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Arthur and his friends excited awaited their school's beach trip. When they arrived, they enjoyed the warmth of the sun, the gentle breeze, and the sound of waves. Arthur sparked their imagination with tales of pirates and treasure. They spent the day walking, swimming, and building sandcastles. They stumbled upon a hidden pearl shell, and Arthur proposed a sandcastle-building competition. As they admired their creations, a wave washed away everything, and Arthur slipped. Amid panic, they rallied together, called for help, and ensured everyone was safe. In the chaos, they realized their friendship was more precious than any treasure.

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3 Creative response - I used the sounds of children, waves, and seagulls as background for my storytelling. 

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My reflection on the importance of outdoor play and nature-based learning experiences aligns well with the concepts discussed in Marisa Lark Wallin's article. In my story, I mention about the value of providing children with natural materials in outdoor play environments, such as sand, seashells, and seawater. This is in line with Marisa Lark Wallin's emphasis on the affordances of natural materials, allowing for more complex and imaginative play experiences. Furthermore, the outdoor learning environment as a "Third Teacher". I believe that the importance of the outdoor environment in early childhood education can act as a catalyst for learning and development. This concept is consistent with Marisa Lark Wallin's discussion of the Reggio Emilia philosophy, which views the environment as the "third teacher" in early childhood education. When telling Arthur's story, my aim is to share the emotional, physical, and cognitive benefits of unstructured play in natural environments, which reminded me of Prospect Park in Brooklyn. This also reflects Marisa Lark Wallin's observations about the benefits of unstructured play in natural environments for children's overall development. 

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 Sensations: I chose the beach as a place to experience this time because I was born and raised in the town of beach, around where I live, people and landscapes are all associated with the beach, choosing the beach this time, I experience sounds and smells, including the sound of crashing waves, the chirping of seagulls, and the salty sea breeze. These things made me really miss my homeland. The feeling of warm sand between my feet and the scent of the salty air blended me into it. The feeling of the ocean waves crashing against my feet made me very relaxed and happy. The overall feeling is one of relaxation and enjoyment, with moments of excitement and adventure.  This experience evokes feelings of nostalgia and joy, recalling childhood memories at the beach. I remember playing at the beach with my siblings, arguing and then laughing. When telling the story of Arthur, it is also a true story between me and my friend when we were child. The materials we play with such as seashells, sand castles, seawater... can all be found in the natural environment. Those were the memorable experiences of my childhood when playing outside in nature.

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Ruth's reading provides a compelling argument for redefining our understanding of childhood and recognizing the importance of play, especially in natural environments. Children are always busy with their curiosity. Furthermore, Ruth sheds light on the detrimental effects of early academic pressure on children's health and urges adults to prioritize play as an important aspect of childhood. Furthermore, environmental ethics was discussed throughout the reading and the connection between children's experiences with nature and their future attitudes towards environmental management was emphasized. By recognizing children's right to play and engage with the natural world, society can nurture a generation that values and respects the environment. As a teacher, I completely agree with Ruth about prioritizing play and connecting children with nature, highlighting its profound impact on their overall development and well-being.

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1. Required text. Wilson, R, 2007, Children, creative play, and the natural environment, in R. Wilson (edn) Children, creative. RESPONSE TO PADLET 

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My artefact video captures the stunning beauty of the beach, showing the long stretch of sand meeting the ocean, the rhythmic rise and fall of the waves, and perhaps the occasional seagull flying in the sky, distant sailboats on the horizon. The movement of light and shadow, the sparkle of sunlight on the water and the dynamic movement of the waves create a visually captivating scene. Additionally, the sound of waves crashing against the shore is a central element in my artefact, providing a calming and rhythmic backdrop. This symphony of natural sounds has a hypnotic effect, putting the listener into a state of relaxation. Additionally, the gentle rustling of the wind and other ambient noises, such as distant seagulls or people talking, add layers to the auditory experience, creating a sense of harmony myself into our environment.

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A group of people playing and swimming in the sea reminded me of my childhood memories. According to Vygotsky, my experience at the beach reflects elements of scaffolding and Zone of Proximal Development . Just as adults or older people facilitate children's play to facilitate learning and development, my childhood experiences at the beach were likely orchestrated by older siblings or friends such as Arthur and his friends, need each other's guidance and help to build a sand castle. This scaffolding has created a supportive environment (ZPD) where people can gain skills and insights that would not have been accessible to you without such support. For example, when I recall playing with my siblings or friends at the beach, maybe they provided guidance, shared experiences, and encouraged imaginative play, which in turn helped myself develop social and emotional aspects.