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https://padlet.com/xiaoxiaomashiwo/ece6011_a3part1_jiahaoma_s8093852-95yxv1351sgd338d

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In conclusion, the integration of the multiliteracies pedagogy into daily practices stands out as a significant strategy for early childhood education. Being inspired by "The hundred languages of children," this educational approach resonates deeply from various perspectives, encompassing elements like music, picture books, movement, art, sensory activities, and outdoor experiences. Each perspective plays a crucial role in the comprehensive development of each child, nurturing their physical, social, emotional, cognitive, and communicative development. By incorporating these aspects into early childhood education, not only does the learning journey for children become more enriching, but it also fosters a lively learning environment where diverse forms of expression are embraced. Therefore, as an emerging early childhood educator, my goal is to integrate the multiliteracies pedagogy into daily routines, thus promoting the holistic development of children, instilling a passion for learning, and embracing an atmosphere of inclusivity that empowers children to convey their perceptions of the world through multiple mediums.

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Sensory experiences encompass touch, sight, taste, smell and sound, which offer children a multi-dimensional opportunity to explore and understand the world around them. By integrating sensory activities into daily practices, we may stimulate children’s cognitive, emotional, physical development while nurturing their creativity and further facilitating children’s expression of creative ideas. In particular, through tactile interactions with various textures, scents, tastes, children could refine their sensory discrimination skills, enhancing their cognitive abilities. These experiences could also evoke children’s emotional responses, facilitating children to connect their feelings to sensory stimuli. Furthermore, children’s sensory exploration can inspire creativity. As children engage in open-ended play, experimenting with diverse materials could stimulate creative ideas and foster their imaginative capabilities (Pacini-Ketchabaw, Kind & Kocher, 2016).. For example, creating a sensory bin filled with dry pasta, cotton balls, textured fabrics can sparks children’s creativity. As they touch, feel, and manipulate different objects, the children may not only engage senses but also may construct narrative and role-play scenarios in their play. Additionally, this sensory experiences encourages children to express their thoughts, feelings, and stories in a unique and distinctive way.

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Using the natural-themed loose parts to complete art and craft masterpieces may give children opportunities to collect leaves, twigs, and flowers from the outdoor surroundsings; then, children could use these natural materials to create their own artwork, like a collage (Topal & Gandini, 1999). This particular experience could encourage children to take a close look at the world around them and interact with nature creatively. As a emerging early childhood teacher, I would like to incorporate art and craft activities into everyday practice, empowering children to explore and communicate their ideas in a creative and expressive manner. In addition, it may support children’s further cognitive and emotional growth and nurtures an appreciation for diverse forms of expressions.

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Art and craft activities offer immerse potentials for children’s development, particularly in fostering their creative expression of ideas. Through hands-on experiences with a range of materials, textures, and colours, children are encouraged to experiment, make choices, and explore (Pacini-Ketchabaw, Kind & Kocher, 2016). This process enables children to develop cognitive skills, fine motor coordination, and sense of agency. Furthermore, art and craft experiences provides children with opportunities for their emotional expression, allowing children to convey their ideas, feelings, and personal experiences non-verbally. For example, a child may use bright colours to represent happiness while using dark tones to depict sadness.

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https://www.youtube.com/watch?v=HpOe8lngp_o

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Animal Dance and Freeze | Fun Movement Brain Break | Jack Hartmann

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Link: https://www.google.com/search?q=sleeping+bunnies+song&source=lmns&tbm=vid&bih=879&biw=1638&hl=en&sa=X&ved=2ahUKEwiukPXG_e-AAxU7zaACHYOUDjUQ0pQJKAF6BAgBEAQ#fpstate=ive&vld=cid:b5b7e85d,vid:BHcFQ9gaMF4

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In the field of early childhood education, integrating the multiliteracies pedagogy into daily practices emerges as a significant approach for prospective early childhood teachers. Through the lens of “The hundred languages of children”, this educational approach resonates profoundly across a variety of perspectives, such as song and music, picture books, dance and movement, art and craft, sensory experiences, and nature and outdoors. Each aspect plays a vital role for individual child’s holistic development, fostering physical, social, emotional, cognitive and communicative growth. Embedding these perspectives in early childhood education not only enriches children’s learning journey but also cultivates a dynamic and inclusive environment where diverse forms of expression are celebrated. Therefore, as a future early childhood teacher, I aim to embed the multiliteracies pedagogy in the daily practices, fostering children’s multiple development, nurturing a love for learning, as well as embracing the inclusiveness which support children to communicate their understandings of the world in multiple forms.

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As an emerging early childhood teacher, I notice the importance of offering children with a diverse range of sensory experiences that cater to individual child’s preferences. While some children might be interested in tactile activities, while the others might be more drawn to auditory or visual stimuli. Differentiating sensory experiences and considering each child’s individuality, learning styles and preferences are also crucial. Furthermore, as a facilitator, I also play a vital role in listening to children’s verbal and non-verbal cues to gain insights into their experiences and emotions (Gallagher et al., 2017). In this case, it is more likely for mw to facilitate meaningful discussions and reflections, further encouraging children to express their ideas, thoughts and feelings coherently.

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The Reggio Emilia’s approach places a strong emphasis on respecting and valuing individual child’s unique ways of learning and communicating. The hundreds of children’s languages can be referred to the various modes of expression that each child naturally use to learn, communicate and make sense of their own experiences and their surroundings. Embedding song and music in daily practice allows children to express themselves, and the music serves as a powerful medium for children to communicate their thoughts, ideas, feelings and emotions (Hanna, 2017). In particular, music does not only stimulate children’s auditory senses but also encourages emotional expression and cognitive development. Through singing, playing instruments and rhythmic movement, children naturally engage in refining their coordination, memory and language skills. When children participate in singing a song that involves actions, gestures or body movements, they expose to musical concepts, learn about sequencing and develop their motor skills and coordination. For example, the sleeping bunnies song may intrigue children’s interest of pretending to be sleeping bunnies and hopping like a bunny based on the lyrics. By modifying the lyrics of this popular song to include various animals and their respective characteristics, such as snapping crocodile, stomping elephant and flying butterfly, children can be engaged in language play and expand their understandings of animals and their attributes at the same time. In this case, children may also develop critical thinking ability, vocabulary expansion, and imagination, all while cultivating a love for music and a sense of ownership for creative self-expression by modifying lyrics based on their own interests and preferences. In a Reggio inspired musical studio, Hannah (2017) mentioned that according to Reggio Emilia principles, the educators and children should work together to encourage learn new things based on the existing knowledge.

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Embedding the experience of dance and movement within everyday program have potentials to nurture children’s holistic development and cultivate their creative expression. Dance and movement can be considered as powerful mediums for children to express their thoughts, feelings, and ideas. Dance and movement can be considered as non-verbal communication which enable children to communicate their narratives, emotions and concepts that might be challenging to convey through conventional means (Ewing, Callow & Rushton, 2016). As children participate in rhythmic activities, expressive body movements and imaginative play, children enhance their kinesthetic intelligence, spatial awareness, and coordination skills. For example, considering a activity where children are encouraged to dance along with the music “Animal Freeze Dance”, children will actively engage in physical movement and make creative choices about how to embody different animals, and communicate their ideas non-verbally.

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As a prospective early childhood teacher, I aim to provide a diverse range of musical experiences, embedding various instruments, genres and cultures in practice, enabling children to explore and appreciate different musical expressions. Moreover, cultivating a supportive and non-judgemental environment could also encourage children to freely experiment with their creative ideas through music and song, building the communication skills and self-confidence. In the long term, embedding song and music in practice honors the diversity of children’s voices and promotes a lifelong appreciation for the arts.

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Intergrating high-quality picture books and constructing an inclusive learning environment with rich literature can also foster children’s overall development and creative expression. Children possess multiple means of expressing themselves, and picture books play the role of a crucial medium for children to communicate their thoughts, emotions, and imaginations.  Engaging with picture books cultivates children’s creative expressions by enabling them to interpret and interact with stories in their own ways. Picture books combine visual and textual elements, allowing children to explore characters, narrative, and concepts through multi-sensory experiences (Altidor-Brooks, Malec & Stagg Peterson, 2020). Throughout the journey of engaging with illustrations and following the storylines, children’s cognitive skills are promoted through comprehension, reflective thinking and storytelling. For example, I went walking written by Sue Machin and illustrated by Julie Vivas is a classic picture book with minimal and repetitive texts, which  encourage children to interpret the illustrations, using their own creative ideas to fill in the narrative gaps and foster a deeper sense of ownership over the story. At the same time, by reading through the same picture book, each child may interpret the story differently, raising a diverse range of comprehensions and stimulating imaginative storytelling. Furthermore, by narrating the story in their own words, children may further practice their language skills and develop self-confidence of expressing their unique ideas.

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Engaging in natural and outdoor environment holds immense potential for fostering children’s holistic development, particularly enhancing their creative expression of ideas while connecting to the world. Through interactions with natural world, children can develop a deeper sense of observation, imagination and sense of belonging to their surroundings, which facilitates the cultivation of creative thinking. For example, going on the bush walk excursion may provide children with opportunities to gather fallen leaves, sticks, pines and stones, which can further be made into a temporary artwork on the ground. Throughout this process, children may involve in creative decision-making in terms of arranging the materials and engage in discussions about their choices and the story they wish to convey through their art. Meanwhile, this form of creative expression also allows children to use a range of materials and textures, promoting tactile and visual exploration.

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As a future early childhood teacher, I understand the importance of providing a variety of movement experiences that respond to different interests and capabilities. I would create an environment where children feel safe and encouraged to explore movement without fear of judgement. Furthermore, cultivating an appreciation for diverse dance forms and self-expression will enrich children’s comprehension of diversity and inclusiveness.  By embedding the movement-based activities and learning experiences, children will be empowered to communicate and learn through their bodies, fostering a sense of joy and self-expression that maintains and extends far beyond in their ongoing life.

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As an emerging early childhood teacher, I aim to set up the learning environment with a varied collection of picture books that encompass different styles, themes and cultural backgrounds, ensuring children are exposed to a wide range of perspectives and fostering a sense of inclusivity. Furthermore, I would also empower children to further explore their creative expression and storytelling abilities. Picture books can be used as tools for children to acknowledge the diversity of their voices and interpretations, promotes their social, cognitive and emotional development, and encourage a life-long appreciation for literature and visual storytelling.

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As a prospective early childhood teacher, I aim to allow sufficient time for children’s unstructured plat in nature. By providing children with freedom to interact with natural elements, I intend to support children’s imaginative thinking and creativity. Additionally, apply the teaching strategy of asking open-ended questions may prompt children to reflect on their experiences and express their feelings and thoughts in regard to the natural world, which may further enables teachers to better understand each child’s unique perspective and learning style and facilitate their further development (MacNaughton & Williams, 2009).