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Edwards, C., Gandini, L., Forman, G., & Reggio, C. S. (Eds.). (2011). The hundred languages of children : The reggio emilia experience in transformation. Bloomsbury Publishing USA.

Hamm, C. (2015). Walking With Place: Storying Reconciliation Pedagogies in Early Childhood Education. Canadian Children, 40(2), 56–66.

Hanna, W. (2014). A Reggio-Inspired Music Atelier: Opening the Door between Visual Arts and Music. Early Childhood Education Journal, 42(4), 287–294.

Wilson, R. A. (2018). Nature and young children : encouraging creative play and learning in natural environments / Ruth Wilson. Routledge.

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All the activities went well and I have learnt a lot in this unit. I have developed a broad thinking about the value of environment in children development. during the first session of this unit watching victor wooten, who explained the value of environment for developing new skills. and I tried to use this in my practise by providing children all opportunities where they get exposure to nature and natural materials. my country visit gave me ideas to use music, drama and movement in my practise. In all domains of music children used their different movements for learning new skill.
The activities successfully engaged the children and stimulated their curiosity and imagination. they actively participated and showed enthusiasm in exploring the different activities. Especially pee ka boo with my little one was so much fun and good learning for both of us.
and the experience gained through planning and implementing these sessions will enhance my future teaching practices in early childhood education I will continue to prioritise and integrate creative and expressive activities into my teaching to support children's holistic development. Furthermore, I will emphasise the importance of collaboration, empathy and self-expression using the insides going to create inclusive and meaningful learning experiences for you.

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All the experiences linking with ass2 provided opportunities for the children to engage in holistic and multidimensional learning experiences. these experiences fostered their cognitive, physical, social and emotional development.
by linking this with Vygotsky's Sociocultural Theory: These activities encouraged collaborative learning and provided a supportive environment for children to engage in meaningful interactions with peers and educators, fostering their cognitive development.

ii. Gardner's Multiple Intelligences Theory: By incorporating different forms of expression (sound, movement, drama), the activities catered to diverse intelligences, allowing children to explore and showcase their strengths.

iii. Reggio Emilia Approach: The emphasis on creativity, exploration, and self-expression in these activities aligned with the principles of the Reggio Emilia Approach, promoting children's autonomy and sense of ownership over their learning.

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From my previous artefact I decided to plan and make the children explore nature. and create sounds inspired by the nature. i gave them different instruments and objects to mimic the sound of birds, rain, and wind. The focus of this activity was on developing children's auditory senses and fostering an appreciation for the environment.
we also sang the song "taba naba" using all the instruments children were so happy and really enjoyed. my motive behind this was to introduce children with the land we are living on and encourage them to pay respect. The babies were making noises and sounds with me during this experience and were engaged for long time.

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I planned to engage children in rhythmic movements and dance by providing them some scarves, mirror. they explored different body movements, patterns and beats. Through music and guided instructions, children developed coordination, body awareness, and expression of emotion through movements.and using the song old Mac Donald had a farm. I choose to do this experience as with my previous artefact linked with the birds and during this activity children learnt to make sounds of all the animals. The children were very engaged in the movement activities and seemed to enjoy expressing themselves through dance. They were able to identify different emotions and connect them with different movements.

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For the drama I choose to do this with my 3 month old by choosing a pillow and covered my face and grabbed his attention and said "pee ka boo", where is mommy? and he looked at me with wide eyes opened and then smiled". Then again i said " Here am I". he was surprised at first then found it bit funny and starting smiling and talking to me by saying "ahh aoh oo".
I noticed doing this with my child was fun the way he tried to bring up his arms and hands to his face and try to mimic even though he does not know what i was doing. but he felt playing this is fun. by using aboriginal perspective of storytelling and using my hands dramatically to open and removed the pillow in front of my face and said it loud " pee ka boo".