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When i was spending with the children in the yard, i noticed the beautiful maple's leaves and bamboo's bushes were making swishing sound when moved by the wind. As it was very beautiful and awesome, i invited the children if they would like to sit next to the maple tree to watch it. I introduced the concept by explaining to the children that leaves can make swishing sound when they move. Then, we all sat in silence for a few minutes to listen the surroundings. Asked them to quickly move their hands with the leaves. I demonstrated how the leaves make the swishing sound. ''Outdoors is the perfect environment to observe and understand the senses that make up our young learners'' (Gano,Krull, 2020). This reminded me how the outdoor environment stimulates the children' creativity and imagination. While i was doing the swishing experience with the children, i noticed more about this wonderful nature outdoor setting that offered me to explore the surroundings to apply my early childhood teaching. We played a game " Catch a swish". Asked the children to close their eyes and listen carefully while i made the swishing sound with the leaves. This experience has made me realise the importance of listening to children songs as they express their feelings through sounds and music.

What went as expected?
The children engaged and interested in exploring the swishing sound of leaves. The sensory nature of the activity and the opportunity for hands-on exploration would have captured their attention.

What did not go as expected?
I found that the children's attention spans had limited. I also have found that the children were challenging to make the swishing sound or manipulate the leaves effectively(Fine motor skills are still developing at this age)

For my future practice of early childhood education; gathering the feedback from both the children and colleagues, identifying areas for improvement, and making necessary adjustments to advance future learning experiences.

Reference
Gano, D., & Krull, S. (2020). Natural sensory learning. Journal of Environmental Education, 51(3), 169-177. https://doi.org/10.1080/00958964.2020.1737394

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After we did the swishing experiment, we had a rest on the mat with listening to the swishing/rustling sound on the speaker. While i was resting with the children i thought about "We are River people. We cannot hurry the river. We have to move with its current and understand its ways" (Dadrria). This reminded me of always rushing with the children as the works need to be done on time. I also realised that i should stop rushing myself and need to see if the children need more time whatever they are working on as we all need to have quiet time to calm ourself for our well-being. After we took a break, i invited the children for the yoga. A few children joined with me to do yoga.  While doing Yoga with children, we listened to the rustling/swishing sounds of maple leaves and bamboo bushes. I started by introducing calming techniques, such as deep breathing and gentle movements, children may have experienced a sense of relaxation and calmness during or after the Yoga session.

"Music and song are languages of expression, that can explain things and tell stories"(angel,2021). I also believe that movement and music are closely intertwined as forms of expression and have the power to communicate emotions. Movement provides a non-verbal form of expression that can complement and enhance the message conveyed through music (mutton). Movement allowed me to express the meaning of music and song in personal and subjective way. Also, this experience has made me to realise of the importance of paying attention to the children movement as the children express their feelings through movement.

What went as expected?
The physical engagement it was likely that children engaged physically during the yoga session. Yoga poses and movements provide opportunities for children to develop their gross motor skills, balance, and body awareness. They may have enjoyed the physical aspect of the activity.

What did not go as expected?
The children have struggled with imitating yoga poses accurately. I found that the children's attention spans had limited.

For my future practice of early childhood education; gathering the feedback from both the children and colleagues, identifying areas for improvement, and making necessary adjustments to advance future learning experiences.To introduce more playfulness and interactivity into the yoga session.

References
Miriam-Rose Ungunmerr (dadirri)

Angel, M. (2021). Embracing the principle of participation: How a relationship with a young musician created powerful learning opportunities for a whole community. The Challenge, 25(3), 10–15. ISSN: 1833590X.

Mutton bird

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As a couple of children were playing with dinosaurs near the bushes. The children were pretending as dinosaurs and eating leaves(pretended). As that was very fascinating, i asked them if i could play with them. They let me in to their imagination playing. We talked about how the dinosaurs sound like "roar". The Children were naturally engaging in dialogue, and communicating with their playmates. They used language to describe the actions of the dinosaurs, expressed their ideas, and engaged in pretend conversations. "Imagination has cognition and rational" (cooper, 2012). This made me rethink of how Engaging in dramatic play with dinosaurs and any pretend plays allow children to explore different roles, take on new identities, and express themselves freely. This experience got me realise the importance of paying attention the children's dramatic play as they express their feelings and do meaning making through dramatic plays.

What went as expected?
The dramatic engagement it was likely that the children engaged their imaginations and immersed themselves in the pretend play involving dinosaurs. Pretending to be dinosaurs, creating stories, and enacting different scenarios are common and expected aspects of dramatic play.

What did not go as expected?
The level of Engagement, While some children have fully engaged and participated in the dinosaur pretend play, others have shown varying levels of engagement. I believe that some children might have preferred different play activities and had limited attention spans.

For my future early childhood education, gathering the feedback from both the children and colleagues, identifying areas for improvement, and making necessary adjustments to advance future learning experiences. I will be working on Designing environments that encourage imaginative play, such as creating dinosaur-themed areas can inspire children's curiosity and creativity.

Reference

Cooper, M. (2012). Is beauty a way of knowing? In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 295–302). ABC-CLIO, LLC. ISBN: 9780313359620.

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Before this unit, my understanding of music, movement and drama were minimal. Within these experiences, i also have learnt how the children have limited attention spans . During this unit my perspective has changed on music, movement and drama.
on the music, music is away of communication not only music is a combination of sounds that has rhythm and tones.
On the movement that's a form of communication, language and self expression. It's sense of connectivity building relationship with each others.
On the Drama, drama is using body movement( can use together with words or not) to express feelings. Also drama is a way to communicate using our expression.
I'll be using these understandings from this unit to apply on my early childhood teaching in the futur.