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Fleer, M. (2021). Play in the Early Years (3 rd ed.). Cambridge University Press. Cambridge

Hamm, C., and Boucher, K. (2017). Engaging with place. Foregrounding aboriginal perspectives in early childhood education, pp. 58- 75. Routledge

Hanna, W. (2016). The Children’s music studio: a Reggio- inspired approach. Oxford University Press. New York

Manning, E. (2009). Taking the next step: Touch as technique. Senses and Society, 4(2), 211-226

Mahshulah, Z. A., Syaodih, E., & Rachmawati, Y. (2020, March). The Ray of Light: An Activity Approach of Reggio Emilia, 2(1), pp. 785-790.

Pacini- Ketchabaw, V., Kind, S., & Kocher, L. L. (2017). Encounter with materials in early childhood education. Taylor & Francis.

Staines, J. (2022, November 10). Can nonindigenous people do Aboriginal art? Koori curriculum.

Topal, C. W., & Gandini, L. (1999). Beautiful stuff: Learning with found materials. University of California Press.

Watts, V. (2013). Indigenous place-thought and agency amongst humans and non-humans. Decolonization: Indigeneity, Education & Society, 2(1).

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To conclude, the exploration of materials and nature has been an instrumental tool to convey the concept of movement in early childhood domain. Learning experience using materials provides children with the freedom to explore and experiment with different objects which helps to unleash their potential and think creatively.

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The Reggio Emilia philosophy highlights the significance of music to promote children’s movement, growth, and development in their early years (Hanna, 2016). The habit of listening to different music from childhood helps to instigate a phonological awareness i.e., how sound fits in a playful way in children which is a significant tool for later reading, writing and literacy development.

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In consistent to Vygotsky and Reggio Emilia philosophy where the children can learn from their environment; the movement of fish, flow of water, birds flying can help children to encourage their physical movement and enhance their learning experience. Furthermore it educate children about the philosophical understanding of life, nature and social realm; therefore nurtures the significance of nature and natural objects in their early life (Watts, 2013)

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A study conducted by Boyes and Stanisstreet (1991) revealed that more than one fifth of a children had a misconception about how vision and light occurs; therefore, this experience can be implemented to educate children about the concept of light in their early years (Mahshulah et al., 2020). The activities set up with light and shadow support emotional comfort to children and enhance their creativity and engagement; therefore, the reggio emilia approach emphasize on light and shadow learning.

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Music and movement have been an interrelated concept in early childhood paradigm. Fleer (2021) states that the music has been useful to facilitate movement in early childhood settings. For instance, play like ‘possum in the house’ and ‘musical statue’ has enabled children to respond to the music which enhance their movement and gross motor skills. Music has been defined differently in various culture; the concept of ‘dadiri’ was used in aboriginal perspective by Miriam Rose Ungunmer whereas Pauline Oliveros came forward with the concept of ‘deep listening’ however, movement has been an interwoven factor in either of the society. The movement can be defined from political and social perspectives too and the music plays an imminent role in it. For instance, the songs ‘took the children away’ by Archie Roach helped create a social and political movement in Australian society.

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Andy Goldsworthy a renowned British artist states that the sheep’s, stones and river in the nature has their own ‘flow’ which made him realize the flow and movement around the world. The learning in aboriginal perspective is not only confined to human but also from nature (Hamm & Boucher, 2018). A lot of indigenous society including Anishnaabe and Haudenosaunee believes that our flesh is an extension of soil; therefore, we are made from land which suggests the concept of Place thought (Watts, 2013).

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The use of light in early childhood paradigm as a learning activity has been introduced by Lorris  Malaguzzi in his reggio emilia approach; where the properties of light ‘spreading around the space’ can be linked to the movement in early childhood settings (Mahshulah, Syaodih and Rachmawati, 2020). The movement of light and dark helps create a magical experience in children which comprises of fascination, challenge and risk which has been referred by consultant Marion Dowling as ‘gratuitous fear’.

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Paint blurs the distinction between the painter, the paint, the paper, brushes wanting to be moved by hand, the easel and the bowl holding the colors. The paint becomes an assemblage away from all these boundaries (Pacini- Ketchabaw et al., 2017). The brush, hand and finger movement in paint can improve fine motor skills of a children whereas the movement associated in a large sheet painting can be related to gross motor skills. Furthermore, Manny (2009) states that the movement in paint assemblage not only comprises of bodily movement from touch but involves multitude of sensory experience from such as seeing and hearing.

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Music

Notes: In my artistic exploration with music, I have created a audio track which includes the sounds of birds chirping in the jungle, the sounds of water flow of a lake and my own whistling sound which I started from my early years which continues till date. Being brought up in countryside I still find these sounds relaxing, peace and triggering my childhood memories and feelings.

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Natural Walk

https://youtu.be/TOqNDPwqb-o

Notes : In my natural walk I visited a garden where I encounter with various natural materials and nature’s loose parts. I saw a peacock on my way and was intrigued by his beauty, its tail and dance. I went through a lake where I witnessed the movement of water and fish inside it. I saw a big tree and saw the movement of leaves. I heard the chirping of the birds and saw their movement. I saw some loose materials like stone, sand, clays etc. Overall, I experienced feeling of revitalisation, peace and calmness in the nature.

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Light

https://youtube.com/shorts/pCN9hNI69Cs

Materials: A study lamp and a mirror are used as a material in this artistic exploration.

Process: Turning the light on and off, focusing lights on the mirror and wall, manipulating the brightness of light.

Notes: I used a light of a lamp and focused it on a mirror and wall simultaneously. I observed the movement of light on different objects i.e. mirror and wall. The reflection from the wall was not perfect compared to the reflection from the mirror. The angle of reflection differs in different object. As soon as I turned off the light, I sense a difference between the light and dark.

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Paint

https://youtu.be/ySMGCFOOhCw
Materials: The materials used for these experiences are:

Paints, Brush, Paper, Bowl, Water

Process: The paints was applied on a paper using brush, hands and finger. Similarly different colors were mixed in this process.

Notes: I started this painting as an open ended, so I was unaware of the end results. First, I started using the brush to paint the paper. Eventually I used my fingers and hand which provided me a wonderful sensory exploration. Being guided by my intuition, I get to move my brush, hands and finger in a freeway and explore different colors, blend them, transform them, and express my thoughts in various color form.

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The concept of folding of clay can be applied in early childhood settings to help children avoid binaries in their thinking. It can be used to educate children not everything splits into two (Pacini- Ketchabaw et al., 2017). Squishing and manipulating clay can be helpful to develop fine motor skills in children. Furthermore, when they jump and dance with the clay, the movement can enhance their gross motor skills too. Children can explore different concepts of weight, stability, reaction with water which can helps to teach the basic concepts of STEM.

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According to Ann (2016) the children’s interaction with clay is ‘muscular’ because the pressing, bending, twisting activities are involved while manipulating with results in hand and finger movement and results in fine motor skill development. Children mold the clay to various forms and shapes through the movement and create various object which reflects their imagination and creativity; this process can be linked with ‘children’s connection to discovery’ as stated by Topal and Gandini (1999). The property of

The movement and property of clay adheres to the bark of tree, river, moss, the trunk of trees which forms an attachment which Stenger in his attachment theory viewed as opposite to the capitalism. Clay creates and sustain the attachments whereas in contrast the current capitalism act against undoing and destroying the attachment to the natural resources such as land (Pacini- Ketchabaw et al., 2017).

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Clay

https://youtube.com/shorts/gGqufP7jaNk

Materials:  In my artistic exploration with clay, I have used the following materials:

Air dry clay, bowl, water.

Process: Bending, Squeezing, Playing, Mixing it with water.

Notes: I felt smooth and soft when I started manipulating the clay. The more I play with it it tends to get harder. I observed that the clay becomes soft when mixed with water. It can be used to make any shapes and forms. I can feel my hands understanding the sensitivity of the clay texture when I was playing with it.

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This experience can be applied in early childhood settings. During the play children engage in various task like folding, interacting, gathering, doing, undoing, undo, loosen etc. These tasks, movement and flow can enable them to adapt with the working ways around the world which Ingold (2013) states as ‘improvisation’. In this task we can observe non ‘iteration’ i.e., repetition but ‘itineration’ i.e., moving with the flow (Pacini- Ketchabaw, Kind & Kocher, 2017). Also manipulating papers with scissors and hand can results in their improved finger movement, hand eye coordination and fine motor skills. The difference of movement of paper outside and inside the water can be shown in early childhood paradigm to educate children about the scientific concept of weight and floating in water

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When we fold and play with the paper there occurs a different motion as Ingfold (2013) says includes a multitude of ‘movements and gestures. When the paper starts to become wet in the water the children tend to stop for a while to avoid dissolution which Topal and Gandini (1999) explains as children connection to ‘problem solving’. The movement of paper is different to different objects like water, wall, air etc; however, the paper has a continuous and subtle movement which Ingfold states as ‘gestural dance according to the modulation on material’ which can also be linked with the children’s development in response to their environmental factors; therefore the concept of movement of paper by Ingfold (2013) has some similarities to Vygotsky view on environmental influence on children’s development.

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PAPER

https://youtu.be/__pm4R91tG4

Materials: In my artistic exploration with paper, I have used the following materials:

Paper, bowl, water, scissors

Process: folding the paper, making different shapes from it, cutting it to different pieces and finally dipping it into water

Notes: When I touch the paper, I can feel it is light and weight which gets stronger when you keep folding it. As I started playing with the paper, I found that it can take any forms and size, therefore it can be deemed as endless and open-ended material. The paper floats in the water when but it dips when its wet and heavy. Also, the paper fades away and becomes more fragile when its wet

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This journal aims to enquiry the concept of movement using the six artistic explorations i.e., paper, paint, clay, light, natural walk, and music. A range of media i.e., video and audio recordings has been used in this journal. A range of textbooks, video, journal, slides and readings has been referred to explore the concept of movement. This journal is predicated on socio- material perspectives; therefore it has moved further beyond the dominant discourse (textbooks, images , print and digital media) to understand the world and incorporated ‘materials’ and ‘nature’ to define the concept of movement.

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Paint can be applied to educate children about different cultures and tradition. For instance, dot painting can be used in early childhood paradigm, which engage children with indigenous culture art and history. Dot painting comprises of intricate design which improves children concentration, hand eye coordination and fine motor development; however special consideration must be taken to prevent cultural misappropriation (Staines, 2022).