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This padlet that I created involves 6 journal entires, which are the inquiries into paper, charcoal, clay, paint, 100 languages of children and first nations perspectives. Through playing, children are able to learn, connect to and explore various aspects of their worlds (Flint & Adams, 2018). For EAL, pre-verbal or none-verbal children particularly, their language and literacies can be better developed through learning various multimedia symbol forms, including singing songs, drawing and building (Hill, 2007).

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Young children are encouraged to explore their environment and express themselves through multiple paths and all their “languages,” including the expressive, communicative, symbolic, cognitive, ethical, metaphorical, logical, imaginative, and relational (Edwards et al., 2011, p.7). Children develop their language acquisition through a wide range of activities, such as listening, singing, painting, drawing and building (Edwards et al., 2011).

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Paint invited bodies to collaborate, to cooperate. It invited forces to interact and interfere with each other (Pacini-Ketchabaw & Kocher, 2016). Painting assembled human and nonhuman bodies and became an assemblage in itself (Pacini-Ketchabaw & Kocher, 2016). What takes place in these paint assemblages is more than what happens in the child’s mind or brain, these assemblages are about worlding (Pacini-Ketchabaw & Kocher, 2016, p.53).

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I experimented and played with paint and various painting tools. I used brushes of different sizes, leaves and twigs that I collected outside the classroom, as well as my hand to paint on the paper. I also painted the pink colour on my left hand, and pressed my hand on the paper, making a hand print.

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Paint assemblages act as affirmative creations (Pacini-Ketchabaw & Kocher, 2016, p.53). It is about creating more life and worlding a world and composing-with (Pacini-Ketchabaw & Kocher, 2016, p.53). Paint assemblage is about creating more life and worlding a world, and composing-with, more than just the process of putting all parts together (Pacini-Ketchabaw & Kocher, 2016).

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All Australian children should learn the ancient country and the diverse cultures of First Nations people. Embedding the indigenous culture and language into early childhood learning is beneficial for supporting Aboriginal children's sense of belongings, as well as promoting a culture of understanding and respect towards cultural diversity for all children (Care for kids, 2021).

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Clay is a material that makes plenty of demands (Pacini-Ketchabaw & Kocher, 2016). When it is dry, it shrinks. When it cracks, it becomes dust. When it dusts, it can then be socked and re-recollected again. In the clay ecologies, we encountered clay as a site of invention where the pragmatics

of our questions were much more alive, more vivid, more difficult to forget than any truth about clay (Pacini-Ketchabaw & Kocher, 2016, p.69).

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Charcoal is a stick of compressed burned wood, but it is also a continuum, a story, an event, a happening, a doing((Pacini-Ketchabaw & Kocher, 2016, p.34). The moment when fingers meet charcoal, woods meet fire, something sensory and sensational happens unexpected(Pacini-Ketchabaw & Kocher, 2016).

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In the field trip in State Library, A picture book named 'Somebody's Land: Welcome to our country' caught my eyes. This book can be a good resource to draw on to educate children about the traditional owners of our land, the First Nations people, and their Indigenous culture. The end pages are decorated in Australia’s native animals.

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Aboriginal and Torres Strait Islander Australia is made up of many different and distinct groups, each with their own culture, customs, language and laws (AIATSIS, 2023).They are the world’s oldest surviving culture; cultures that continue to be expressed in dynamic and contemporary ways (AIATSIS, 2023). Educators should recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing (EYLF, 2022, p.14).

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I chose this picture book because of its powerful and direct texts, and great illustrations. This book clearly displays the lives of the First Nations and their respect for, and relationship to, the Land. The sentences "when the white people came and called the land Terra Nullius – nobody’s land. But it was somebody’s land" are repeated on every two pages, with pictures showing the way that aboriginal people used to live. By reading this book, children will have a better understanding of aboriginal cultures and the history of Australia.

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Paper is often seen as a material that we use to write, draw and hold messages. However, during the experimentation with paper, the focus was placed on learning how it moves and describing what happens to it as it shifts, mixes, modifi es, mutates (Pacini-Ketchabaw & Kocher, 2016). Movement with paper is both rhythm and repetition—the doing and undoing—filling, emptying, sweeping, covering, uncovering (Pacini-Ketchabaw & Kocher, 2016, p.28).

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I used a a red coloured paper and tore it into pieces in different sizes. Then I gathered some of the paper pieces together and made it a heart shape.

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Paper, as one of the main materials in early childhood setting, are often set out for children to create or make something with (Pacini-Ketchabaw & Kocher, 2016). In the experimentation,  paper became caught up in the movements of the world, the movements of the air, the currents of the lifeworld (Pacini-Ketchabaw & Kocher, 2016, p.29). Paper is seen as  We work with paper as an active, agentic, and dynamic material (Pacini-Ketchabaw & Kocher, 2016).

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With the use of paper, I can plan some paper tearing activities to help children build and refine muscles in their little hands. A simple task like tearing paper into small pieces is beneficial for improving toddlers' fine motor skills.

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When my fingers meet charcoal, they turn black and smell smoky. In my explorations with charcoal, it is hard to make smooth marks on paper due to its hardness. However, I then used to charcoal to draw on a piece of hard boxboard, it created clear marks and patterns.

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The moment I touched charcoal, charcoal touched me. Every act of touching and reaching towards, leads to the creation of worlds.  In the experimentations with charcoal, charcoal produced new visceral bodily relations (Pacini-Ketchabaw & Kocher, 2016). Encountering charcoal offered us hope: the hope to be open to thought, to touch and be touched, and to the unpredictability of the world (Pacini-Ketchabaw & Kocher, 2016, p. 43).

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With the use of charcoal, I can plan some charcoal drawing art activities to help children develop and refine fine motor skills and hand-eye coordination, because it offers a variety of textures, shades and lines. However, it is also important to aware of hygiene issues, and use age-appropriate materials and supervise children at all times, ensuring that the charcoal does not go into their mouths.

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Initially the clay was a bit dry, and I tore it into many small pieces. I then gathered them all up, and add a bit water, it soaked and collected. I rolled them up into a stick shape, then connected the top and end part together, so it became a circle shape.

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Clay demands something different in each distinct and equally dynamic ecology (Pacini-Ketchabaw & Kocher, 2016).  The concept of ecology enfolds the radical specificity of clay and its capacities(Pacini-Ketchabaw & Kocher, 2016, p.57). Clay ecologies demand that we think and feel coevolution, parasitism, autopoiesis, symbiosis, interdependence, mutualism, mimicry, predation, extinction, resilience, metabolism, and other concepts that reattach us to clay (Pacini-Ketchabaw & Kocher, 2016, p.60) .

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With one slice of clay, Children can squish and pull pieces off, use a tool to make shapes and markings, creating their own art  pieces. Clay playing helps children to develop their gross and fine motor skills, as well as hand-eye coordination. It is also beneficial for building a child's ability to focus attention span (Sally, 2013).

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In practice, I will choose watercolour painting activity for young children, because most children enjoy a good messy painting experience, and this will allow them to freely express themselves and develop their creativity. Painting provides opportunity for young children to learn about colour mixing. It is beneficial for developing children's fine motor skills.

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This song I learned is called "Ten in the Bed". It is a popular nursery rhymes with repetitive verses among educators, parents and children.

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Young children today are increasingly exposed to a wide range of multimedia symbol forms including video clips, music, sound effects (Hill, 2007). Researchers found that children thrived on generating new multimodal resources (Hill, 2007). For example, the use of music and songs encourage communication and other emergent literacy behaviours, enhancing children's social interactions among peers.

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I chose the nursery rhymes called "Ten in the Bed" because it is simple to learn, interactive and entertaining. This song is good for children to get familiarise with numbers and counting backwards from 10 to 1. Hence, teaching children this song benefits children's language acquisition and introduces them to numbers.