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Experience- Story Time "Mr Sammy looking for a friend".

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Experience- Story Time "Mr Sammy looking for a friend".

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I made up a story of tree, wind and birdie, inspired from my AT2.

Instructions to set-up story time-

1. Collect the props preferably an indoor plant, some leaves to make the sound of fluttering and a cloth to blow.

2. Sit with children and share the story.

3. Ask children for their ideas make it interactive.

4. Provide opportunities for free movements and sounds of nature elements.

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Green and White Bold Nature Presentation

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Experience- "When wind blows, Trees shake".

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Experience- "When wind blows, Trees shake".

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https://youtu.be/wFjMbegC4Hw?feature=shared

In this experience, after my county visit, we are trying to imitate the movements of tree and wind.

Instructions to set-up-

Take children for outside walk.

Encouraging them to think about wind and trees and whatever they can notice, feel.

Talk about their observations.

Providing opportunities to role play for wind or trees or of their choice.

Introduce the movements like up, down, long, short, shake, running slowly and fast, twirl, slide. Include children's voices and participation.

Open-ended experience based on children's observations.

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https://www.canva.com/design/DAGthFU6M8g/yMrvq_7cHd5yiDUiukKw-A/edit?utm_content=DAGthFU6M8g&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

In this experience, I tried to create the sounds of wind with simply using a cloth and waving it around. I used small branches to create the various sounds like shaking of tree leaves, birds fluttering, making music by tapping it on my table and with each other.

Instructions to set-up-

1. Collect the props while showing it to children.

2. Demonstrate to children how we can use it in different ways and listen to the sounds it create.

3. Provide open-ended opportunities to children experiment and share their experiences.

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Rationale/justification how this experience relate to AT2 experience-

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Rationale/justification how this experience relate to AT2 experience-

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During my country visit, my encounter with the birds and wind was the inspiration of this experience.

I would relate this experience to "Dadirri, Inner Deep Listening & Quiet Still Awareness by Miriam-Rose Ungunmerr", which emphasises on our deep and respectful connection with the nature and community (DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 Minute Promo, n.d.). It symbolises a child's experience of listening, observing and responding to the nature through his/her senses.

When children are out in the natural environment, they hear lots of noises of birds, wind, rocks, sand, leaves, trees and lots of other things.

Creating the sounds of fluttering of birds feathers, leaves shaking and wind is one of the experience that relate us to the place/land through our senses and imagination deepens our connection to place. This approach reflects the aboriginal perspectives of respecting the place and nature through sound, stillness and presence.

Link to EYLF outcome2 - Children are connected with and contribute to their world-

2.4-Children become socially responsible and show respect for their environment.

2.4.1- Children use play to investigate and explore the nature and the natural environment.

2.4.5- Children care for Country and connect with animals, plants, lands and waterways.

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Rationale/justification how this experience relate to AT2 experience-

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Rationale/justification how this experience relate to AT2 experience-

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AT2 inspires me to think about the movements possible in the early childhood education with the children. As I was looking at the trees, I was noticing different colours, heights, wideness and different types of trees. Still in winter, some tree's leaves were still green, some getting dry and brownish, some had no leaves at all. It inspires me to think of the movements like up, down, right, left, shake, swirl, fast and slow as in my experience.

Thinking about wind, I could think about the movements like fast, slow, push and so on. My experience is based on that observations.

I would relate this experience to the resource 'The difference between hearing and listening " by Pauline Oliveros | TEDx Indianapolis, which emphasis that listening is fat spiritual than hearing as when we listen , we feel it inside our body through our senses. As my experience totally based on how we feel in nature and imitate the movements, it focuses on deep listening.

Linking to EYLF outcome- 3.2.2- Children develop movement patterns, mobility and gross motor skills to manage and explore the physical environment.

5.3.1- children use language, sounds, gestures and movements to engage in play to imagine and create roles, scripts and ideas.

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Rationale/justification how this experience relate to AT2 experience-

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Rationale/justification how this experience relate to AT2 experience-

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Reference- I would relate this experience to the resource 'he Mutton Bird- by Bangarra Dance Theatre", an aboriginal art of story telling through dance, movement and sound (Bangarra Dance Theatre, 2015). This resource highlights how movement can communicate about relationships with land, animals, and natural elements without even using the words. As my creative response in AT2 was also based on a story of a bird in a dramatic way, this experience also tells a story about nature in a dramatic way.

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My nearly 5 yr. old child enjoyed the process of creating sounds with me. when I was recording and would play it afterwards, we would wonder how it sounds like?. It was fun and amusing experience for us.

I used 2 different types of branches and observed the difference in the sound it created. next time I might use the branches which having thick leaves and tie them together so they don't fall apart.

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My children loved role-playing of wind and trees. I observed their happy faces. I give them opportunity to try any other moves they would love to do.

My 5-yr old then said, "m gonna shake the tree coz m the wind".

Maybe next time I could introduce the cause and effect relationship of how breezing and heavy wind make tree move differently.

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My son said,"I like the way the wind dance, and thats how I dance;".

I wish to make story a little longer and use some more sophisticated props next time.

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Future practice of early childhood education

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Future practice of early childhood education

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I would encourage children to feel and role-play the natural elements we feel outside and introducing the vocabulary according to their body movements promoting gross motor skills. creativity, imagination and language in the natural healing outdoor environments.

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Future practice of early childhood education

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Future practice of early childhood education

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By integrating these approaches into early childhood practice, my aim is to create meaningful opportunities for children to engage in movement as a form of storytelling—one that respects and reflects Aboriginal perspectives, nurtures creativity, and deepens their connection to place. This approach provides space for children to embody characters and explore expressive movement through role play, imagination, and physical interpretation, supporting holistic development and cultural awareness.

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Future practice of early childhood education

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Future practice of early childhood education

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In my future practice, I will connect my children with the nature through their senses. I will incorporate the concepts of what we hear, how we felt, what we smelled like things to encourage children to notice the things they observe in nature and how they can imitate the sounds from the nature.

My practices aim to deepen their awareness and appreciation of nature. It will support children in fostering creativity, listening skills, and a sense of belonging to the land.

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Bangarra Dance Theatre. (2015). Bangarra Education Resources Mutton Bird. Www.youtube.com. https://www.youtube.com/watch?v=o-PV98Oshkc

DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo. (n.d.). Www.youtube.com. Retrieved July 17, 2025, from https://www.youtube.com/watch?v=tow2tR_ezL8&t=1s

Oliveros, P. (2025). The Difference between Hearing and Listening | Pauline Oliveros | TEDxIndianapolis [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=_QHfOuRrJB8

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Music, Movement and Drama, a part of everyday life (How has your perspective of music, movement and drama changed as a result of engaging with the unit content and required tasks?)

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Music, Movement and Drama, a part of everyday life (How has your perspective of music, movement and drama changed as a result of engaging with the unit content and required tasks?)

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Various concepts were elaborated throughout the unit that deepened my understanding of the music that surrounds us in both structured and unstructured environments. A particularly meaningful experience for me was the country visit and the subsequent creative response. I was fascinated by the creativity I discovered within myself—it led me to realise that nature has its own music. The movement in nature and the dramatic imagery of natural elements can inspire deep musical and emotional expression. This reinforced my understanding that each child holds an inherent potential to connect with music as a natural language of expression.

In ECS, music, movement and drama offer holistic development opportunities by providing deep sensual connection to environments, materials and relationships. During assessment tasks, I realise how these forms of temporal arts, are essential and embodied languages through which children learn, express themselves and make meaning of the world.