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3) Did my experience turn out the way I planned or wanted it to turn out? Was it expected? What possibilities for moving with children were generated through your experience:                                                               Word summary of your curricular experience:

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3) Did my experience turn out the way I planned or wanted it to turn out? Was it expected? What possibilities for moving with children were generated through your experience:                                                               Word summary of your curricular experience:

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Inviting and allowing children to express there feeling and emotions in play through the use of chalk individually and collaboratively turned out the way I thought it would. I expected the children to come and draw pictures, lines, shapes and show me how they were feeling and how there bodies were moving in the space around them. What I found surprising was this one child who started interacting with another little child just by writing his name on the floor. The little child that was watching the older child write his name picked up a piece of chalk and started following him. Possibilities and opportunities that were gained from this experience from me as an educator was how quickly children learn from observing and watching other children. I believe that chalk develops and helps grows children’s fine motor skills, language, memory and concentration as well as allowing children to express themselves without being wrong or right.

I believe that it is important to my practice as an educator to think about children’s movement as supporting children’s collective doings because chalk allows children to be themselves, and be free to draw things as big or little and let there imagine come to life that little bit more than drawing on a piece of paper. Playing with chalk allows children to connect with other children by drawing pictures together, writing their name together or even drawing straight lines and squiggles together. It also allows them to be independent and find out who they really are as an individual and experience how their body moves and how their hands move, maybe something that they have never felt or witnessed before.

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2) Reflecting on what worked and what didn’t work:                                           Word summary of my observations: 

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2) Reflecting on what worked and what didn’t work:                                           Word summary of my observations: 

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After my curricular experience with the children playing together and individually with the chalk, I gained a significant insight and knowledge about how children draw and create something special and unique to them as individuals, even if it was just a straight line. Through watching and observing the children interact, play and draw with chalk, I believe that creative play is important for early childhood children. Creative play is known as any play that promotes self expression and uses imagination as the basis of the play. Creative play can be done in numerous ways such as art, chalk, construction, movement (dance), pretend or dramatic play, role play (dress up).

Creative play is important for children to learn to express their emotions, ideas and to develop their sense of identity. I believe that my question, ‘how does movement support children’s collective doings’, relates to my activity and approach to understanding movement. This is because playing and expressing feelings and emotions with the chalk, allows children to express themselves and learn independently at their own pace as well as learning and developing from other children. For example, at placement one child was watching and observing another child write his name on the floor, and then the child observing was copying what the older child was doing. My activity and question has all different possibilities for children’s learning. This includes, enriching relationships through social interactions, developing language skills, encouraging speech and always building there vocabulary. As young children can’t explain things verbally, they need to rely on non verbal communications methods such as gestures like chalk writings and pictures. In order to do this, they need to think through their actions so they can communicate this explanation which also helps develop their cognition.

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1) Setting the scene, where are you?, how many kids do you have?, Materials... How does your curricular experience link to your movement question, as well as the design of your experience: 

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1) Setting the scene, where are you?, how many kids do you have?, Materials... How does your curricular experience link to your movement question, as well as the design of your experience: 

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At Deer Park Library I would like to pay my respect and acknowledge the Traditional Owners of country throughout Australia and recognise their continuing connection to land, waters and culture. We pay our respects to their Elders past, present and emerging. When entering into the library, on Tuesday the 11th of June I noticed the environment and space around me before the children arrived. It was quiet, still and not a lot going on. Children and their parents slowly came through one by one. On this day there was around 20 children so I decided that it was a good week to pay attention to how movement happened through my invitation with chalk. I started the lesson by noticing how the children move in the outdoor space with the materials they were given. Materials that I supplied for them included all different colours of chalk which then my invite allowed their little creative minds, movement and body get to work. I believe that my chalk idea links to my movement question because using chalk allows and moves children bodies and ideas in all different ways. It allows children to think and work individually as well as collective. I believe that drawing with chalk on the floor encourages children to solve problems creatively. When children draw, they must determine the best way to connect body parts, portray emotions, and depict specific textures. As I was observing the children i was closely paying attention to how movement happened and how it was different from normal movement in the space. Movements that I noticed that I haven’t noticed before was the children developing color recognition, sorting and matching skills. When observing, most parents were asking what shape, number or letter they were drawing. I noticed children moved from place to place drawing and creating multiple pieces of artwork, some just drawing lines with different colours. Children have so much fun and they don’t realise they are learning!