focusing on our voices and the sounds of natural objects, me and my child explored how to make music right in our surroundings. We discovered that simple things like rocks and leaves could become instruments. This whole process taught me that learning isn't always neat and tidy; it's a messy, fun process of connecting with the world around us.

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For this activity, we went on a walk to find objects we could use for music. Inspired by a video from Dr. Baltagi, we collected rocks, twigs, and leaves. My child had a blast making sounds, clicking rocks together, swishing branches, and crunching leaves. She was drumming it to find different sounds to make a music, a pattern in a music. We also used our own voices, humming and singing songs about what we saw and heard. This was a playful way to connect with the environment and see how music is all around us.

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Creating music with all the natural materials

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Creating music with all the natural materials

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Loved to see her using patterns while drumming

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My Analytical Response & Theoretical Perspectives:

This activity tied directly into what I’ve been studying. It showed me first hand how being "entangled" with a place means more than just being there. It's about a messy, back-and-forth relationship where you're both learning from each other. My work also connects to Vygotsky’s theory of learning through social interaction. The child shared experience of creating sounds together was a great example of this. Plus, it highlighted how our voices are our first instruments, something Julia Hollander talked about. This whole approach, inspired by Reggio Emilia, helped the children use their "hundred languages" to express themselves.

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Bringing the Story to Life with all the Sounds

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Bringing the Story to Life with all the Sounds

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What went as expected:

My child loved making her own puppets and was instantly engaged.

She used her voice and body to make each puppet feel real, bringing the story to life with all the sounds.

Video shows how focused and absorbed she was in her play.

What did not go as expected:

She added her own parts to the story, which changed the original plan but showed great creativity.

What might you do differently next time?

Offer more materials, like fabrics or peg dolls, to create new stories.

Try recording just the sounds to see how it changes the drama.

How might you use this growth in your future practice?

I learned to observe rather than control play, providing tools and a safe space.

I realized simple things can lead to amazing dramatic play.

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My Analytical Response & Theoretical Perspectives:

My child's dance is a perfect example of what the unit calls entanglement and seeing a place as the educator. Her body became a way to connect with the idea of growth and her own relationship with nature. The dance wasn't a strict plan; it was a living, messy connection. Our home, her learning space, became the atelier, a place where we used her body to explore an idea. As Vea Vecchi mentions, this is where "thinking and doing are intertwined" (Gandini, 2012, p. 303). This activity also fits with the idea of Creative Dance-Play, which uses pretend play to guide movement and help children connect with their dance experience.

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What went as expected:
• The "seed to tree" idea was simple and she understood it immediately.
• Her move from structured idea to free dancing was smooth and expressive.
• Video evidence showed she acted out being a seed and tree very well.
What did not go as expected:
• She sometimes got so excited dancing that she forgot the growth "story". This showed me how a child's excitement can sometimes make it hard to stick to a plan.
What might you do differently next time?
• Offer simple ideas during free dance, like "How do your branches feel in the wind?".
• Use a wider range of soundscapes to inspire different movements.
How might you use this growth in your future practice?
• I will create safe spaces for children to express themselves freely.
• I will use a mix of structured prompts and free exploration.
• I will remember the goal is a joyful, personal experience, not a perfect dance

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Dance Teaching Ideas. (n.d.). Creative dance-play for early childhood & movement in the wild. Retrieved from https://danceteachingideas.com/creative-dance-movement-for-toddlers/

Gandini, L. (2012). The atelier: A conversation with Vea Vecchi. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 303–316). ABC-CLIO, LLC.

Koch, S. C., Riege, A. M., Stueck, M., & Theis, M. (2019). The environment as a tool for patient-centred care: A bridge between physiotherapy and Dance Movement Therapy. Journal of Dance & Somatic Practices, 11(1), 7-23.

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Gandini, L. (2012). The atelier: A conversation with Vea Vecchi. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 303–316). ABC-CLIO, LLC.

Meyers, C., & Berk, L. E. (2014). Make-believe play and self-regulation. In R. J. Sternberg & S. T. Fiske (Eds.), The science of learning: A cross-disciplinary perspective (pp. 51-68). The MIT Press.

Wallin, S. (2019). 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

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What went as expected:

My child was instantly curious and made sounds without instruction.

She naturally used her voice to copy environmental sounds.

Photos and videos prove her engagement and connection to the place.

What did not go as expected:

Her excitement made it hard to focus on quieter sounds.

Guiding her to make a story with sounds was tough; she preferred just making them.

What might you do differently next time?

Start with a quiet "listening walk" to notice soft sounds first.

Introduce storytelling slowly by asking questions about the sounds.

How might you use this growth in your future practice?

I will be more flexible, following children's ideas over my plan.

I will use more open-ended, sensory exploration activities.

I will use language that helps children understand their connection to the world.