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The video resembled the one I showed in Assessment 2 about Bourke Street, where birds are singing. In this video, I recorded child A and asked him what sound birds make. The child A then gave a rough pronunciation of the bird's call, but it was clear that he was excited to name it.

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Activity 1: "Sound of Bird"

What went as expected? What did not go as expected?

At first, I wanted to invite some children to an activity where I used a stuffed bird as an illustration of a real bird and while listening to the sounds of real birds but because it was a little difficult to invite several children so I only invited one child to participate in this activity. But as the activity progressed, the child was only interested in the sound of birds which I sampled only briefly after that he was distracted by other toys. The child also seemed to want to exemplify but he was embarrassed to exemplify so he only mentioned the sound of the bird "pip" but in a very clear voice.

What might you do differently next time?

I will find a suitable time when the children play so that I can invite them to join this activity and create a small group and watch and model together in mentioning the birds sound "pip pip pip pip".

How might you use this growth in your future practice of early childhood education?

I would like create an activity like this I will create more creative properties so that children are more interested in participating in the activities and I will use speaker facilities which will play bird music more loudly so that children can hear clearly. I would use this activity in the future as a child to learn sensory hearing. And this can be included in Early Learning Outcomes 5 where Children Are Effective Communicators when doing activities because children can hear and respond well.

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Here I invite this child A to see around the city environment where there are cars passing by and I also invite him to see cars passing by on the road and he mentions the color of the car. During the activity I tried to ask "What does your mother use to bring you here?" then I had time to show how to run the car with a movement but it was not recorded Then child A answered "car car car car" clearly. After the video stopped, the child walked up and picked up a toy car and showed me that he was playing with the cars and then doing the movement from end to end of the room with the car. This is linked to EYLF Outcome 4: Children Are Confident and Involved Learners. And also According to Piaget's thesis, children actively create their conception of the world via interactions with their surroundings.

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Make a drama activity where I make prints in the form of street pictures where children can play using toy cars, but I also explain if in the city there is a traffic road that must be obeyed, then the child runs his toy car according to the road that I have printed, then I document the child presenting what I have explained.

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Activity 3: "Drama about Cars"

What went as expected? What did not go as expected?

When the initial activity runs smoothly, child A is very interested in following the activity and child A is also interested in the road that is attached and there is curiosity about the different streets where children can learn. sensory, sound, and movement when reading instructions in play. But in that situation, the children did not want to take turns so the situation did not go well, fighting each other to play their cars because they were so curious when I read instructions and read stories when in City there were roads that we had to obey.

What might you do differently next time?

Next time I will create a small group which will be more conducive when doing activities where children can also learn to communicate and isolate with children their age and also they can learn by collaborating.

How might you use this growth in your future practice of early childhood education?

I will use this activity to be part of my learning in the future when I become an educator children can learn in a group where they can learn together and collaborate with their friends which will make the learning atmosphere very happy and not also I will use costumes to support learning such as police costumes, And children can also follow which plays a role as when someone is violate traffic.

A pedagogy and educational philosophy aimed at early life and primary education is the Reggio Emilia method. This constructivist, child-initiated approach promotes self-directed, experiential learning in relationship-driven settings.

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Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, being, & becoming: The early years learning framework for Australia.

Aussie Childcare Network. (n.d). Child theorists and their theories in practice. Aussie Childcare Network.

Aussie Childcare Network. (n.d). Guide to the Reggio Emilia Approach. Aussie Childcare Network.

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Activity 2: "Movement of Cars"

What went as expected? What did not go as expected?

At first of the activity, child A was very happy and very eloquent in mentioning "car" and was very curious about what passed from the window when I as an educator took child A to find out if the sound from a passing car and child A could listen very well. However, when the activity is a little bit there is an obstacle when child A gets bored and can be disturbed by other toys, but it is not wrong for his child because it is a moment where child A can explore the environment around him or her child freely so that they can learn the voice and sensory of child A himself.

What might you do differently next time?

Next time, I will try to make cars using cardboard of various types so that when children are interested then I put voice actors in the cardboard car so that children are more interested in knowing what is in the car and what sounds are heard.

How might you use this growth in your future practice of early childhood education?

In the future, I will use this activity for my learning in the future because this activity is very good for children to learn sensory and learn movement and sound which is very good for their memory learning development from an early age.