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The area I chose to explore for assessment 2 was across the road from my service.
To extend on assessment 2, I'd provide the children in my care an excursion and go on a place-thought walk. Whilst at the place give the children paper and pencils and use the environment as a provocation and draw what they hear.

Children will be able to explore deep listening and creatively interpret through their drawings what they hear. This also allows them to use their imagination and memory to draw on things they have visually seen using prior knowledge without having the object/ non-human placed in front of them.

The environment is known to the children as they see it from within the service, allowing them to explore the community park/ lake can foster wonder and knowledge about their surroundings. The environment and using it as a place-thought walk provides children and educators to view the environment, listen and learn about all the possibilities we can gain through the experience.

Learning Outcomes:
2.1: Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.

2.4: Children become socially responsible and show respect for the environment.

4.1: Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

4.3: Children transfer and adapt what they have learned from one context to another

5.1: Children interact verbally and non-verbally with others for a range of purposes

5.2: Children engage with a range of texts and gain meaning from them

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Based off activity 1 The children and educators then can return to the service and reflect together on what they heard.

This will be done through educators and children participating in a Yoga exercise with them moving their bodies in positions that represents the animals and the environment they could hear i.e: Frogs, birds, ducks, tree & grass as they sway in the wind, cars, the sound of walking and walking on the spot motion whilst recreating the sounds.

This gives the children and educators the time for some physical movement and building on their memory as they reflect and respond to the deep listening to sounds

Learning Outcomes:
3.2: Children take increasing responsibility for their own health and physical wellbeing

4.3: Children transfer and adapt what they have learned from one context to another

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"Going on a bear hunt"
Using the famous book 'We're going on a bear hunt and improvising based on activities 1 and 2, The children will go on a dramatic play reenactment 'frog hunt' walking through all the different terrains such as water, grass, mud and a pond/ lake to find the soft toy frog! Singing the song 'bear hunt' but changing the words to suit the experience and frog.

This experience allows children to recreate their place-thought walk using a song and book that they're most likely familiar with. The children develop their senses as they walk through all the different settings whilst using their imagination, body/ movement and memory based on their previous experience.

Learning outcomes:
3.2: Children take increasing responsibility for their own health and physical wellbeing

4.3: Children transfer and adapt what they have learned from one context to another

5.1: Children interact verbally and non-verbally with others for a range of purposes

5.2: Children engage with a range of texts and gain meaning from them

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This unit has completely changed my perspectives around music/ movement and early childhood education. Before the unit I used music within my practice as a current Early childhood educator but not as much as I should. This week at work I reflected on my practices and bought more music into my class room. I noticed that children and more so the children I work with have responded very well as I introduced a “clean up song” before transitioning to meals/ outside. Even our grouptimes are mainly singing songs as they are not all that interested at the moment in reading stories. The children are more engaged with these practices. The Ted talk with Victor Wooden and the Video Hearing & Listening with R Murry Schafer we’re the two most informative and easy to watch/ understand personally as they explained that music and sounds are a lifestyle and how they’re a language just like the english language. I found that their perspectives have definitely changed my views on how important music is in early childhood development. But not just ECE, also how we as adults need to remember to take the time and use deep listening to reignite the slow paced, creativity that is inside all of us.

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2010. Educators belonging, being & becoming. Canberra: Dept. of Education, Employment and Workplace Relations for the Council of Australian Governments.

Hamm, C 2015, ‘Walking with place: storying reconciliation pedagogies in early childhood education’, Canadian Children, vol. 40, no. 2, Canadian Association for Young Children, pp. 56–66