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As autumn approaches, I like to encourage children to explore the outdoors and to observe the leaves changing colors. I usually encourage the children to collect nature items such as sticks, leaves, and acorns. I offered the children a sound experience by having them touch and crunch the leaves. They all laughed and giggled as they crunched the leaves in their hands.

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Next, I suggested the children make Autumn Musical Bottle by adding all the items they have collected. The children were excited to see what they could create with their treasures. "Why does the leaf change colour?" - one of the children asked after they saw their collection. The children showed their curiosity and eager to participate in this activity. (EYLF: Outcome 2- Children are connected with and contribute to their world). They filled plastic bottles with different materials that represented autumn, such as dried leaves, rocks, and sticks. We sealed the bottles tightly and shook them, listening to the different sounds they made. I explained to them how this activity combined the elements of sound, music, and sensory play. As they played with their Autumn Musical Bottle, I also took the opportunity to explain to the children the meaning of the natural environment and the importance of respecting the First Nation people on the land they were on.  This helps to develop their communication skills and encourages them to express themselves. “Music at early ages helps children express themselves and share feelings” as Dr Baltagi mentioned.

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As an educator, I have come to realize that music is an essential part of a child's development. The Musical Bottles is a fantastic tool to help children relax and find their inner calm. However, the loud noise generated by the activity can be overwhelming for some children, especially those with sensory disorders. To address this, I plan to take this activity to the next level by transforming the Musical Bottle into a Calming Bottle. The new Calming Bottle will still include all the elements of the original, but with the addition of water and food coloring, it will create a mesmerizing visual experience. Children will be able to shake the bottle and watch the colors swirl around inside, which will help them to focus and calm down.

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How music affects your baby’s brain: Mini Parenting Master Class. (n.d.).  https://www.unicef.org/parenting/child-development/how-music-affects-your-babys-brain-class#:~:text=Music%20at%20early%20ages%20helps

Australian Government Department of Education [AGDE]. (2022). Belonging, being and becoming: The early years learning framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

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During our relaxation time, I introduced the children to the Falling Leaf pose, which is a fun and engaging way to incorporate movement into our session. This movement symbolizes the connection between humans and nature and embodies the principles of balance, harmony, and flow that are central to indigenous cultures. The purpose of this pose was to help the children imagine themselves as leaves, hanging onto their trees, ready to change their colour and fall, and also support the children in well-being ( ELYF: Outcome 3- Children have a strong sense of wellbeing).

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To start, we listened to calming meditation music and began with the mountain pose, where the children stood on both feet, extending their strong arms at shoulder height. Next, I encouraged the children to shift their weight onto their right leg while raising their left leg, still extended to the left, as if they were a falling autumn leaf. The children were then asked to hold this pose for as long as they could, trying to stay strong and still before eventually letting go of the pose and repeating it on the other side. This movement concept provides children with an excellent opportunity to develop their gross motor skills, particularly in balancing. As noted by Deans and Wright (2018), relaxation activities like this give children a chance to learn about their bodies and begin to develop mindfulness.

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Through this activity, I was able to observe the children's development in gross motor skills, noticing that some children struggled with balancing on one leg but persisted in trying until they managed to hold the pose. Overall, this was a great way to help the children unwind while also promoting their physical development.

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Deans, J., & Wright, S. (2018). Dance-Play and Drawing-Telling as Semiotic Tools for Young Children’s Learning. Taylor and Francis. https://danceteachingideas.com/creative-dance-movement-for-toddlers.

Australian Government Department of Education [AGDE]. (2022). Belonging, being and becoming: The early years learning framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

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Leaf Man- Let's create your own Leaf Man.

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Leaf Man- Let's create your own Leaf Man.

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Group time is a fantastic opportunity for children to share their thoughts and feelings with others. As a educator, it's important to help children understand the changing of seasons so they can learn about the world around them. That's why I decided to read "Leaf Man" by Lois Ehlert to the children in my group. This activity will not only enhance their listening skills but also encourage them to use their imagination and storytelling abilities.

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This wonderful book follows a group of leaves as they are blown by the wind across different landscapes. The leaves start out in the shape of a man and take on different configurations as they travel east, west, north, and south, going where the wind blows. From an indigenous perspective, the Leaf Man story also is a reminder of the deep connection between humans and nature. I chose this book because I wanted to help the children understand the changing of seasons and learn about the natural world around them. I could see their excitement building as I read the story, and I encouraged them to use their imaginations and storytelling abilities to envision themselves as part of the leafy adventure. The children were fascinated by the story, and I wanted to encourage them to use their imaginations to create their own leaf person. Meyers and Berk (2014. pg,11) have shown that children who create imaginary characters also show signs of more effective self-regulation, such as understanding others' viewpoints and emotions and self-regulatory self-talk.

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To further enhance their learning experience, I provided the children with a range of natural materials, such as leaves, stones, and sticks, and invited them to create their own unique leaf person. As the children worked on their leaf people, I observed how they collaborated and supported each other, sharing ideas and providing encouragement. Through this activity, the children not only learned about the changing seasons and the natural world but also developed important self-regulation skills. ( ELYF: Outcome 4- Children are confident and involved learners).

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Meyers, A., & Berk, L. (2014). Make-believe play and self-regulation. In The SAGE Handbook of Play and Learning in Early Childhood (pp. 43-55). SAGE Publications Ltd, https://doi.org/10.4135/9781473907850

Australian Government Department of Education [AGDE]. (2022). Belonging, being and becoming: The early years learning framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf