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I respectfully acknowledge the Wurundjeri people of the Woiwurrung language group in the Kulin Nation, who are the Traditional Owners of the land on which we live and study in Naarm. I pay my respects to their Elders past, present, and emerging, and recognize the continuation of cultural, spiritual, and educational practices of Aboriginal and Torres Strait Islander peoples (Australian Institute of Aboriginal and Torres Strait Islander Studies, 2025).

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1. Music—Create a musical tree by hanging objects from the branches and shaking them to the beat of a song.

2. Movement—Dance with the tree in the wind.

3. Drama—Pretend play: Battle between warrior and fire dragon.

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My experiences at Selwyn Park and Kororoit Creek inspired me to plan nature play activities for children.

During my On-Country experience, I realized that "music is present in our lives, in so many aspects" (UNICEF, 2019). When listening carefully, we can hear the whistling wind, the singing of birds, the rustling of tree branches, the babbling of water in the creek, and the crunching of leaves; all the sounds form a natural harmony. This experience reminded me of Allara's Wala is Life, where music is used to honor the rhythm of nature, the voice of ancestors, and the connection with the Country. Therefore, I wanted to create music activities that not only spark their creativity but also allow children to engage with nature and to nurture a sense of belonging and connection with the land.

On the other hand, imaginative play outdoors also helps children connect more deeply with nature. When I play as a warrior, I feel deeply connected to the forest, as if I am truly a part of it. This experience reinforced Wilson's (2018) view that "the goals of nature play are to help children understand that they are a part of nature versus separate from it." Therefore, my activities not only aimed to develop children's abilities and skills but also encouraged children to reflect on the relationship between humans and nature and their role in protecting the environment.

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The musical tree is inspired by Allara’s "Wala is Life," when music is created from the sounds of nature. This activity allows children to hang any object on the tree branch and encourages them to shake it to create their own unique music. The purpose of this activity is to help children connect with nature by listening to the voice of a tree while promoting the development of their sense of melody and creativity. Through this activity, children are allowed to create music in any way they want and are encouraged to learn and improve from their own experiences (Wooten, 2013). This is consistent with element 3 of Learning Outcome 5, “Children use materials to create art works to express ideas and make

meaning” (p.61).

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Choose a small tree with long branches in the park

Prepare a variety of materials that can make sounds. (e.g., bells, pine nuts, pebbles, and shells, etc.)

Prepare twine, glue, and scissors

Encourage the child to choose 1 material and hang it on the tree branch

Ask the child to gently shake the tree to hear the sound

Encourage the child to try combining many materials

Suggest the child sing and gently shake the tree to the melody to create music

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Materials

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1. What went as expected?

My sister is my volunteer. She was enthusiastic when experimenting and listening to the sounds of combining materials.

She also tried singing and shaking the tree to the rhythm of the song. This experience brought a sense of connection with nature as if the tree was also singing with us.

This experience helps children not only develop musical sensitivity and creativity but also nurture emotions and improve social skills through sharing ideas and singing together.

2. What did not go as expected?

My volunteer was an adult, so her interaction with the materials was different from a child's. If I expected children to be more enthusiastic about interacting and exploring the materials more spontaneously, my sister engaged with the activities in a more calculated way.

The sounds created from the materials I provided were not really diverse and lively. I wanted the sounds to be clearer and more resonant.

3. What might you do different next time?

I will prepare more materials that can create more resonant sounds, such as bells or cymbals.

I also want to try combining singing with body percussion to create a song, promoting a sense of rhythmic ability and developing creative expression.

4. How might you use this growth in your future practice of early childhood education?

In my future practice, I plan to develop activities combining music and nature play. According to Tania, singing is a way for people to break free from the limitations and pressures of society, promoting health, happiness, and creativity (TEDx Talks, 2013). Therefore, singing with nature together will not only create beautiful childhood memories and foster a sense of belonging but also promote building relationships with people and connecting with nature.

However, Wooten (2013) emphasized, "To be a good musician, you have to be a good listener." Applying slow pedagogy, I will encourage children to engage with nature by deep listening to feel the rhythm of themselves and nature. This experience helps children develop concentration and patience skills as well as nurture their souls, bringing them a sense of peace and healing.

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Dancing with the Trees is inspired by the Dadirri and Mutton Bird video. This activity combines deep listening to the sounds of nature and responding with body movements. The purpose of this activity is to help children release their energy through listening to the sound of nature. This is reinforced by Baltagi's view (UNICEF, 2019) that children "can sway, bounce, move their hands in response to music they hear." This is consistent with element 2 of Learning Outcome 3, "Children move to the tempo and rhythm of music," thereby promoting children's motor skills, balance, and imagination.

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Prepare some nature-related props such as wreaths and leaves or animal costumes (not necessary)

Allow children to choose costumes or props that interest them

Ask children to stand still and close their eyes, and listen to the sounds of nature

Ask children to open their eyes and encourage them to move to the sounds they have heard

Encourage children to create movements combined with props

Ask children to breathe deeply and relax after movement

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Materials

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1. What went as expected?

My sister and I both engage with the activity by listening to the sounds of nature and moving our bodies in our own way to respond to it. When we wear flower garlands, we imagine ourselves as Indigenous people performing a ritual of thanksgiving to our ancestors. This experience not only helps us improve physical health but also brings us a sense of freedom as we break down the barriers of adult principles to move our bodies as we please. In addition, we also interact and dance together, which brings us a sense of happiness when our souls are in harmony.

2. What did not go as expected?

The weather was not suitable for the activity because there was no wind and no birdsong. Therefore, we had difficulty getting into the rhythm and getting inspired to dance. Moreover, we could not do the activity of dancing with the tree because the tree did not sway.

3. What might you do different next time?

I want to try a dance art experience like Mutton Bird. I will encourage the children to create dances inspired by the movements of local animals or traditional Aboriginal dances, helping them understand and respect the cultural and spiritual values ​​of Aboriginal people.

4. How might you use this growth in your future practice of early childhood education

In my future practice, I will design outdoor activities that integrate music and dance. According to Dance Teaching Ideas (n.d.) and UNICEF (2019), "music helps children express themselves and share feelings," while "dance-play activities encourage young children to practice balance and motor skills while stretching the imagination." By integrating both, children can engage in multi-sensory experiences that support emotional, intellectual, and physical development. In addition, integrating Indigenous culture into activities also helps children understand the value and role of the Indigenous community in nature conservation

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This activity is inspired by my creative project in Assessment 2. It simulates a warrior's journey of exploring the forest. She has to face and fight monsters such as fire dragons to protect the forest. This activity connects with element 1 of Learning Outcome 4, "children express wonder and interest in their environments" and "engage in creative experiences such as art, dance, and drama" (p. 51).

Through this experience, children will learn representational concepts—"one thing can represent something else" (Wilson, 2018). In addition, this activity also promotes children's creativity and imagination, cooperation and problem-solving skills, and physical strength (Wallin, 2019).

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Take children for a walk around a park or creek.

Encourage children to observe the shapes of rocks, leaves, branches, or other natural objects and imagine what they might represent or symbolize.

Encourage children to create a fictional story based on what they observe or collect.

Encourage your child to role-play one of the characters in the story.

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Materials

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1. What went as expected?

My sister was quite excited about exploring the forest in a fantasy way. Perhaps because we are sisters, we have the same thoughts and imagination. This experience not only helped us develop our imagination and creativity but also feel the connection between us.

She was especially interested in the story I imagined. We played together; she played a warrior, and I played a fire dragon. This experience enhanced our physical health and improved our cooperation and problem-solving skills.

2. What did not go as expected?

The play is quite simple because there are only two participants. If more people were to join, we would create more interactions and creative ideas, thereby making the play more complex.

3. What might you do different next time?

I will encourage the children to relate the things they observe to Aboriginal animals and symbols. I will also encourage them to reflect on the meaning of the art they have performed. For example, the idea of ​​the play Warrior fighting the fire dragon reflects how people are fighting against bushfires to protect the habitat of many species.

4. How might you use this growth in your future practice of early childhood education

In my future practice, I will plan pretend play in natural settings for outdoor activities. Instead of performing pre-scripted plays, I will encourage children to create new stories during the nature walk. I also encourage children to use natural materials like sticks, tree branches, or flowers to engage in the story. This experience will help children develop their inherent potential, such as creativity or manual dexterity. In addition, I also encourage children to reflect on the meaning of the play and connect it to the land, country, or Aboriginal culture. This is reinforced by Wilson's (2018) view of pretend play: "They use their senses, explore their environment, solve problems, and then incorporate what they experience into their internal system of thought."

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My perspective on music, movement, and drama changed significantly as a result of engaging with the unit content. I realized that music and movement are two of the one hundred languages ​​of children. They are both means for children to express themselves and share their feelings. Moreover, deep listening, singing, or dancing in the outdoors not only brings children a sense of freedom, peace, and healing but also connects children with nature, promoting sensitivity and awareness of protecting the natural environment. In addition, the unit content also helps me understand more about the role and importance of pretend play in nature settings for the comprehensive development of children. This reinforced the concept of the environment as the third teacher, highlighting how nature can profoundly influence children’s learning and well-being.

Listen's Scraft (New, 2009) is one of the perspectives that significantly influenced my growth: "When you listen carefully to the soundscape, it becomes quite miraculous." This perspective reminds me of slow pedagogy, reminding me to slow down and observe the world carefully.

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Australian Government Department of Education. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). ACECQA. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Australian Institute of Aboriginal and Torres Strait Islander Studies (2025, March 28). Map of Indigenous Australia. AIATSIS. https://aiatsis.gov.au/explore/map-indigenous-australia

Bangarra Dance Theatre. (2015). Bangarra education resources Mutton Bird [Video]. YouTube. https://youtu.be/o-PV98Oshkc

Dance Teaching Ideas (n.d.). Creative Dance-Play for Early Childhood. https://danceteachingideas.com/creative-dance-movement-for-toddlers/

New, D. (2009). Listen [Video]. NFB. https://www.nfb.ca/film/listen/

Ungunmerr, M.R. (1988). Dadirri, Inner Deep Listening & Quiet Still Awareness - Miriam-Rose Ungunmerr.

https://vucollaborate.vu.edu.au/content/enforced/1816406-ECE2008-1-2023-HWB-151670/Dadirri_Handout%20(1)%20(1).pdf?ou=2253526

UNICEF. (2019). Is your baby getting enough music? [Video]. Youtube. https://www.youtube.com/watch?v=gIwhGbnY_uI

Allara. (2018). Wala is life [Song]. YouTube. https://youtu.be/1XACgej9L80

Wallin, M. L. (2019). Let's Play Outside: The Importance of Pretend Play in Natural Settings. Community Playthings. https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings#:~:text=When%20children%20are%20given%20the%20time%20and%20space%20to%20play,to%20cognitive%20and%20linguistic%20growth.

Wilson, R. A. (2018). Nature and young children: Encouraging creative play and learning in natural environments (3rd ed.). Routledge. https://go.openathens.net/redirector/vu.edu.au?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2Fmono%2F10.4324%2F9781315148533%2Fnature-young-children-ruth-wilson

Wooten, V. (2013). Music as a language [Video]. YouTube. https://youtu.be/2zvjW9arAZ0