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At first seeing others do a pretend play is fun, but slowly I realize it is more fun to be part of it. Pretend play allows us to be whatever we want to be and it's not silly to make funny faces. Allowing yourself to be free and play gives more magic into the play. Unfortunately, I didn't fully show and apply this in my Assessment Task 2. I kind of held back from it. After watching the Journey to Healesville (VIC GOV, 2023), I realized you don't need a beautiful and massive props for pretend play. Simple things like loose parts could be used just like what we did in the studio and do a mime play. For my play experience, I would like to use the animals and elements I saw in the land I have been to in my Assessment Task 2 and act it out without speaking.

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I love and enjoy this unit, it makes me feel like a child again. There's a lot of freedom to move the way you wanted. In the start of the week, I moved a little due to the space in the classroom. When we moved to the studio I jumped and run around. And when I'm with nature I move a lot, but slowly as I feel my surroundings. The space where we at and things around us influences our movement. I moved around as I follow my interests (e.g. pyramid mountain, floating ship, fly like a bird) just like in my Creative response. According to the reading of Creative Dance-Play for Early childhood (2020), "Modern child psychology explores the ideas that children learn by doing and engage their bodies to see, hear and touch what interests them.". My movement throughout this unit and to my creative respond is no different from how children learn and move. I go to things and do what catches my interests. It is like bringing out the inner child within me and I'm pretty sure she's happy.

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In the start of the unit, what I think of sound/music is songs we usually play in youtube. I did not expect learning about the natural sound and sounds around. And there's a big difference from hearing and listening. It made me realize that we always hear sounds around us, but the question is, do we listen? We are always rushing and too busy on our own worlds that we forgot about amazing things around us. It affects how we move and interact in the place where we are. For instance, in reference to my Assessment Task 2. When I heard a sound as I climb up the mountain I look around where it is coming from and it turns out it is the tree moving because of the strong wind. That's how I saw a floating ship along the waves of the clouds. We always turn our heads if we hear something just like babies or children do as Dr. Baltagi (2019) mentioned in the Is your baby getting enough music? | UNICEF, "Babies have been shown to turn their heads in response to voices and noise." (00:49-00:53mintues). And even if we are now adults, it didn't change how we respond to sounds around us.

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Materials:

Open space area it can be indoor or outdoor

Paper

Pen or pencil

Instructions:

Before:

1. Write down animals (e.g. bird, kangaroo) or elements (e.g. wind, rain) in the paper.

2. Cut and fold the words into small pieces.

During:

1. Do a risk assessment before implementing the play experience.

2. Make sure there will be enough space to move.

3. Ask children who wants to play.

4. Instruct children to pick up a paper then act it out and ask other children to guess.

5. You can give an example first and act out something like a Kangaroo to give children a better understanding.

6. Afterwards assist children to take turns.

EYLF: Learning Outcome 4 & 5

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Materials:

Open space area it can be indoor or outdoor (preferably)

Instructions:

1. Do a risk assessment before implementing the play experience.

2. Make sure there will be enough space to move around.

3. Ask children who wants to play.

4. Instruct children to hold one leg and stand on the other that holds their balance.

5. Demonstrate to children how to do it.

6. Instruct children to move around the area to see who's the last human standing.

EYLF: Learning Outcome 3 & 4

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PLAY EXPERIENCE: When Silence Paints the Soundscape

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PLAY EXPERIENCE: When Silence Paints the Soundscape

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Materials:

Open space area it can be indoor or outdoor

Instructions:

1. Do a risk assessment before implementing the play experience.

2. Ask children who wants to play.

3. Instruct children that in this play experience they can stay in one place or move around.

4. Before giving a go signal to children to find a place to stay or move around instruct them that we need to keep quite as we will listen to the sound of our environment.

5. Give children time to listen for children be able to connect with the land just like in Dadirri (MiriamRoseFoundation, 2017)

6. After your deep listening, ask the children what they hear and ask them to imitate the sound they hear.

7. Add it one by one and that's how you create a soundscape.

EYLF: Learning Outcome 2, 4 & 5

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UNICEF. (2019, June 13). Is your baby getting enough music? | UNICEF. Www.youtube.com. https://www.youtube.com/watch?v=gIwhGbnY_uI

Dance Teaching Ideas. (2020, June 7). Creative Dance for Early Childhood |. Dance Teaching Ideas. https://danceteachingideas.com/creative-dance-movement-for-toddlers/

VIC GOV. (2023, November 23). Journey to Healesville: learning through drama - teaching demonstration. Www.vic.gov.au. https://www.vic.gov.au/literacy-teaching-toolkit-early-childhood/videos/journey-to-healesville

MiriamRoseFoundation. (2017, November 29). DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo. Www.youtube.com. https://www.youtube.com/watch?v=tow2tR_ezL8&t=1s

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Seeing the children move around and having fun my expectation from this play experience is 100% met. Being able to balance and jump around is such a good experience for their physical development. For the re-implementation, I want to do it again with children in an outdoor area to give them more space to jump and run around. For my future practice, I will keep in mind what play experience interests children and modify it accordingly to their level. I would also need to think about on how to make sure everyone is included to my play experiences.

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Arcilla, A (2025, September 11)

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Department of Education and Training. (2016). Victorian early years learning and development framework. Department of Education and Training. https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf

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People in the video gave consent to be in a video and can be posted in the padlet. They solely participate in the play experience as children and did not contribute to the making of my Assessment Task 3 in Unit 2008.

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Before the unit start, I'm honestly nervous or more likely scared as I received an email from Bianca our lecturer for this unit as she mentioned that this unit is different from the other typical formal teaching in class. It focuses on how we interact and express ourselves using music, movement and dramatic art just like how children do. On the first day, what I expected happened. Standing in front of everyone. It is really hard for me when I know people's attention are on me. However, throughout the unit I slowly coming out of my shell and do things that I find silly in public. Just like in the video I slowly getting comfortable doing my own stuff. My whole assumptions for this unit have changed from what I thought scary to this is really fun. You just need to remove the thought of people judging you and being embarrassed. I'm really happy throughout this unit as I really feel like a child again and there's nothing wrong about it.

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ARTEFACTS: When Everyone Takes a Guess and Magic Happens

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ARTEFACTS: When Everyone Takes a Guess and Magic Happens

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ARTEFACT: The space where all play experiences implemented.

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ARTEFACT: The space where all play experiences implemented.

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The children engaged and had fun in the experience as you can see their smile and laugh around. But the engagement did not last long, and a child lost his interest. For re-implementation, instead of going to a structured area I would like to implement the play experience in more natural environment and give them a longer time to listen around. My intake for my future practice from this experience is it is okay if the play experience did not go as expected. It is a trial and error as you take care and educate different children every time. You just need to find a play experience according to their interests and strength to support and guide them.

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The expectation from the children is to guess what other children acted, and it was met. However, the expectation of seeing some dramatic actions did not go as expected. I have considered that my classmates we're there as children, but they are just acting as children and very well develop. As a result, it is much easier for them to guess the animals or elements by small and short actions. For the re-implementation of this experience, I would make another set of lists to guess according to their level and make sure it is age appropriate. My intake for my future practice from this experience is to keep in mind that the play experience should be age appropriate for children to provide them the support they need.