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Is peppermint gum reserve a hidden fairy land? 

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Is peppermint gum reserve a hidden fairy land? 

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As I was exploring my surroundings, I came across the peppermint gum reserve, which is a calming environment surrounded by tall trees. It is also home to few fairy houses.

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please take a moment and listen to the sounds. 

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please take a moment and listen to the sounds. 

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can you hear birds chirping, wind blowing and leaves rustling?. Nature is a wonderful piece of art by mother earth. It is a place which would make you feel calm or anxious.

During my walk through the peppermint gum reserve, I heard the birds singing, felt the cold breeze and rain drops on my skin, adding an extra coldness to the atmosphere. The mindfulness was evident as i used my senses to feel the surroundings.

The sheep, cows, birds and kangaroos in the environment made me wonder how diverse and inclusive nature is. Therefore, I explored the surroundings further to find more interesting facts on nature and came across the fairy houses built on tree trunks, which encouraged me to create a video on tree fairies.

The natural world offers a level of generosity and replenishment that most of us forget is possible in our overstretched lives. How can we develop this connection and join in the natural movement around us? You can start by feeling your sensory connection to a natural element and allowing that to expand into movement. It’s surprisingly easy and immediately gratifying (candell, 2013).

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Children are busy people. They like to touch, taste, poke, dig, tear, shake, pull, push, and climb. They’re curious and eager to follow the path of curiosity. They’re observant and imaginative – often seeing patterns, shapes, and possibilities that adults rarely notice. Children are intense, sensitive, and highly competent. They’re also philosophical and spiritual (Wilson and Schein 2017).

The nature has so much to offer and these fairy houses unlatched a new window for imagination.

since I was being observant, I was able to capture the special moments of nature and depict the drama behind those moment. The nature's sounds provided a background music to the dramatic nature of the story. Music does not always have to be played by an instrument. The sounds of nature is indeed music for our ears, which reminds me of Dadirri: the inner deep listening and quiet still awareness practiced by the aboriginal culture. "When I experience dadirri, I am made whole again. I can sit on the riverbank or walk through the trees; even if someone close to me has passed away, I can find my peace in this silent awareness. There is no need of words. A big part of dadirri is listening"(ungunmerr, 1988).

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The majestic tree branches against the sky looked like a piece of artwork on a canvas. The patterns and images created by nature were quite remarkable. It gave me a sense of tranquility. i also wondered if we are a part of a big painting.

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Wilson, R. A. (2018) Nature play, Nature and young children: Encouraging creative play and learning in natural environments (3rd ed,. pp 5-17)

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Children need time in the out-of-doors and opportunities to interact with the natural environment on a frequent basis. Research indicates that frequent interactions with nature benefit young children in all areas of development (physical, emotional, cognitive, social, aesthetic, etc.) while also promoting a positive environmental ethic. Creative play in natural environments - which often takes the form of nature play - also fosters young children's sense of wonder, spirituality, creativity, and curiosity. Authentic nature play involves play with natural materials; and for the young child, it should be fun, self directed, and freely chosen.

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Nature play | 2 | v3 | Nature and Young Children | Ruth Wilson | Taylo

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Children need time in the out-of-doors and opportunities to interact with the natural environment on a frequent basis. Research indicates that frequent interactions with nature benefit young children in all areas of development (physical, emotional, cognitive, social, aesthetic, etc.) while also promoting a positive environmental ethic.

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Candell, A. (2013) movement in the wild: Nature as Dance partner, The Earth body institute.

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Movement in the Wild: Nature as Dance Partner - The Earthbody Institute

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“…Let your senses and body stretch out like a welcomed season onto the meadows and shores and hills…Greet yourself in your thousand other forms…” ~ Hafiz You are nature expressing itself Have you ever felt the urge to dash across a sunny meadow, arms outspread, heart wide open? Do your senses come…

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Ungunmerr, M. (1988). Dadirri: inner deep listening and quiet still awareness.

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Gano, D & Krull, S (2020). Natural sensory learning: community play things.

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In the tall, wild tree, where I live,

Lives my family who are wild and free,

I like eating and sleeping under the tree,

but please remember I may not be your cup of tea.

Being a fairy is not easy as it looks,

I don't like to read too many books,

I would like some sun and rain,

But summer is not the weather i crave.

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Raising children network (2024) Imaginary friends.

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What are imaginary friends?

Imaginary friends are pretend friends that children make up in their imaginations. They're usually nothing to worry about.

Imaginary friends come in all shapes and sizes. They can be based on someone your child already knows, a storybook character or even a soft toy. Sometimes they come purely from your child's imagination. They're mostly human, but they can also be animals.

These friends might always be there, or they might come and go. They might exist only in certain spots like the cubby house or at the kitchen table. And they might appear and disappear for no apparent reason.

When do imaginary friends appear and how long do they last?

Children as young as 2½ years can have an imaginary friend. Children might sometimes have more than one imaginary friend.

Children usually stop playing with make-believe friends when they're ready to move on. Imaginary friends are most likely to be around for several months, but they could be a feature of your child's life for a few years.

Why do children have imaginary friends?

Your child's imaginary friend could be someone who:

listens to and supports your child

plays with your child

can do things that your child can't do

is special and belongs only to your child

doesn't judge or find fault with your child.

Your child is in charge of what the imaginary friend says, what the friend does and who the special friend can 'play' with. This could also be part of the friend's appeal.

Imaginary friends allow children to explore a make-believe world that they create all by themselves. In fact, children with make-believe friends might be more imaginative and more likely to enjoy fantasy play and magical stories.

The way children play with or talk about their friends can tell you a lot about how they're feeling. Make-believe friends give you insight into your child's inner world, and your child's likes, dislikes and tastes.

Children with imaginary friends can be more social and less shy than other children, and they might show more empathy in their play with other children.

When imaginary friends cause problems

Here are some ideas for times when your child's imaginary friend has become hard to handle.

Doing things for imaginary friends
You might find that you're being asked to hold open doors, fix snacks or make the bed for your child's imaginary friend. Rather than doing it yourself, encourage your child to hold the door open, set a place for the friend at dinner or make the bed. This way you're accepting the imaginary friend but also taking the opportunity to develop your child's skills.

Talking through imaginary friends
Some children insist on consulting with their imaginary friends all the time - for example, 'I have to ask Sammy first'. They might also ask you to speak to their friend, rather than directly to them. If this is getting frustrating, try saying to your child, 'I want to hear what you think - not what Sammy thinks'.

Blaming imaginary friends
Sometimes children will do or say something they shouldn't have and blame their imaginary friends. You can handle this by clearly telling your child that the imaginary friend could not have done this. Then follow up with an appropriate consequence, like making your child clean up the mess.

When to worry about imaginary friends

For a very small number of children, imaginary friends can be a symptom of other issues. If you're worried about your child's imaginary friend - for example, if your child has been through a traumatic event or the imaginary friend is being malicious or nasty - consult your GP or another health professional.

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Imaginary friends come from healthy imaginations. They help children express feelings and practise skills. Children usually grow out of imaginary friends.

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The importance of pretend play in nature

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The importance of pretend play in nature

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Pretend play in natural settings enhances children's overall development and aids in collaboration, imagination, inventiveness, problem solving, coordination and physical strength. overall , pretend play in nature offered a holistic approach to child's development, integrating physical, cognitive, emotional, and social growth in stimulating and enriching environment.

Nature is a play ground with so many opportunities that cater to different needs. During my visit to the reserve, I felt a sense of calmness and it evoked my childhood memories about how I Spent most of my time outdoors in my backyard. Climbing trees, using natural elements for pretend play and dancing in the rain as we throw mud against the wall, were wonderful memories to cherish.

I enjoy walking in the cold weather. The cold breeze and seeing dried leaves on the ground, instantly creates a calming effect in the surrounding atmosphere. When I visited the reserve, it started drizzling and having the rain drops falling on me was an instant energy boost with a hint of adrenalin rushing through my body, passing the message to my brain saying "Run".

The fairy houses on the tree trunk is an great idea to give children something to look forward to when they go out for walks with their parents or friends. It encourages children to have imaginary friends and make their time outdoors engaging and creative. Imaginary friends allow children to explore a make-believe world that they create all by themselves. In fact, children with make-believe friends might be more imaginative and more likely to enjoy fantasy play and magical stories (raising children network, 2024). Furthermore, Having imaginary friends would also enhance a child's cognitive, social and emotional wellbeing.

As Early learning educators, it is crucial to create environments that give our youngest learners the time, space, and opportunities to explore and investigate meaningful learning experiences. We can create engaging and wonder-filled environments that promote learning through all eight of their senses—auditory, gustatory, visual, olfactory, tactile, vestibular, proprioception, and interception (Gano & Krull, 2020). Moreover, being in nature awakens these senses and aids children in exploration and children begin to make meaning out of their experiences. Play spaces in natural environments include plants, trees, edible gardens, sand, rocks, mud, water and other elements in nature. These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education. Including nature based activities has been a frequent part in my classroom routine. walks to the garden, jumping in puddles on rainy days and exploring the college grounds has bought children together and has encouraged their resilience and independence immensely. As a result, children have built meaningful relationships with their peers and educators.

In addition to love and protection, what young children most need is the time and place to play. It’s through play that children learn about themselves and the world around them. It’s through play that they develop a sense of competence and make invaluable discoveries about their social, cultural, and physical environments. Most of what children need to learn during their early childhood years cannot be taught. It’s discovered through play (Wilson,2007, pg 2).

Through innovative pedagogical methods, Educators can broaden children's understanding on the importance of nature.