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Location: outdoor play ground

step 1: prepare the instrument for children and natural resources such as leaf, branches

step 2: hazard check outdoor space

step 3: place the experiences on the mat

step 4: engage children freely explore the instrument.

Strategies:

lets children freely explore the instrument and use the natural resources as an instrument to create a rhytms by themsleve.

intentional teaching- passively in showing the instrument and natural resources and lets children out of structure play. Develop child self recognition by saying simple word (slow, fast, quite, etc..) through the play and lets children self control their hand movement.

scaffolding - giving children temporaly support and lets children do their own ways

tone of voice- soft and enagement voice, to promote child confident and self exploration.

According to the observation through sound/music play i can see that children well engage and love to create the sound from the instrument. According to Victor (2013) there is no instruction in playing music, we just feel the music through the environment and learn the language from it. The same as this experiences, children engage with instrument while engaged in the natural environment promoting free- play and self-control which is linked with assessment 2- Mia in the mystery world, the grass, the tree, flower, leaf and many others natural resources could be a part of the instrument for children to explore. According to the EYLF (2022) - learning outcome 5 states that the uses of music to help children develop a wide range of understanding and message of how children feel. Moreover, Children could make their own sounds and rhythms in how they feel and want the sound to become. According to Reggio Amelia's Approach, children are not empty vessels, they are capable and confident in learning. Furthermore, I also give children some temporary words such as (fast, slow, etc.. ) to challenge children's critical thinking, problem-solving, and creativity in their responses through sound and music. From that children could able to express themselves and become proactive in language learning and creativity development. This experience has created a collaboration play and social development with peers as well as future language development. It also builds a great connection with space through music and feeling the environment surrounding. it

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Experiences 2- children engage with sound/music 

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Experiences 2- children engage with sound/music 

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This second experiences arrange for children to play with the instrument from an outdoor space. The experiences give children an opportunity to feel their surroundings while playing with the instrument. Children will experience listening and feeling the instrument rhythms as well as the mixture of the natural environment. Links with the experience 1 children will use the natural resources that they have found to create their music play. We also sing Innanay Capuana as a part of our respect for the land and give our respect to the Aboriginal people for sharing their land and country through music exploration.

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children engage with music and sound (outdoor environment)

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Throughout these experiences, I could see children well engaged and being creative in their language of music. Children prefer banging, tapping, and shaking the instrument. Children love to make noise from the instrument in many concepts. interested in the instrument as well as the natural resources while playing. Links to assessment 2 the natural aspects would be a great resource for children to bring their imagination through play. As part of the instrument, it also was a great alternative resource for children to be creative with their music and exploration in sound more clearly and the vibration. As part of my ideas, I would love to say children love to play with music and create their songs, unit 2008 has brought me ideas of how to be a great educator by letting children engage with sound and music through their learning environment.

Future plan: promote music sessions each week for children to explore and be their musicians.

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Experience 1- scavenger hunt (natural resources)/ drama play

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Experience 1- scavenger hunt (natural resources)/ drama play

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These learning experiences promote children's movement and recognition of natural resources around their environment. The scavenger hunt is a fantastic experience to help children to be a part of the hunting which combine with movement. Curling their body to pick up some leaves, pine cones, branches etc.. As well as having a great recognise of their surroundings and learning about their world/ community and natural life. We role play as a nature hunter to find and collect the natural resources.

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scavenger hunt (outdoor learning experiences)

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Location: Outdoor playground

step 1: hazard check the playground

step 2: engage children freely explore with the supervision from educator.

step 3: finding a wide area where children could actively engage their experiences

step 4: embed the activities with children.

Strategies:

lets children freely explore the playground

intentional teaching: open-ended questions engaged to support children thinking and draw an images for themselve.

scaffolding - giving children temporaly support and lets children do their own ways

tone of voice- soft and enagement voice, to promote child confident and self exploration.

listen to child voice and ideas to show respectful and enagement in play.

According to assesment 2- there were a two giant tree standing at the front gate, there is a lot of natural element such as tree, flower, buterfly, bird, cloud, etc... i link with my experiences to create a child learning experiences by doing yoga pose as the natural element. In this experiences, pretend play also an alternative support to achived children movement and physical development. For example, in this experiences i've stated that "standing as a tree", the child notice me doing the action and started to following by raising her hand up and tip toe her feet to become the tree. Her body movement is an evidence of her understanding of the natural environment around her (as a tree). Children using their body movement to desribe their message and sharing their thought. According to the Northwestern University (2008) performer use their dance and body movement like spread their arm, legs, dragging, hand holding to tell us a story. As well as their faces expression to give a viewer a point of view, provide us an whole stories deeply. Furthermore, children need an opportunities to sense the change of land scape and the outside dance/movement on grass or sand is a chance for children to talk about "easy" and "difficult" (Dance Teaching Ideas, n.d). As part of the body movement children could able to developing their own physical skills such as, gross/fine motor skills, doing balancing and imaginary skills. This also an great opportunity for children to developing with peers and recognition surrounding. As part of this experiences, i noticed when we tried to spread our arm and pretend to be a bird, the child in the video said "on the sky". Children learn things through observe and feeling the surrounding environment. If children didn't explore outdoor, how children would know the bird fly on the sky? so this is the important of movement in young children, it develop child learning and others specific skills indeed.

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This experience combines movement and the role play experiences. It gives children an opportunity to embed themselves as natural elements, helping them feel a part of nature and connect with it. children could pretend as a leaf, or bird in the sky, and how the clouds move when reach the big wind from the sky and do their action. This activities learning promote child imagination play and blend in with the nature.

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Location: Outdoor playground

step 1: Prepare a big basket for children to collect the natural resource.

step 2: hazard check the playground

step 3: engage children freely explore with the supervision from educator.

step 4: acknowledge children only pick up natural resource which we can see on the ground.

Strategies:

lets children freely explore the playground but with supervision from educator

Intentional teaching- asking opened end questions such as, what is this? where is the leaf?

Tone of voice- soft and enagement voice, to promote child confident and self exploration.

Building relationship with child by engaging the play and helping children to spot the natural resources.

This learning experiences to promote child imagination play and their creative play throught the outdoor space. This is a group of toddler are role play as a natural explorer to find all the natural resource in the playground. This expereriences has give me a great point of view of how children could able to find lots of natural items and filled in the basket. According to Wallin (2019) outdoor space could be a great resource for children to explore and becoming imagination play such as a branches could be come a wand, a ladle or a cane. From what Wallin has stated it remind me of the experience 2 that there is a child uses a branches to become a clap stick while she was engaged the music play with her peers. The play from children not be restricted by the indoor but it should include the outdoor environment. The outdoor environment will brings an effective quality play for children (Wallin, 2019). As part of outdoor play, children would learn in how to protect the environment by only chose the natural resource on the ground. This is a strategies to support children understanding in environment responsibility and an respectful ways of protect the country land (ACECQA,2012) - element 3.2.3.

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From these experiences, children learn and develop their own recognition of natural resources and become active in their movement. Children are helped to find natural resources and collaborate with peers and educators. Children could able to learn and recognise new vocabulary and be respectful of natural resources. This experience describes how children learn and understand natural aspects such as leaves, pine cones, branches, rocks etc... Children show their understanding and their critical thinking. Moreover, children are active in problem-solving by collecting natural things in narrow spaces and challenging play. These experiences promote child movement by picking, running, and seeking natural resources as a real explorer hunting for treasure.

Need to improve: this experiences would be more effective if we could brings children exploring wild lanscape to become more realistic and natural resource element.

Future plan: embed this activities in local park or nearest local lanscape for children to explore. Children could see more animal and insects while exploring the hunt and seeking.

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This experiences provide a strong thinking of how the natural space is important for children development. Children able to walk steady, balancing, language, emotional expression from the support of indoor and outdoor environment. In the others hand outdoor play support children in sense of changing environment and physical strength. Child developing their own sense of belonging through the movement and physical abilities. According to EYLF (2022) children feel safe, secured, and support through confidently explore and engage with social and physical environments through relationships and play. From this activities, child developing a strong physical strength and their strong recognition in feeling safe and awareness of their own physical health and relationship with her educator.

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Australian Children’s Education & Care Quality Authority. (n.d.). Quality Area 3 – Physical environment. https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-3-physical-environment

Australian Government Department of Education. 2022. Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf.

Community Playthings. (n.d.). The importance of pretend play in natural settings. Community Playthings. https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings

The Mime Company. (2022, May 5). Silent storytelling: The art of the mime [Video]. YouTube. https://www.youtube.com/watch?v=LDN0fxGByko

Wooten, V. (2013, May 29). Music as a Language: Victor Wooten at TEDxGabriolaIsland. YouTube. https://youtu.be/2zvjW9arAZ0