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Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009). 1st ed. [ebook] Australia. Available at: https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf [Accessed 28 May 2015].

Carroll, L. (2014). Alice's adventures in Wonderland. Createspace Independent Publishing Platform, p.24.

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In my plan, I am going to offer the experience of creating and exploring sound. This will further intrigue, investigation exploration and the ideas of creation and finding different possibilities. Even maths can be learnt from this activity as the sounds can be measured. Exposing the children to different concepts in their early years. Children will be invited to work in small groups and encounter different stations that they will be able to generate sound from. The different stations will have a broad range of materials to engage with to encourage further exploration. Children can discover these sounds by tapping on many various items around the room. A few examples of this would be filling up jars with different amounts of water.  Using cardboard boxes, pots, pans and plastic bottles. Having different textures to run the clap sticks along would also make different sounds.  Through experimenting, creation, discovery, imagination and wonder children will find even more possibilities that the clap sticks can offer. By being present in the moment, co-collaborating and engaging with the children and the materials we may be able to re-discover and encounter the creative and imaginative world.  This will also further their learning by allowing  Children to develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity which is Outcome 4: Children are confident and involved learners in the EYLF.

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Through the process of discovery and exploration of a new material it seems to be evident that the children are displaying learning outcomes from the EYLF. Outcome 5: Children are effective communicators. Children interact verbally and non-verbally with others for a range of purposes. This was apparent when the children were first engaging with the clapsticks. Even though some communication was not verbal they were still able to communicate through body language. It was clear to see the children demonstrating the many possibilities through being aware and engaging with each other and the material at the same time. I notice their body language and how they look and how their bodies are moving to be able to bring to fruition their ideas into a reality through co-participation. I analyse and see that the children are excited and drawn to using clap sticks even though they are old, broken and are held together by tape. By challenging the dominant discourse we observe and reflect to then disconnect and observe to try and understand why the clap sticks are so interesting to the children even though they are not new. If I can open up and get involved into their creative world then I can further pursue this intrigue that they hold in this moment. This also ties in with learning outcome 4 - Children resource their own learning through connecting with people, place, technologies and natural and processed materials as it is evident the children are learning through exploration of the clap sticks. Through this process of discovery children are finding many infinite possibilities of what these clap sticks could be used for. It is clear that they are not just a tool for making music but a tool to spark imagination and creation to be whatever the mind wants them to be. I am challenged and confronted by the children and their world. It is so hard to accept and change my thoughts and conditioning. Through this process I truly understand the power of seeing the children as capable and competent but also myself as a future educator.

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I see the children engaging with the material and discovering the many uses and possibilities it has. Although in a group I see that they are all making individual discoveries. This is a critical part of the session as it was a way for children to further collaborate and explore through imagination and wonder. Some children are trying to fit the clapsticks into one another, some are looking through them as binoculars some are even exploring the option of blowing into them like a flute to make sound. The children were re-thinking and revising their theories which supports the EYLF - Outcome 4: Children are confident and involved learners. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. I am wondering how they are making theory through discovery? I also wonder how important it is to challenge our own social conditioning as a teacher to open ourselves up as capable and competent educators. What provocations are the children encountering that open up their creative and imaginative world? I also wonder what puts a stop to this? How do I keep this door open for them to keep discovering, wondering and imagining which result in infinite possibilities of a material?

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My motivation was to make music with this material and it was surprising how the children in their reality through creation, imagination and wonder were able to find the infinite possibilities of clapsticks through their creative and imaginative world. By stepping back and being open I was able to be part of this world and wonder and in return it was me the educator who was being taught.

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I step back and observe. I make the conscious decision to view the child as capable and competent and wonder what will unfold in this moment. I wonder how this material will challenge the children and if they have any prior knowledge to what this material is or does?  The children are exploring the many uses of this material without my input or guidance. It is amazing to watch what is unfolding and the more they explore the less I want to influence and just be present in this moment. To listen, to observe and to be open to the many possibilities that are unravelling in front of my eyes. The material question the child in many ways and through this their ideas, thoughts and creations emerge. The clap sticks become binoculars, an elephant’s trunk, cooking utensils and even a flute.

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I note a sense of wonder and exploration in the room and as an educator I resist the urge to jump in and ‘correct’ the learning process. I then ask myself and wonder why am I so conditioned to believing that the way I think is the ‘correct’ way? And not only that but what is the ‘correct’ way of learning? It became clear at this point that I had so many conditioned thoughts and views that I need to step away from if I am going to be able to encounter a creative and imaginative world.

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They are old and mostly tapped together so to me they do not look like an inviting material. I am surprised at how excited and willing the children are to engage and explore these old clap sticks as they grab them with enthusiasm. As they begin exploring this material I want to jump in and correct the way the children are holding and using them. I am trying to break my thinking so I step back and allow myself to let the children embrace this learning encounter and experience without me interfering in their creative world. As I step back I notice that the material is questioning the child in different ways. Tying into the pedagogy of listening I see the children communicate with each other and I see them discovering, questioning and developing their own theories. I am curious as to what they are discovering and am now pulled into their creative world as I do not know what they are going to do next and I question this.

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I am struggling to think of a way to be able to further this experience inside or am I really challenged now because they have brought up something I haven’t thought about? As a pre-service teacher, I am constantly challenged by the creative and imaginative world of children. It challenges my conditioned way of thinking but I need to be challenged. The challenge being my ability to nurture the infinite possibilities of their creative world. As a pre-service teacher I want to be able to see the child as capable and competent and not put a stop to their wonder, exploration and creation. It seems that sticks are another material we should engage with and explore. I suggest the idea of using clap sticks thinking making music will be an engaging activity.

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This morning we gathered on this cold winter day. The air is crisp but the streams of sunlight breaking through the clouds are inviting myself and the nursery children group ages birth to two years to explore. I note a strong sense of wonder in the room today so collectively we venture outside. The colours of the leaves are changing and falling off the trees and onto the ground around us. The children notice the different types of sticks on the ground and I wonder what the fascination is that is drawing the children to some sticks and twigs on the floor and how can I explore this point of interest further?

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I acknowledge the Elders, families and forebears of the Wurundjeri tribes of the Kulin Nation who are the custodians of Goodstart Early Learning Centre, Craigieburn for many centuries. I acknowledge that the land is the place of age old ceremonies of celebration, initiation and renewal and that the Kulin Nation people's living culture has a unique role in the life of this region. I acknowledge the Traditional Custodians of the land on which I work and live, and recognise their continuing connection to land, water and community. I pay respect to Elders past, present and emerging.

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“Why sometimes I’ve believed as many as six impossible things before breakfast.” – Alice in Wonderland. 

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“Why sometimes I’ve believed as many as six impossible things before breakfast.” – Alice in Wonderland. 

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How do we encounter the creative and imaginative world? 

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How do we encounter the creative and imaginative world? 

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The infinite possibilities through creation, imagination and wonder.