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I begin by acknowledging the Traditional Custodians of the land on which we gather today, and pay my respects to their Elders past and present. I extend that respect to the Wurundjeri people.

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Gameplay:

The first person starts by creating a simple movement and sound that represents the beginning of a story. For example, they might flap their arms and whistle to represent a bird.

After performing their movement and sound, the first person then passes the story to the next person in line by making eye contact or a gesture.

The second person continues the story by adding their own movement and sound, building upon what the first person started. For instance, they might stomp their feet and hum to signify a thunderstorm.

This process continues as each participant adds their own movement and sound to the evolving story, passing it along to the next person in line.

Participants can use their creativity to introduce characters, settings, events, and emotions through their movements and sounds.

Encourage participants to listen and observe carefully to maintain the continuity of the story and adapt their contributions accordingly.

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I aim to develop a dynamic and interactive storytelling method that involves participants in a collaborative and imaginative journey. This activity stimulates creativity, improves communication skills, and cultivates a sense of connection and unity among participants. Together, they collaboratively craft a distinctive and evolving story using movement and sound.

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Gather Inspiration:

Find a quiet space to listen to a variety of soundscapes or recordings

Focus on the sounds and try to visualise what you hear. What colours, shapes, or patterns come to mind?

Choose Your Sound:

I use instruments around my house to create sound.

I also use recording of animal sound.

Start Drawing:

On a blank sheet of paper, begin to draw what you hear. You can choose to draw abstract shapes, patterns, or even more literal representations.

Try to translate the sound into visual form. For example, if you're drawing the sound of rain, you might use wavy lines or dots to represent the droplets.

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Allowing children to draw what they hear enables them to express themselves creatively, irrespective of their visual or auditory abilities. The vibrations of the sound enable everyone to feel and visualize it, bridging the gap between sound and visual art. This activity provides a unique and interactive platform for children to explore the relationship between sound and visual expression, while also enhancing sensory awareness, creativity, and inclusivity. Engaging in the act of drawing and experiencing the textures of different drawing materials offers a tactile and stimulating experience. This workshop is adaptable to meet various needs and abilities, making it an inclusive activity that encourages understanding and empathy among all participants.

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Gameplay:

A child picks a picture card or object without showing it to others.

The child then acts out the action, animal, or object depicted on the card using movement.

Encourage the child to use the textured mats or surfaces to enhance their movement and sensory experience. For example, they might walk like a bear on a soft mat or slide like a snake on a smooth surface.

Optional: Other children can guess what the actor is portraying or join in the movement.

If using musical instruments or sound-making devices, the child can also make sounds to give hints to the other players.

Rotate turns among the children so that everyone gets a chance to act out and guess.

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I believe that a sensory-friendly charades game designed for children with disabilities could be a fantastic way to stimulate their senses and promote movement in an enjoyable and inclusive way. This game encourages sensory exploration through touch, sight, and sound, while also enhancing motor skills and coordination. As everyone seemed to be enjoying the activity, my goal was to create an inclusive and engaging experience that not only stimulates their senses and encourages movement but also fosters social interaction.

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I developed these activities based on the theories explored in my Assessment 2, where I emphasized the crucial role of nature in children's development. In my music activity, I utilized sound and music to create an immersive experience where participants could close their eyes, listen deeply, and envision the sound through drawing. My goal was to design an inclusive activity that engages all senses, even for children with hearing disabilities who may not hear the sound but can feel its vibrations. Expressing sound through art offers a unique way to experience it, as "Line in art could be seen as similar to melody in music" (Hanna, 2016).

While emphasizing the importance of nature in child development in my assessment, I recognized that not all children have easy access to natural environments due to allergies or disabilities. Therefore, I aimed to bring nature to them through my activities, encouraging them to look at and think about nature in new and meaningful ways. This approach is particularly important as "The process of colonizing the land and its people resulted in the land being stripped of any sense of agency or role in the lives of Aboriginal people" (Hamm, 2015). Each activity I created incorporates elements of nature, whether it's the sound of water or simulated tree branches, to reconnect children with the natural world and its significance.

In my drama activity, I focused on stimulating children's imagination, as mentioned in my Assessment 2: "The imaginary world of children helps them learn many critical concepts about the world that we call 'real'" (Wilson, 2018). By encouraging children to explore their imaginary worlds, I aim to foster their creativity, problem-solving skills, and understanding of complex concepts in a fun and engaging manner.

Moving forward in my career in early childhood education, I plan to continue integrating these insights and practices into my teaching approach. I will strive to design activities that are inclusive, engaging, and meaningful, with a focus on connecting children with nature and stimulating their imagination. By creating learning experiences that cater to all senses and abilities, I aim to foster a supportive and enriching environment where every child can thrive and develop a lifelong love for learning. Additionally, I will continue to explore and incorporate theories and research to ensure that my teaching practices are evidence-based and effective in promoting holistic child development.

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I had the wonderful opportunity to have my friend's nieces and nephew participate in my activity, and it was clear that everyone was thoroughly enjoying themselves. The activity was not only fun but also taught me the importance of engaging all senses to create a more inclusive experience. However, I did face challenges in coming up with activities and managing my time, which made it difficult to complete my assessments promptly. Recognizing the need to improve my time management skills, I plan to create a detailed schedule to ensure punctuality, as I believe that being timely is essential for students to see me as a role model.

During this unit, I gained a deeper understanding of the difference between listening and hearing, a distinction I had never considered before. While working on Assessment 2 during a trip to Newcastle, I took the time to truly listen to my surroundings, noticing subtle details like the rustling of leaves and the gentle gusts of wind. This experience was truly eye-opening, revealing the beauty of "nature's melody" to me in a way I had never appreciated before. Moreover, this unit prompted me to consider how each student experiences their senses differently, challenging me to think more critically about how to incorporate all senses into every activity.

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

In my future practice of early childhood education, I plan to apply the insights and skills I've gained from this unit to create more inclusive and engaging learning experiences for my students. By developing a detailed schedule and honing my time management skills, I aim to be more punctual and reliable, setting a positive example for my students. Additionally, I will strive to incorporate activities that engage all senses, fostering sensory awareness and appreciation for the world around them. By embracing the principles of inclusive education and recognizing the individual experiences of each student, I hope to create a supportive and enriching learning environment that encourages curiosity, creativity, and lifelong learning.

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Hamm, C. (2015). Walking With Place: Storying Reconciliation Pedagogies in Early Childhood Education (Vol. 40, pp. 56–66). Canadian Children JOURNAL OF THE CANADIAN ASSOCIATION FOR YOUNG CHILDREN . https://research.ebsco.com/c/6kr4lr/viewer/pdf/73npiks3mz?route=details

Hanna, W. (2016). The children’s music studio : a Reggio-inspired approach. Oxford University Press. file:///Users/huynhlephuongvy/Downloads/EBSCO-FullText-2024-04-15.pdf

Wilson, R. (2018). NATURE AND YOUNG CHILDREN : encouraging creative play and learning in natural environments. (pp. 1–18). Routledge. https://vucollaborate.vu.edu.au/content/enforced/1816406-ECE2008-1-2023-HWB-151670/Nature_and_Young_Children_Encouraging_Creative_Pla..._----_(Chpater_1_Children_creative_play_and_the_natural_environment)2.pdf?ou=1945814