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My son Hamzah, 4 was beyond thrilled when we chanced upon this stream near the entrance of the Ian Potter Children's Garden, I decided to implement an experience based on his interest in water. He loves water play. As mentioned (Cardell, 2013 cited by EarthBody Institute, 2017) incorporating movement with nature supports self-regulating and connecting senses with the elements that were found around you as I can see that finally, his love for nature has flourished. I was worried that my only child would miss out on the benefits of playing outdoors, as much (as any parent would do, enrolling my child on Bush Playgroup) and being part of nature as I find a lot of benefits as they learn to replicate items that were found within the element to incorporate with imagination in their play evokes (Meyers and Berk, 2014) that relates to strengthening their sociodramatic play.

As shown in the video, Hamzah tried to replicate the water flow and water movement as well as trying to understand the water movement as he began working on his gross and fine motor skills on how water works by placing a fallen gum tree with wonder.

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As soon as I was planning to revisit the Ian Potter at The Royal Botanical Gardens, I was slapped with a notice saying that it was closed for annual winter maintenance. To much disappointment, I needed to think on my feet, I decided to visit the Nature Park that we have constantly been to during our semi-annual skin prick test at Royal Children's.

He instantly 'disappeared' into his world and began picking up the sand near the water connectors and exclaimed that he tried making a coffee as depicted by (Wallin, 2019), through imaginative play in the natural setting, allows children being able to implement problem-solving skills, as I watched Hamzah throwing and climbing up and down the boulders around him. The familiarity with the environment indicates that he had formed a sense of belonging as mentioned in Outcome 1 on the Early Years Learning Framework as he shows a self directed play while exploring different elements to keep his imagination going.

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He began scanning the area and I noticed how he was eyeing the hill overlooking the hospital and the surroundings. He began using the streamers that he found in his pram and began forming a circle.

He mentions that the circle resembles the coffee ground.

Began to form in a circular motion, his face beamed with amazement as he watched how the wind blew along and formed a beautiful rainbow as he began using his imagination while chanting,

"Coffee grounds is a circle and I'm forming a circle!" he exclaimed, mimicking

I stood there and hugged him, amazed at how much Reggio Emilia's philosophy (Wallin, 2019) depicts that environment is the third teacher, showing evidently how my son has flourished as an individual who thrives in nature.

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The following experience reminisces of my childhood days, spending time basically on every birthday with my family at Singapore's Botanical Gardens. I always imagined myself rushing with White Rabbit upon receiving an invitation from Chesire the Cat and Mad Hatter, singing flowers around me. I imagined myself being able to communicate with the various singing flowers by the flowerbeds while smelling them and I could smell the different kinds of flowers while feeling the immense joy around me and the familiarity that surrounded me on having that constant association with Alice in Wonderland associated with my annual visit at the Botanical Gardens as mentioned by (Batagi, 2019) having lullabies that were sung by their mother support children's development on memorising by using the repetitive words.

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

The EarthBody Institute. (2017). Movement in the Wild: Nature as Dance Partner. https://www.theearthbodyinstitute.com/2017/03/movement-in-the-wild-nature-as-dance-partner/

Meyers, A.B & E. Berk, L. (2014) The SAGE Handbook of Play and Learning in Early Childhood, SAGE Reference

DOI: https://doi.org/10.4135/9781473907850

The Trees and The Wild. (2009). Rasuk [Album]. Lil'Fish Records

Wallin, M (2019) Let's Play Outside: The Importance of Pretend Play in Natural Settings

https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings

UNICEF. (2019, Jun 13) Is your baby getting enough music? [Video]. YouTube. https://youtu.be/gIwhGbnY_uI?si=CTn2TytECjqNjsPD

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What went as expected?

I managed to bond with my son despite having a hectic schedule as a full-time educator and juggling with my studies. I was amazed at how the following settings prove a multitude of benefits for children's development and my passion for Reggio Emilia's philosophy is gradually growing in me

What did not go as expected?

I wish I could instil a carefree child rather than having to constantly be bothered by peer pressure and just be a child.

What might you do differently next time?

The first experience that I had with my child was amazing as I realised that he gets easily distracted by the noisy and overstimulated playground (filled with families visiting the park as it was Sunday)

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

Having resources that guide our practice does bring a huge impact and it changes my perspective on the power of play.

Overall reflection addressing: How has your perspective of music, movement and drama changed as a result of engaging with the unit content and required tasks?

I was allowed to think creatively and it was an inspirational unit that touched every emotion as an educator, we should believe that regardless of the abilities that the children are in, they are capable learners.