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For this experience, I planned an outdoor sound exploration activity using natural materials. The focus was on listening closely to the crunching sound of dry leaves. I invited the children to collect dry leaves from the outdoor yard and bush kinder park area. Some children also picked up sticks and other natural items they found interesting. I set up a sensory tray table and encouraged the children to fill it with the leaves they had gathered.

Once the tray was full, the children used their hands to crunch the leaves, paying attention to the different sounds they could create. I then placed the tray on the ground, and the children took turns jumping and stamping on the leaves. They laughed, experimented, and commented on how “crunchy” and “loud” the leaves sounded under their feet.

This experience encouraged the children to explore sound through natural sensory play, helping them become more aware of their environment, textures, and the variety of sounds found in nature.

This connects to Dr. Baltagi’s suggestion from session 4, that children can explore music using simple tools like their voice, body, and everyday items. In this case, we extended that idea into nature using leaves and sticks instead of indoor instruments. The children used their hands and feet as tools for sound-making, discovering music in a fun, active, and outdoor way (UNICEF, 2021).

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Theoretical Perspective: Studies of children in different types of environments indicate that children engage in more creative forms of play (including fantasy and pretend play) in “green” or “natural” areas than in more traditional playgrounds or “prepared” indoor play spaces (Louv, 2006; Moore and Cosco, 2006).

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For experience 2 in a group time, I played the 5 little ducks went out one day and we are doing actions and dance together, singing, moving our hands and body, making quacking sounds. After I sang the same song slowly, so they were moving their body and hands slowly, then I sang very fast, so they jumped in excitement, dancing, moving their hands and body very fast.

By singing, dancing, and using body movements, the children communicated using several of these languages. This also connects with Vea Vecchi’s view of the atelier as “a place of research, invention, and empathy, expressed through poetic thought, ‘a place for thinking with your hands’,” where children's thinking becomes visible through movement and artistic expression (Gandini, 2012, p. 307).

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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 (Reggio Children, 2010, p. 4)

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For this drama experience, I read the book “The Ugly Duckling” during group time. I wore yellow clothes, and it was also R U, OK? Day, so everyone in the class was wearing yellow too. This made the activity more fun and meaningful for the children.

I brought duck masks and dress-ups to help make the story come to life. While reading, I paused when the duck made quacking sounds and chose three children to wear duck masks and quack along with me.

After the story, the children dressed up and pretended to be ducklings. They moved around the room, flapped their arms like wings, and made quacking sounds, using their bodies and voices to act out the story.

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In this experience, the children used their imagination to pretend to be ducklings. This is like when children play with imaginary friends. The "Raising Children Network" says that imaginary play helps children learn about feelings, make friends, and understand the world around them.

By acting like ducklings, the children were using their imagination and practicing how to express themselves. This type of play helps them feel connected and have fun together.

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What went as expected?
Children showed interest and were actively involved in the activity. They enjoyed exploring the sounds and textures.

What did not go as expected?
I planned for children to jump on the leaves, but since the leaves were in a tub, it could have broken, or children might have slipped. So, I asked them to stomp instead.

What might you do differently next time?
Next time, I will add more natural materials or include water to make the experience more sensory-rich.

How might you use this growth in your future practice of early childhood education?
By engaging children with natural materials helps them connect with the environment around them. Sensory and exploratory play deepens their understanding and appreciation of the natural world.

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What went as expected?
Children enjoyed the music and dance with “5 Little Ducks” song. They liked the fast and slow parts and moved their bodies slowly and quickly with excitement.

What did not go as expected?
More children joined from other rooms, so there was less space to move around.

What might you do different next time?
I will play the “We’re going on a bear hunt” song to do more fast and slow actions and dancing. I will also plan to do the activity outside where there is more space explore different areas.

How might you use this growth in your future practice of early childhood education?
Introducing music and dance at an early age helps children recognize sound, rhythm, beat, and melody. It also encourages children to join group activities and dance together

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What went as expected?
Children liked listening to the story and enjoyed making quack quack sounds. They waited excitedly to take turns holding the duck mask and acting like ducks.

What did not go as expected?
All children wanted to hold the duck mask, but I only had two. So, they spent a lot of time waiting.

What might you do different next time?
Next time, I will make more duck masks so everyone can join in and have fun together.

How might you use this growth in your future practice of early childhood education?
Drama helps children feel more confident and prouder of themselves. It also helps them be creative and use their imagination. When they pretend, they can make new ideas and stories, like in “The Ugly Duckling”.

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Perspectives of sound, movement and drama

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Perspectives of sound, movement and drama

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My perspective has changed a lot after doing this unit. I now understand how important music, movement, and drama are for children’s growth and development. These activities help children in many ways physically, mentally, socially, and emotionally. They support children in learning new skills like coordination, listening, and expressing feelings.

I also learned that these creative experiences help children connect with the world around them, including nature and culture. Through music, movement, and drama, children can explore their imagination, build confidence, and communicate in many ways. I feel more confident to include these experiences in my future teaching to support children’s development.

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Baltagi, H. (2021). Music in early childhood education: Exploring sound and rhythm through play. UNICEF. https://www.unicef.org

Gandini, L. (2012). The atelier: A conversation with Vea Vecchi. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 303–316). Praeger.

Raising Children Network. (n.d.). Imaginary friends and pretend play. https://raisingchildren.net.au/articles/imaginary-friends

Wilson, R. (2007). Children, creative play, and the natural environment. In R. Wilson (Ed.), Nature and young children: Encouraging creative play and learning in natural environments (pp. 1–12). Routledge.