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In the children’s growth, they need to learn language, which could help them to communicate with other and express themselves. In early childhood education, listening and speaking are main methods for children to develop their language. According to Edwards, Gandini& Forman (2011), the idea of “The 100 languages of children” is originated from the Reggio Emilia approach. That focuses on numerous ways how children could express themselves, explore their surrounding and learn from the environment. In the 100 languages, there are many ways expressing their language, like oral speaking and nonverbal behaviors. In the Reggio Emilia method, educator think that children have various ways of thinking, understanding, expressing and playing. The "100 Languages of Children" cover a diverse array of activities and forms of expression. These encompass a broad spectrum of ways through which children can communicate and learn.

In this journal, it will explore the 100 languages of children from six entries. It will discuss the language from material and sensory play, how the music and movement show the language in children’s world, the booking reading helping children to develop their language ability, how art and painting express the children’s language, the natural environment contributing to language acquisition devices, and finally the various language culture. This exploration aligns with the principle of EYLF in Australia, which emphasis the significance of play-based learning and pedagogical learning, and comprehensive development of children.

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The Hundred Languages Illuminated Poem By: Sarah McRoberts

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An entry into music and movements (listening and expressions)

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An entry into music and movements (listening and expressions)

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Music plays an important role in early childhood education. In the early childhood education, music is a predominant approach in play-based learning. “A, B, C, D, E….” the alphabet song is a normal learning song for children. Through repeating and rhythmic melody, children have learned and remembered their first song in their lives. Children could engage in music and learn various knowledge from music. When they are listening the music, they have the natural ability to catch the main points from music. As Fellowes and Oakley (2011) said listening is a deliberated and intentional behavior that engages cognitive process connected to the brain’s handling of sounds, formation of language, and comprehension of meaning. Children receive information from listening music, and they sense and feel from rhythms, which hit their inner heart and stimulate their emotions.

Exploration:
For example, my sister really likes the song called “Baby shark”. whenever she hears this song, she can’t help but sway along. The music is a kind of language to transform the emotions to her. And she also moves and reacts to the music language by expressing them physically, which is self-expression. The movement and dance enhance children to communicate through their bodies. They express their feeling and senses via gesture and movement, which also demonstrates their inner personality and inner world.

Reflection:
Music is an interesting language to intrigue children’s attentions. According to Harman (2008), movement is a nonverbal expression and communication for children. In most of time, music is a kind of receptive listening for children and movement convey children’s expression. But sometime music is also a communication language for children to share their moods with peers. What’s more, music could also develop language acquisition. Through repetition and rhyme, it is easier for children to understand the components of spoken language, such as sound patterns, structure of sentences and meaning of various words (Fellowes and Oakley, 2011). The repetition of words in the music reinforces children’s memory. The reaction to music shows their attitude and express their feeling to others.

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Nursery Rhymes for Babies - Moonbug Kids

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Wheels on the Bus | Cartoons & Kids Songs | Moonbug Kids - Nursery Rhymes for Babies

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Painting is a remarkable language to enhance children to develop their emotional, creative, cognitive and social abilities. In the exploration of painting, I find children are easily attracted by colorful objects. They are curious about color, shapes and tend to use their creativity to create their own art.

Preparation:
According to Pacini-Ketchabaw, kind & Kocher (2016), painting starts with vibrant tempera. Children are engaging in painting world, mobilising their imagination and creativity. They are  creators and designers to make their own decisions. Pacini-Ketchabaw, kind & Kocher (2016) state that in the early childhood teaching, it focuses on practice and creativity, rather than control and conformity, and Painting, as a form of practice, transcends our individuality and the act of painting itself, sparking new connections and creativity. The purpose of painting is not directing to the final artwork. It mainly emphasizes how children through painting communicate with themselves and connect with the world. Their artwork reflects their inner world and also demonstrate their self-communication through the process of painting. What’s more, the painting is also a reflection of children’s understanding of being, belong and becoming (EYLF).

Exploration:
For example, my younger sister who is 5 years old likes drawing and painting. In her painting, there are always family members. She is youngest in our family. Whenever you point the little girl in her painting and ask her who is she. She definitely says “it is me, sister”. Children understand their roles in the family, expressing their close connections with family. The moments that touch their hearts are captured in their painting. Painting is also a good language to express some ideas and feeling that children don’t want to say out loud.

Reflection
Thus, painting is a powerful and significant language in children’s growth development. It enhances cognitive development by managing their own decisions and their own understanding towards to their lives and their connections. Besides, it is also a effective and creative approach to express themselves and emerge some new ideas and innovations. As Manning (2009) states, the body, the senses, and the world come together to generate fresh experiences.

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Storytelling
I choose a book called “We are Australians”. In this book, it represents the right and responsibility for Australians. It emphasizes the First Nations perspective by storytelling, which foster a sense of identity and belonging (EYLF). This book highlights the experiences of First Nations people in Australia and tells the movement of Australian culture. How to make up of Australian culture and celebration have been seen in this book. This educates the responsibility of Australians on social interaction and cultural protection. In the book, it said “to know our history, to connect with the people who live here for thousands of generations. That focuses on teaching children how to respect the Aboriginal culture and interact with them to protect the cultural diversity.

What’s more, this book also represents some vivid picture. One of the pictures shows a group of people with different skin colors standing in a row, barefoot to feel the land we all live in together, which encourages children to appreciate the natural world and understand how different cultures view their relationship with it. Even though they have different skin colors, they live in the same land and need to respect each other.

Reflection:
The books are an effective way for children to learn literature language and engage in the storytelling. They will have a positive attitude on knowledge learning. Through these stories, children learn about the rich history and cultural heritage of Indigenous communities. They get used to find a proper way for them to learn about culture. The picture and easy words combination could enhance the input of knowledge and language.

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When sun rise, we know the new day start. With the sound of birds chirping, we are waking up. Exploring the nature has been a significant experience for early childhood learning, which provides an engaged and profound way for children to communicate with the world and use their sight to learn in the nature.

Theory preparation:
Learning how to listen the nature sounds is a good way to develop children’s cognitive ability. In this exploration of nature, I will take a listen walk to sense and feel the sounds in nature. According to Gallagher et.al (2017), the listening walk is a pedagogical approach that encourages individuals to concentrate on their own sense of hearing. This method disrupts people’s typical sensory habits, prompting them to scrutinize the often overlook habits of attention.

Exploration:
I walked on the nature way near my home. There is large forest over here. I walk on the way, trying to use my hearing, my sense to feel the sounds of nature. I hear the sounds of gentle rustling of leaves, the wind whistling through leaves of trees and birds chirping. I was running to sense the sounds of wind, and the wind is whistling through me. I can clearly hear the big sound of the wind. My sister was riding her bicycles, the wheels of the bike whirred against the gravel on the ground.

Reflection:
The nature serves as a teacher, which helps me to exactly sense the nature language. It is a space for children to explore, observe and interact with natural world. Gallagher et.al (2017) state that children’s walking and running are the behaviors through which they could learn specific knowledge. Engaged ourselves in the natural environment teaches us the science of the nature. children could physically understand the movement of these plants on different seasons. They could learn math such as measurement, distance, and length. They could use their body to tell and measure these usual objects for them. As Holdom (2018) said, children are natural scientists, who also have the nature on literature learning in the natural environment.

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According to Pacini-Ketchabaw, kind & Kocher (2016), encounter and engagement with material is a crucial pedagogical teaching method in early childhood education. In the children’s growth, nature and environment contribute to their holistic development environment. In children’s language learning development, they will receive many sounds and information from their surrounding and environment, and sense various materials in their lives. Based on these movement, they foster understanding of various materials, which are connections and communication ways with the society and the world.

Exploration:
For example, clay is a normal material in our environment. We will encounter it on a daily basis, either direct or indirect means. Children could play clay to sense the color of different texture clay, feel softy and hard, understand that clay is shapable. I made a video to bring clay into studio environment and to explore its color, its smell, its texture and malleability. In this video, I made an experiment on clay. I found I could change the shape of clay, add water to change the texture of clay, and even use some addition and decorate clay.

Reflection on video

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An entry into Aboriginal language and Indigenous language

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An entry into Aboriginal language and Indigenous language

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According to Fellowes and Oakley (2014), Language variants can exist between speakers of the same language, such as English. In the long history, English variation experiences a long period changes but the original kinds still need us to study and preserve. Aboriginal English is a form of spoken English in Australia. Fellowes and Oakley (2014) state that people in different regions tend to speak different kinds of English, which represent the diversity of language. According to Verdon and Mcleod (2015), factors related to the primary caregivers' utilization of an Indigenous language and the degree of isolation within a community were discovered to have a correlation with increased levels of preservation and continuity of Indigenous languages. The communication frequency and regions contribute to the use of language. This is because of the isolation of Aboriginal people, their language could not be use frequently. Aboriginal languages are treasure on cultural knowledge, which passed down through generations. To raise the awareness of children on Aboriginal language could help them to realize the concept of culture. The linguistic richness and complexity of Aboriginal languages reflect deep connection to the land, spirituality and history.

To encourage children to learn about aboriginal language could increase children’s cultural awareness. They are curious about exploring their customs, art, music and dance. The variety of aboriginal art and culture could enhance the children language skills development. After understanding their culture, they could foster a responsibility on respecting and protecting their language. They could increasingly recoginize and respect others’ feeling and develop their ability to interact with others (EYLF).

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In this journal, I discuss about the 100 languages of children. Languages of children can be various kinds and formats in their lives. This journal has been a profound exploration and experiment of diverse approaches on how children could express themselves, learning language from these methods, and connect them with nature and the society. There are six entries for the exploration. In the language of music and movement, children could cultivate emotional connections and social interaction through rhythm and repetition. The language in nature allow children to connect them with nature and find the nature science. Through aboriginal language, children could develop their sense of culture and raise the awareness of cultural identity. The book “We are Australians” could help children to discover the perspective of first nation and figure out being, belonging and becoming in the society. The 100 language of children stimulate the educators that children are natural scientist and musician. They have their own expression and learning approaches on language learning. Understanding the diversity of language of children enhance the development of language of learning for children.

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Edwards, C, Gandini, L & Forman, G. (2011). The hundred languages of children: The Reggio Emilia experience in transformation, 3rd edn, ABC-CLIO, LLC.

Fellowes, J & Oakley, G. (2014). ‘Understanding oral language’, Language, literacy and early childhood education, 2nd edn, Oxford University Press, South Melbourne, 16–45.

Gallagher, M., Prior, J., Needham, M., & Holmes, R. (2017). Listening differently: A pedagogy for expanded listening. British Educational Research Journal, 43(6), 1246-1265.

Harman, M. (2008). Music and movement-instrumental in language development. Early Childhood News.

Holdom, J. (2018). Science, technology, engineering and mathematics learning through the lens of Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. He Kupu (The Word), 5(3), 1-11.

Manning, E. (2009). Taking the next step: Touch as technique. Senses and Society, 4 (2), 211– 226.

Verdon, S., & McLeod, S. (2015). Indigenous language learning and maintenance among young Australian Aboriginal and Torres Strait Islander children. International Journal of Early Childhood, 47, 153-170.