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During my experience, I see birds flying in the sky. They spread their wings and fly while making moving songs. It's like calling your companions to dance together. It reminds me of the Mutton Bird videos I saw in class. The Mutton Bird is a beautiful example of how dance and music can be used to celebrate and honor the natural world.

Observing birds in their natural habitat can be a powerful experience that ignites curiosity and wonder in both children and adults. It can provide an opportunity to connect with nature, appreciate the beauty of the world around us, and develop a deeper understanding of the interconnectedness of all living things. In terms of a more practical approach, it's important to recognize the value of play and exploration in children's learning, particularly in the context of the natural world. By providing opportunities for children to engage in open-ended, play-based activities that involve observation, inquiry, and interaction with the natural world, we can support their development in a holistic way while fostering a love and respect for nature.

Children can copy the movements of birds flying and imitate the sounds birds make! After having a better understanding of this unit, I found that communicating with children is not only about using language, music and dancing are also good ways to communicate with children. Moreover, integrating elements such as nature, music, and dance into these activities can create rich and meaningful learning experiences that engage children's imaginations, encourage self-expression, and promote cultural understanding.

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In the serene setting of a lush green park, a group of ducks walked leisurely on the soft grass, their feathers shining in the warm sunlight. The sound of their quacks echoed in the air as if calling out to their companions to come and join in their search for food. Suddenly, a plump earthworm caught the eye of one of the ducks, who let out a joyful quack, inviting the others to come and share in the bounty.

Research has shown that children who engage in outdoor play and exploration are more likely to develop a connection with nature and develop stronger language skills. Through play, children can explore and discover the natural world around them, while also developing their vocabulary and communication skills. By encouraging children to engage in play and exploration of the natural world, educators can foster a love for nature and language development. Additionally, connecting with the natural world can have numerous benefits for a child's physical, mental, and emotional well-being. Drama in an educational setting is a teaching approach that involves using theater techniques and methods to support learning and development across subject areas. Drama can help children develop creativity, critical thinking skills, communication skills, and empathy. It can also provide a safe and supportive environment for children to explore and express their emotions and ideas.
Drama can support the following outcomes identified in the EYLF: Children have a strong sense of identity: Drama can help children explore and express their own identities, as well as develop empathy and understanding for others. Children are connected with and contribute to their world: Drama can help children explore and understand the world around them, as well as develop the skills and dispositions needed to be active and engaged members of their communities.

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

2. Bangarradance theatre. (2015, May 19). Bangarra Education Resources mutton bird. YouTube. https://www.youtube.com/watch?v=o-PV98Oshkc

3. Halim, D. (2022, August 15). Bush Kinder program: Taking the classroom and learning outside. The Spoke – Early Childhood Australia’s Blog. https://thespoke.earlychildhoodaustralia.org.au/bush-kinder-program-taking-the-classroom-and-learning-outside/

4. Wilson, R, 2007, Children, creative play, and the natural environment, in R. Wilson (edn) Nature and Young Children : Encouraging Creative Play and Learning in Natural Environments, Routledge. Ch 1, pp 1-18. <https://ebookcentral.proquest.com/lib/vu/detail.action?docID=324894>

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In the past few years of working with children. I will make some homemade shaker instruments for the children to play. I would find some plastic bottles, some put stones/rocks, some leaves, and branches/sticks so that they can make different sounds. During my experience, I'm thinking about what natural material we can use for children to play.

I could not help but think about how music might be yet another potential instrument for nurturing creativity and self-expression when I was reading about the significance of nature in fostering creative play and learning in young children. In many respects, music can be viewed as a language itself, able to express intricate feelings and concepts through sound and rhythm (Wilson, 2007)
I could not help but consider how the principles and concepts covered in Wilson's article, "Children, Creative Play, and the Natural Environment," link to the temporal arts languages of music/sound, movement/dance, and drama in nature as I read it.
Wilson's fundamental claim is that playtime for kids in natural settings is essential for their growth, both physically and cognitively. "Children are able to create their own worlds, manipulate natural materials, and engage in imaginative play" (Wilson, 2007, p. 5). He emphasizes the value of giving kids the chance to engage with and explore natural settings, as this can encourage their imagination and creativity. This concept, in my opinion, is especially pertinent to the temporal arts languages because children can utilize these modes of speech to interact with and discover the beauties of nature.

For example, music and sound can be employed to produce an auditory experience that accentuates the environment's native soundscape. Children can produce original sounds and rhythms that are a reflection of the features of the natural place they are in by using their voices, instruments, or even natural objects like rocks and sticks. They can improve their capacity to hear, listen, and cooperate cooperatively with others as a result of this.

The physical characteristics of nature, such as the textures, and shapes of natural items, can also be explored through movement and dance. Children can emulate the motions of animals or the flow of water with their bodies, or they can make up their own movements to reflect the features of the natural environment. This can aid in the growth of their motor abilities, kinesthetic awareness, and capacity for creative movement expression.

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I remember playing in the mud when I was a child, especially looking forward to the rainy season. Whenever it rained, I would rush outside and jump into the biggest puddles I could find, giggling as the mud squished between my toes， I would make beautiful music with my feet in the mud. But my mother didn't always like me playing in the mud because I usually get my whole body dirty.

Playing in the mud can be a fun and exciting activity for children, especially during the rainy season when the mud is soft and squishy. However, I can understand that my mother may have been concerned about me getting completely covered in mud and potentially getting sick or ruining my clothes. This experience reminded me of the bush kinder that the teacher talked about in class. Spending time in natural environments can be a powerful way for children to learn about the world around them. (Darren Halim 2022)Being in natural environments can inspire children's creativity and imagination. They may use natural materials to create music, dance, or invent games. This can help foster a love of learning and promote cognitive development.

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Today I will tell a story about a little ant and a mushroom umbrella. The ant regarded the gloomy clouds drifting in the sky with sadness as the day turned increasingly hot and humid. It is pouring heavily.  "Everyone hurried back to the ant nest." “We can't go home, let's take shelter under the mushroom umbrella! “As the rain was about to stop, the little ant said, and the little ant said, "Thank you! “The little mushroom smiled and said, "You're welcome! We are friends."