# data[].attributes.body
The experience that was set up was children making Gloop and then trying to play with the Gloop to see how it can go hard and then soft both at once. The aim of this experience was to trigger the children’s brain and also for them to be engaged into sensory play. The curricular experience played out exactly like I thought it would, it was surprising to see how interested the children were and also how they were shocked because it looked watery but when they touched it, it was hard. I was expecting the kids to be really interested and that is exactly what happened, the looks on the children’s faces was just giving away their emotions and I could tell all their sensory feelings were being triggered. The opportunities for moving with children that were generated through my experience of sensory play was allowing the children to stimulate their senses, such as their smell, movement, balance, touch, taste, sight and hearing. Furthermore the opportunities for children’s learning that were made possible with my curricular experience of sensory play was the support of language development, motor skills, problem solving skills, cognitive growth and social interaction. There are no changes that I would make to my curricular experience to create different opportunities for moving with children because my activity was able to help the children explore and help build nerve connections in their brain. Now that I have seen my question in action, the reason I think “how can children move with materials and gain knowledge/experiences from using them?” is important to my practise as an educator to think about children’s movement in this way is because playing with materials really is beneficial for young children because support of materials through play can help a child develop important skills such as motor skills, problem solving skills and social interaction skills. Additionally my question addresses that young children learn through play and make meaning from what they play with, therefore materials can be an aspect that can encourage and motivate learning. If I had to add anything to my question it would be “how do they make meaning from these materials?” because I am curious to know and visually see how children make meaning from playing with specific materials. Overall my experience does create a new question for me and it is “How do children move with materials and make meaning from them while gaining the knowledge\ experiences needed from using them?”

# data[].attributes.body
As I observed while the children were engaged in sensory play with the Gloop they made, I could see that my question was working as I observed the experience. The aim of the activity was to trigger the children’s senses while connecting with the Gloop and this was achieved as I could visually see that the children were exploring and I could tell the nerve connections in their brain was being built. The reason why I thought that this approach to understanding movement was necessary is because young children learn through play and make meaning from what they play with, therefore materials can be an aspect that can encourage and motivate learning. I thought that sensory play through the use of specific materials such as Gloop could impact learning and why I thought this would be important in a child’s early years of learning is because sensory play supports language development, motor skills, problem solving skills, cognitive growth and social interaction. I thought that my question would create possibilities such as stimulate children’s creativity and imagination as materials can be used in play in many ways. While I was observing how children were responding to the sensory play it was evident that the materials were providing a more physical stimulation to children to help them improve their hand awareness and coordination. Furthermore as I watched and observed how children were responding to the sensory play I could tell their senses were stimulated as they were watching the movement, trying to touch the gloop and smell it. I could tell that the children were moving and learning while playing and at the same time their skills were developing and strengthening through this sensory play. Additionally some more possibilities for moving with children that my question could open up to is collaborative work. Sometimes in order for a child to gain knowledge they might need to play with materials collaboratively where there can be other children to support and help further make meaning in different possible ways. This was evident through my observation as the children also needed someone there to support them while they were exploring.

# data[].attributes.body
During our engaging with place session at Roxburgh Park Primary School an activity was created for the play group children, the children had to engage in an experience that would help stimulate their sensory play. The children then participated in making Gloop with us pre-serviced teachers and then explored their senses while playing with the gloop. Their mind was triggered and they were able to smell, move and touch. How this activity connects with my movement question “how can children move with materials and gain knowledge and experiences from using them?” From assessment 2 is by closely connecting the children with the materials where they are also able to be connected and make meaning through the sensory play. While children were moving with the gloop and trying to touch and move with it I could tell they were really interested in what was happening and how it would go from soft to hard then go hard to soft again.  How the children were engaged with my proposed activity was the way they were intrigued by the gloop and showed maximum interest. The children were responding to the sensory play and it was clear and obvious that the gloop was providing a physical stimulation as I could see how they were moving with their hands.