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We gathered around and watched a YouTube video of cockatoos, carefully listening to the sounds they make. Using what we observed, we all tried mimicking these cockatoo sounds. To add to the adventure, I played forest sounds in the background while we imitated the bird calls.

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After learning the sounds of cockatoos, we watched another YouTube video to observe their wing movements. We went outdoors and we mimicked their flapping motions, wearing long white costumes to add to the fun and make us feel like real cockatoos.

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We created a play/drama as two cockatoos going on an adventure in the forest.

One cockatoo is named Coco who is really adventurous, I played the role of Coco and Willow who is a more thoughtful and careful cockatoos which was played by the child.

The play involved dialogue between the two cockatoos exploring the pond in the forest. The play required to create dialogue as we explore the outdoor.

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In the activities of cockatoo adventure what went well was my child participated very energetically he engaged actively into the drama and the movement and sound imitation fully immersed into the activity. What didn't go well was the activity could have been more fun if we added more props to the outdoor space. Next time I will allow a more free play based on the children's imagination and allow more props and costumes for them to have a better experience. I now see how crucial it is to include drama, dance, and music in early childhood education to give children an integrated learning experience. These components improve children's comprehension and retention of topics by appealing to their aural and visual senses as well as promoting kinesthetic learning.

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This is a voice recording of the drama play of cockatoos coco and casper, which me and my child played with dialogue and drama.

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Here is a video of the movement and sound activity which me and my child pretend to be cockatoos with props and costumes

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EYLF Connections:

Activies with children to mimic cockatoo sounds, move and dance like a bird, and participate in drama play as cockatoos supports Outcome 1 EYLF by promoting children's self-awareness and confidence in their own abilities. Through these activities, children have the opportunity to explore different aspects of themselves, express their creativity, and develop a sense of identity as individuals with unique interests and talents.

Outcome 2: by encouraging children to explore their natural environment, connect with animals and nature, and develop empathy towards other living beings. By embodying the characteristics of a bird, children gain a deeper understanding of the natural world and their place within it, fostering a sense of connection and stewardship.

Outcome 4: promoting children's confidence in their own abilities, encouraging active participation, and fostering a love for learning. Through these activities, children are encouraged to take risks, experiment with different movements and expressions, and collaborate with others, building their confidence and resilience as learners.

Theoretical Perspectives/connections:

Victor Wooten Music Theory:

Wooten stresses the importance of active listening in music.Just as Wooten encourages musicians to develop keen listening skills, the bird sounds activity fosters children's ability to listen attentively to the sounds of nature. By exposing children to different bird calls and songs, the activity cultivates their ability to discern subtle differences in sound and recognise patterns.

In Wooten's music theory, understanding the role of each instrument within a musical ensemble is essential. Similarly, in the bird sounds activity, children learn about the different roles that bird sounds play in the natural world, such as communication, mating, and territorial purposes. By understanding the purpose of each bird sound, children gain a deeper appreciation for the diversity and complexity of nature's symphony.

Marisa Lark Wallin's article:

The article highlights the importance of pretend play in natural settings for children's development, emphasizing the benefits of complex, collaborative play for emotional regulation, problem-solving, cognitive processing, and social skills. The article also discusses the significance of providing open-ended, natural materials for outdoor play to promote more complex and developmentally beneficial play experiences.The drama play activity encourages children to engage in complex, collaborative pretend play as cockatoos, which can promote emotional regulation and creative problem-solving skills. As children immerse themselves in the role of a cockatoo, they must navigate social interactions, negotiate roles, and resolve conflicts, fostering emotional resilience and adaptive problem-solving abilities.The article emphasizes the importance of providing open-ended, natural materials for outdoor play to promote more complex and diverse play experiences. While the drama play activity may not directly involve natural materials like sticks or leaves, the outdoor setting itself provides a rich and stimulating environment for imaginative play.

The Reggio Emilia philosophy:

The Reggio Emilia approach places a strong emphasis on children as active participants in their learning process, engaging in reciprocal relationships with their environment. This philosophy aligns with the movement activity involving children in embodying the role of cockatoos outdoors.

In the activity, children are encouraged to move their hands as the wings of birds, immersing themselves in imaginative play and interaction with the natural environment. This mirrors the Reggio Emilia philosophy, which views children as learners who develop in reciprocity with their surroundings, including the natural world. By engaging in movement and dance as cockatoos outdoors, children deepen their connection with nature and explore their role within it.

The Reggio Emilia approach emphasizes the importance of the environment as a context for learning and exploration. Through movement and dance in the outdoor setting, children have the opportunity to interact with natural materials, explore their surroundings, and engage in sensory experiences. This experiential learning aligns with the Reggio Emilia principles of encouraging children to learn through exploration, experimentation, and interaction with their environment.

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1. Edwards, C. P., Gandini, L., & Forman, G. E. (2011). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.).

2. Hanna, W. (2016). The children’s music studio: A Reggio-inspired approach. Oxford University Press.

3. Wilson, R. A. (2018). Nature and young children: Encouraging creative play and learning in natural environments (3rd ed.).

4. Wilson, R. A. (2018). Natural outdoor playspaces. Nature and young children: encouraging creative play and learning in natural environments (3rd ed., pp. 18–32).

5. Wilson, R, 2007, Children, creative play, and the natural environment, in R. Wilson (edn) Nature and Young Children :

6. Encouraging Creative Play and Learning in Natural Environments, Routledge. Ch 1, pp 1-18.

7. The importance of pretend play in natural settings. (n.d.). Community Playthings | High Quality Furniture for Child Care, Preschool, & Montessori Classrooms.

8. TEDx Talks. (2013, May 30). Music as a Language: Victor Wooten at TEDxGabriolaIsland [Video].