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https://youtu.be/9IO9OnKFHjI Children used their voices, loose parts and simple instruments to explore the sound of wind. They shook containers with rocks, shells and rice in the air to copy how wind moves, made “whoosh” sounds with their breath, and used their hands to create gentle rhythms. We talked about how wind can sound soft or strong, and children created their own wind sounds together.

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1. Show children a short video or photo of trees swaying in the wind (from the Flagstaff Gardens visit).Ask: “What does the wind sound like?”   2. Invite children to make soft “whoosh” sounds using their breath.                                                                                                3. Introduce loose parts to create wind-like rhythms together.Combine all the elements (breath, movement, instruments) to form a group “wind song.”

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a, Materials:Loose parts: Shakers, containers, bottles, rocks, shells, Wind video or photo (from AT2)Outdoor space.

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This music activity was developed in response to my Assessment 2 experience at Flagstaff Gardens. During the visit, I observed that the children were calm and focused as they watched the trees sway and listened to the gentle wind. The natural soundscape helped them feel calm and curious. This inspired me to design a music session that would help children reconnect with those sensory memories through creative expression.

Wilson (2012) explains that “attending to the sounds of nature (produced by rain, wind, insects, birds, etc.) can sharpen listening skills” (p. 81). She also highlights that “music and movement experiences are vital to children’s healthy development” and that “outdoor settings provide an ideal place for children to experiment with musical and movement expression” . Similarly, Benedict and Schmidt (2017) state that “when music is integrated into early learning, it can support attention, memory, and emotional regulation”. These perspectives show that combining nature with music supports children’s sensory learning, emotional development, and expression through sound and movement.

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Outcome 4.1: Children develop creativity, confidence and curiosity through play and exploration.Outcome 5.2: Children use music and other media to express meaning and communicate ideas.

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https://youtu.be/m4BTJM6OS7c Children explored how wind moves by using scarves and ribbons and whole-body movement. They moved slowly to represent a gentle breeze and quickly to show a strong gust. We played a movement game where one child led as the “wind,” and the other followed their actions. To understand the experience, we created a small “wind maze” using chairs, and the children ran through it like the wind, exploring direction with their bodies.

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1. Show a short video or photo from AT2 showing trees moving in the wind.2. Use body movements to represent wind:Children take turns being the “wind” (leader) and the “follower.” 3. Use scarves and ribbons and move to music:Slow music = soft wind, Fast music = strong gust 4. Set up a simple “wind maze” using chairs for children to float through like the wind. 5. Cool down with deep breaths and gentleness.  

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a, Materials:Scarves, ribbonsObstacles chairsCalm and fast-paced musicAT2 video or photo (trees moving in the wind)                                                                                                              

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This movement activity was inspired by my observations during Assessment 2 at Flagstaff Gardens. I noticed that the children became excited when they felt the wind and saw how it moved the trees and leaves. They began to spin, sway, and move their arms naturally, imitating the wind. I created this session to support their expression of that experience through creative movement.

Wilson (2012) notes that “outdoor settings provide an ideal place for children to experiment with musical and movement expression” (p. 83), and that “play contributes to children’s emotional development” (p. 1). This highlights how outdoor movement supports wellbeing and confidence. Vecchi (2010) also states that “movement is a form of language that communicates emotions, sensations, and ideas”, showing how physical play allows children to express their thoughts and feelings.

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 Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience and agency. Outcome 3.2: Children take increasing responsibility for their own physical wellbeing. Outcome 4.1: Children develop dispositions for learning such as curiosity, creativity, and enthusiasm through movement.

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https://youtu.be/-KgAXqThqtI Children explored emotions by becoming “statues” in response to nature-based situations. They looked at photos of trees and natural environments, then used body language and facial expressions to freeze in poses that matched different feelings, such as happiness, anger, or tiredness. This activity helped children express emotions without using words, supported their emotional awareness, and encouraged empathy. It was a playful and imaginative way to explore feelings through drama.

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1. Begin with a short story prompt:“Imagine we’re in the park… there’s wind, trees, birds, maybe a dog running past. How would you feel?” 2. Explain the “Statue Freeze” game: “I will call out a feeling or scene, and you will become a statue. 3. Show the emotion with your body and face, but stay very still!”“When I say FREEZE — you stop and hold your pose!”Call out nature-based scenarios and emotions. For example:“Wind blowing on your face” → arms out, eyes closed“You see a butterfly” → happy face, gentle hands“It starts raining” → crouched pose, pretending to hide“You step on something squishy” → silly face 4. Invite children to lead and suggest their own prompts.End the activity with a calm group pose.

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a, Materials: Open outdoor space, music (optional)

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This activity was developed in response to the emotional reactions I observed during my Assessment 2 visit to Flagstaff Gardens. Some children showed joy and excitement, while others appeared calm and thoughtful. I created this experience to help them explore and express these feelings through pretend play and dramatic poses. Using drama gave children a safe and playful way to communicate emotions through their bodies. Meyers and Berk (2014) explain that “make-believe appears to play a role in children’s emotion regulation”, which supports the use of drama to build emotional understanding.
This activity supports EYLF Outcome 1.2, as children showed confidence and creativity through role play; Outcome 3.1, by helping children recognise and respond to emotions; and Outcome 5.1, as children used facial expressions and gestures to communicate during pretend play.

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Outcome 1.2: Children express confidence and feel safe to share their ideas.
Outcome 3.1: Children explore and manage emotions through pretend play.
Outcome 5.1: Children use body language and gesture to express ideas and feelings.

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FINAL REFLECTION:

This project helped me understand how music, movement, and drama can support young children’s emotional expression, creativity, and wellbeing. I learned that natural environments—such as Flagstaff Gardens—can inspire children’s imagination, engage their senses, and create meaningful opportunities for play. I observed how children used their bodies and voices to communicate, especially when exploring natural elements like wind.

By connecting movement, sound, and drama with real-life experiences in nature, children were able to express emotions, tell stories, and build stronger connections to place. This experience has strengthened my confidence as an educator in using the creative arts to support self-regulation, identity, and holistic learning. I now feel more prepared to design learning experiences that are open-ended, flexible, and based on children’s interests and their environment.

What Went Well
Children were highly engaged throughout all three activities, particularly when they could connect their movements or sounds to nature—for example, pretending to be the wind or expressing emotions like a “happy tree.” The use of natural materials and the outdoor setting supported a calm, curious, and creative atmosphere. Children also showed confidence when leading parts of the experience, such as taking on the role of the “wind” or suggesting their own statue poses.

What Didn’t Go as Planned

In Activity 1 (Wind Song), one child became overstimulated by the louder instrument sounds and needed support to re-engage calmly. In Activity 2 (Wind Explorers), some children moved too quickly and needed reminders to stay safe and focused during the movement game. In Activity 3 (Emotion Statues), a few children found it challenging to freeze and hold poses. They required extra modelling and encouragement to participate fully.

What I Would Do Differently Next Time

Begin each session with calming breathing or a grounding routine to help children settle before starting energetic activities.

Provide more visual prompts and clearer modelling to support children who need help with imaginative expression.

Allow more time for reflection after each activity so children can share how they felt and what they experienced.

What I Learned About My Role as an Educator

Children enjoy learning through nature and the arts, especially when they have freedom to explore.

My role is to provide open-ended materials, observe carefully, and support children’s ideas without taking control.

Scaffolding can mean giving children time and space to think, and using the environment to support their learning.

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Benedict, C., & Schmidt, P. (2017). Music and the arts in early childhood. In E. Wood (Ed.), The SAGE handbook of play and learning in early childhood (pp. 243–258). SAGE Publications.

Meyers, A. B., & Berk, L. E. (2014). Make-believe play and self-regulation. In E. Wood (Ed.), The SAGE handbook of play and learning in early childhood (pp. 1–13). SAGE Publications.

Vecchi, V. (2010). Art and creativity in Reggio Emilia. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation

Wilson, R. (2012). Nature and young children: Encouraging creative play and learning in natural environments (2nd ed.). Routledge.