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Short summary of my experience. Title of the experience: all children created an animal sounds by their own ways.

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Short summary of my experience. Title of the experience: all children created an animal sounds by their own ways.

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First, I introduce the children to the sounds of animals in nature and introduce familiar sounds first. Examples are the sounds of wild animals such as lions, tigers and snakes in the wild. In addition, familiar animals such as dogs, cats, chickens, birds, and ducks. Moreover, animals that have become extinct like dinosaurs, for example. I wonder if anyone knows what dinosaurs sound like? and some boys were very interested in pretending to make dinosaur sounds, but the girls didn't know very well, so I borrowed a toy dinosaur from the center to let the child hear the sound of the dinosaur. What are dinosaurs like and why, when the children finished listening, I invited each of them to imitate the sounds of your favorite animals in the wild, farm animals, domestic animals or extinct animals.

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Learning about sound of animals that can teach children some knowledge of nature and that will relate to my assessment 2 when I explored my garden.
Appreciate nature: Understanding and capturing animal sounds can foster a deeper appreciation for nature. It connects them to the world outside their surroundings and helps them develop empathy and respect for other living creatures.
Imagination and Creativity: Capturing animal sounds will encourage imaginative and creative play. Children can pretend to be different animals, creating their own stories and scenarios, helping to enhance their cognitive development.
Language development: Learning dynamic sounds can support language development. It introduces new words and helps children associate sounds with specific animals, helping to strengthen their language skills.
Listening skills: Recognizing and imitating the sounds of objects helps train children's listening skills. It encourages children to pay attention to the nuances of different sounds and helps them become more attuned to their surroundings.
Social Interaction: Decoding the sounds of objects is a fun social activity, especially when done with friends or family members. It accomplishes bonding and cooperation as children watch the dreamy sounds and look forward to seeing which animal is being imitated.
Scientific understanding: Exploring animal sounds can also serve as an introduction to basic biological and ecological concepts. Children can learn about the diversity of animal communication and how different species use sounds to communicate with each other.
Overall, learning about animal sounds is a fun and educational experience that stimulates different aspects of a child's development, including cognitive, language and social skills.

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Learning outcome 4 :exploration of natural environment and children are confident and involved learners. Practices and principles.

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Learning outcome 4 :exploration of natural environment and children are confident and involved learners. Practices and principles.

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Understanding animal sounds connects children with the natural environment, which is an important aspect of the EYLF. It encourages curiosity, exploration, and respect for the living world.
Practices: play-based learning and intentionality and learning environment.
Principles: secure, respectful and reciprocal relationship.
Learning outcome 4.
4.1 Learning dispositions including curiosity, self-assurance, teamwork, creativity, passion, persistence, imagination, and reflexivity are developed in children.

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Expected:
The activity went well when the children listened and followed what I said and were also very interested in imitating the sounds of animals, for example, dinosaur sounds or the sounds of animals in the house. pets such as dogs, cats, and birds. In addition, they are also very happy to both imitate the sounds of animals and follow the actions of those animals combined with making animal sounds. I feel that the children in my class, they like wild animals more than domestic animals because most of the children in my class are boys so they are more interested in wild animals, domestic animals. Deeper in the woods are cats, chickens and dogs.

Did not go as expected:
It's quite difficult to gather children in groups because some of the children in my class are special and have depression, cannot control their actions when they don't like it, sometimes throwing things at them. educators. Most of them often spend their time alone and refuse to join the group when I do an activity for them, so I need the help of another educator in the class to make the activity go better. I also encourage each child to create their favorite animal sound to create a lively sound as well as explain why they like this animal sound. Some children are very shy and can't even make sounds because they don't like it, as well as having depression and autism, so these children now need special support from a special educator. But, fortunately, the day I did the activity, it was not too difficult because there was the help of an educator in the room, so the activity went quite well because that day there were only 2 educators: 1 was me and the other was an educator. Another teacher did also help me take pictures and videos for the activity.

Do different things next time:
Explore musical instruments
Materials needed:
Various types of musical instruments (e.g. drums, tambourines, xylophones, shakers, bells).

Instruct:
Set up a designated area with a variety of musical instruments.
Invite children to freely explore musical instruments without talking. Encourage them to use their hands, feet, and other body parts to interact with the instrument.
Play soft background music to create a calming atmosphere.
Encourage children to experiment with different ways of making sounds with each instrument. They can touch, shake, hit or strum them to explore different sounds and rhythms.
Encourage movement by incorporating simple rhythmic activities, such as clapping or stomping your feet, while interacting with musical instruments.
Observe children as they explore musical instruments. Pay attention to their expressions and movements to gauge their level of engagement and enjoyment.
After a while, gather the children together and lead a group activity in which they play musical instruments together to a simple rhythm or melody. This can be guided by your actions rather than verbal instructions.
Allow children to continue to explore and play the instrument at their own pace.
Conclude the activity by bringing the group together and acknowledging their participation through nonverbal signals such as clapping or smiling.
This activity encourages children to engage with sound and music in a hands-on, experiential way without relying on verbal communication. It promotes creativity, sensory exploration, and social interaction through nonverbal means.

Engaging with unit content and tasks has broadened my understanding of the significance of music, movement, and drama in early childhood education. Previously, I may have viewed these elements as supplementary or solely for entertainment, but now I see them as integral components of holistic development. Music stimulates cognitive abilities, movement fosters physical coordination and spatial awareness, and drama cultivates social skills and emotional intelligence. Consequently, in my future practice, I will prioritize incorporating these modalities into lesson plans and activities to provide comprehensive learning experiences for young learners. This growth in perspective empowers me to create environments where children can thrive cognitively, physically, socially, and emotionally.

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Short summary of my experience. Title of the experience: free movement by using some animal’s movements in the nature.

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Short summary of my experience. Title of the experience: free movement by using some animal’s movements in the nature.

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For dancing and movement, I created an activity about freedom of creativity for children such as following what the leader said, for example the movement of the chicken and children to create a way of moving or when the child If chickens know how to dance, what will they be like? For this activity, I let the children play in the way they like and my part is to give them some animals to move and imitate the actions of this animal. During group time, I will gather the mixed-race children and begin explaining the rules of the game and what I expect the children to do while participating in the activity. This is magical and dancing. To create a healthy and creative game when they are self-aware and create their own movements and dances when listening to the leader talk about an animal, they must do something with that animal. The game helps children learn to listen and obey what the leader says clearly and not to do things that the leader does not need.

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related to my assessment 2 when I let children create the way they want when I ask children to act out the movements of trees, flowers, birds and animals associated with nature such as rabbits and birds. Many times they will be related to my assessment 2 when I experience my garden and notice some movements of trees, flowers as well as birds flying in the trees. make children feel the connection of nature and nature in this activity make children feel how nature and animals have movements in nature and with their creativity it will bring Nature with many different emotions and colors when they will imitate actions through creating and recreating the movements of trees, flowers and animals and birds in a garden.

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Learning outcome 3: children have a strong sense of well-being. Practices and principles.

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Learning outcome 3: children have a strong sense of well-being. Practices and principles.

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Learning outcome 3.2: Children's growing responsibility for their health and wellbeing is evident when they recognise and communicate their physical needs such as thirst, hunger, rest, comfort and the need for physical activity.
Maintain happiness, health, safety and connection with others.
Engage in increasingly complex motor and sensory skills and movement patterns.
Combine gross and fine motor movements to achieve complex activities such as dance, creative movement, and drama.
Practices:
Practice 5 focuses on creating diverse learning environments, encompassing indoor and outdoor spaces. These spaces should be welcoming, vibrant, and adaptable to various activities. Families are encouraged to contribute their ideas to these environments if desired. Outdoor learning spaces play a crucial role in connecting with nature and the broader learning environment. They should incorporate natural elements like plants, trees, edible gardens, mud, water, rocks, and sand to facilitate open-ended exploration, discovery, and safe risk-taking. Engaging in outdoor learning activities fosters a deeper appreciation for the natural world.
Principles:
Principle 5 emphasizes continuous learning and reflective practice by educators. They should continually improve their professional knowledge and skills to foster deeper connections with the children they work with. Reflective practice helps educators gain a comprehensive understanding of their educational approaches and how they can better support children's learning. Key questions to reflect on include understanding each child's individual needs, identifying theories that can inform their practice, recognizing the challenges they face, and looking for improvements. advance if their current theories do not benefit all children.

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Research has extensively documented the profound impact of music on the developing brain of children.
Moreno, Sylvain, et al. "Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity." Cerebral Cortex 19.3 (2009): 712-723.

Schlaug, Gottfried, et al. "Increased corpus callosum size in musicians." Neuropsychologia 33.8 (1995): 1047-1055.

Hyde, Krista L., et al. "Musical training shapes structural brain development." Journal of Neuroscience 29.10 (2009): 3019-3025.
These studies demonstrate that musical training leads to structural changes in the brain, particularly in regions associated with auditory processing, executive functions, and motor skills. These changes are indicative of the brain's plasticity and underscore the importance of music in promoting cognitive and neural development in children.

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Children expected:
Movement activities are quite successful as children are very interested and show their love through this activity. I have spent part of the activities taking place outdoors and combined indoors to see if children enjoy performing actions more outdoors or indoors. I see children performing actions as well. If you participate in this activity a lot, it is probably indoors because it is group work, so you can benefit the children more than when working outdoors. I will say what children like best when participating in this moving activity is imitating the moving action of trees through using images of trees such as holding the 2 sticks that I made to Helps children easily realize what movement they are imitating. I have 3 items of materials for children. In outdoor activities, I choose 3 children who are interested in 3 of my materials so they can choose and imitate the movements of trees, birds and rabbits. How will they be creative? . The activity goes quite smoothly when children can understand what they are copying the movement of through the use of materials.
Children did not expected:
Activities that take place outdoors are somewhat difficult because some children are not focused on participating in the activity I want in general because they lose focus on an outdoor activity that has many activities in common. want to participate in such as sand courts, slides and activities that take place outdoors, so make sure they are not too involved in the activities I offer so I see that only 1 to 3 children are willing to participate. Others are busy participating in some other outdoor activities. so I can only accommodate 1-3 children to participate in this activity. I also invited other children but some of the children in my room did not like to participate. Most of them were children with special mental illnesses and some of the children could not speak, so that was also the case. It is difficult for me to call everyone to participate in this movement.

However, When I gathered mixed-race children in the house to participate in the exam activity, it was quite surprising that all of them participated in the house because there were no other activities mixed in, so in the house they volunteered to join the group time and they could participate in movement activities that I want them to do such as demonstrating the actions of birds and animals in the wild by using body language to show others what actions they Children can be creative and listen to what the leader wants because the game follows the leader to show agreement and understanding when participating in the action.
Future practice:
In my future practice of early childhood education, I'll integrate movement into every aspect of the learning environment. Whether it's incorporating physical activities into academic lessons to enhance engagement and retention, providing ample opportunities for free play to develop gross motor skills, or structuring daily routines to include active breaks, movement will be woven seamlessly throughout the curriculum. By recognizing the importance of movement in cognitive, social, and emotional development, I aim to create an environment where children can thrive physically and intellectually.
Engaging with the unit content and required tasks has shifted my perspective of movement from being merely a physical activity to a critical component of holistic development in early childhood education. Previously, I may have underestimated the significance of movement beyond its obvious benefits for physical health. However, through this engagement, I've come to understand movement as integral to cognitive, social, and emotional growth in young children. I now recognize that movement facilitates brain development, enhances spatial awareness, promotes self-regulation, and fosters social interaction. Overall, my perspective of movement has evolved to recognise its essential role in nurturing well-rounded development in early childhood.

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Adolph, K. E., & Robinson, S. R. (2015). Motor development. In M. H. Bornstein & T. Leventhal (Eds.), Handbook of child psychology and developmental science: Vol. 2. Cognitive processes (7th ed., pp. 114-157). John Wiley & Sons.

Berger, S. E. (2013). Developing body and mind: Movement. In S. E. Berger (Ed.), Fundamentals of health care for the early years (2nd ed., pp. 126-157). Cengage Learning.

Gonzalez-Moreno, A., & Robledo-Ardila, C. (2016). The role of physical activity in the promotion of psychomotor development. Educacion Fisica y Ciencia, 18(1), 1-15.

These references provide insights into the role of movement in child development, including its impact on motor skills, cognitive processes, and social interactions.

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Short summary of my experience. Title of the experience: created an animal story by using DIY puppets. The story I explained for children was moving eggs from this house through the river to bird’s house.

# data[].attributes.subject
Short summary of my experience. Title of the experience: created an animal story by using DIY puppets. The story I explained for children was moving eggs from this house through the river to bird’s house.

# data[].attributes.body
I have prepared quite carefully for this last activity so that children can create in their own way through playing and creating homemade puppets that I have made and prepared before the day of the activity. this last one. I cut paper and made 10 homemade puppets of animals such as tigers, pigs, rabbits and birds for children to play and create by role playing and pretending they are those animals. In addition, I also briefly explain the rules of the game as well as talk about the content of the story, which is to transport eggs from one house to another. That is to say, my content shows that making a story is a creative process. of the children, they can make their own stories or use the content I give to make a story.

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about making puppets out of paper and related to autumn animals I also want this last activity to also be related to assessment 2 I did before. Because it's about nature, animals, birds, flowers, and leaves, I also want this activity to be somewhat related to nature, so I also created this activity related to nature for children to come and play. the way they want.
Connecting with the natural world: Drama provides a platform for children to explore and connect with nature in meaningful ways. Through pretend play, children can immerse themselves in the sights, sounds and sensations of the natural world, cultivating a deeper appreciation and understanding of their environment.
Drama engages multiple senses and intelligences, providing a well-rounded learning experience. By integrating nature into dramatic activities, children can develop cognitive, emotional, social and physical skills while exploring ecological concepts and environmental stewardship.
Drama allows children to express themselves creatively and imaginatively. By incorporating natural elements into play, children can create stories, characters, and scenarios that reflect their experiences, observations, and feelings about the natural world.
Environmental Awareness and Advocacy: Drama can serve as a platform to promote environmental awareness and advocacy. Through dramatic performances, children can explore environmental issues such as conversation to others or conversation with an image friend.
Engaging in nature-related films can support emotional and social development. It encourages empathy, cooperation and communication as children collaborate with their peers to create and act out scenes inspired by the natural world.

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Learning outcome 5 and practices and principles.

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Learning outcome 5 and practices and principles.

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Learning outcome 5: Children are effective communicators

5.1 Children interact verbally and nonverbally with others for a variety of purposes.

Engage in interesting interactions using verbal and nonverbal language.
convey and build messages with purpose and confidence, building on the understanding of the home/family and community.
react verbally and non-verbally to what they see, hear, touch, feel, and taste.
Use language and expression from play, music and art to share and express meaning.
Contribute your ideas and experiences in play, small and large group discussions.
attend and give cultural cues that show they are listening and understanding what is being said to them.
are independent communicators who initiate conversations in standard Australian English and home language and demonstrate an ability to respond to the needs of their listeners.
interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new insights.
convey and build messages with purpose and confidence, building on the understanding of the home/family and the wider community.
exchange ideas, feelings and understandings using language and expression during play.
demonstrate increased understanding of measurement and numbers by using vocabulary to describe size, length, volume, capacity, and number names.
Express ideas and feelings, understand and respect other people's perspectives.
use language to communicate quantitative thinking to describe properties of objects and collections and to explain mathematical Ideas.
demonstrate increased knowledge, understanding, and skill in conveying meaning in at least one language.
Practices:
Exercise 3: Learning through Play
Plan and implement learning through play
Play is extremely important for children because they can be creative, engage in exploratory activities, use their imagination and improvise.
Social groups are formed through play
When children immerse themselves in play, they have the opportunity to be involved
While playing, children can actively participate together with active support from educators.
Principles:
Principle 5: Reflective practice and continuing education
It is imperative for educators to consistently work toward enhancing and expanding their professional competencies to foster deeper learning relationships with the students they instruct.

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Children expected:
In this drama activity of playing with puppets, children are very attentive and interested in the colorful and fun puppets through images associated with animals in nature such as rabbits, birds, pigs, tigers... makes them creative and interested in playing with puppets. Mostly it attracts girls rather than boys because I do this activity outdoors so some children do not want to participate in my drama activity because other outdoor activities distract them but others girl love playing with these puppets.
Children do not expected:
As I said the children are distracted and some children are not interested in the homemade puppets so they generally refuse to participate in the activities that I want them to play in the drama activity because some of the activities outside Other fields distract them, so if I do any drama-related activities in the future, I'll focus on activities other than using puppets.
Future experience:
Title: “Journey into the forest”
Objective: Encourage creativity, imagination and cooperation through pretend play.
Materials needed:
Open space for movement.
Various props (optional) such as costumes, hats, scarves, cardboard trees,…
Introduction (Set the Scene): Gather the children into a circle and set the scene by telling them that they are about to venture into the Forest.
Create a character: Ask each child to choose a character they want to play on the journey.
Explore and Move: Take children on an imaginative journey through the Enchanted Forest. Encourage them to use movement and gestures to explore their surroundings. For example, tiptoe like a fairy, hop like a rabbit, and sway like a tree in the wind. Use descriptive language to evoke the sights, sounds, and smells of the forest.
Challenges Encountered: Throughout the journey, introduce various challenges or obstacles for children to overcome as their character. These can include crossing a river, escaping from a magical creature, or searching for a hidden treasure. Encourage children to use their creativity and problem-solving skills to overcome these challenges.
Collaborative storytelling: Pause at key moments to let children contribute to the story. Encourage children to use their imaginations to describe what happens next or add details to the adventure. This collaborative storytelling fosters creativity and empowers children to shape the story of their journey.

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Grahame, K. (1908). The Wind in the Willows. Charles Scribner's Sons.
Seuss, D. (1957). The Cat in the Hat. Random House.
Sendak, M. (1963). Where the Wild Things Are. Harper & Row.