# data[].attributes.headline
meaning making with movement,why is important,what got me curios,anything to add to the question,reflection,how my curriculum  created questions,

# data[].attributes.subject
meaning making with movement,why is important,what got me curios,anything to add to the question,reflection,how my curriculum  created questions,

# data[].attributes.body
It is important as an educator to think of children movement as political focusing on children nonverbal responses, by observing different body languages of children and how they're affecting the movement of materials, noticing the discourses that are structuring the children movement. Noticing how the children are engaging with complexities within materials through their actions created by movement. This perspective of thinking movement raises questions in my mind. Do children actual bodies movement shape the way they make meaning with their local place? Do materials movement create relationships with children connecting them to the past present of place? Can this be seen as political? I’m questioning to understand and make meaning to build on curriculum that engages with complex ideas to develop effective learning

Its also important to think about children movement as psychomotor learning, which integrates the physical movement and cognitive functions of children. The only thing I would add to the question is the aspect of psychomotor learning. how does children’s movement with materiality relate to their psychomotor learning?

I’m further curious to know the perspective of other educators on how movement with materiality in classroom has informed their practice.

Justifying my previous movement question about children movement with materiality(space) in their environment, the materials offered to create different movement with spaces, movements that create awareness to how they move in different spaces for their safety. Movement that provides children to examine spaces before engaging in those spaces this could be used as a great strategy by children to notice the hazards in their spaces hence fostering a strong sense of wellbeing in how they interact in their environment. This perspective of thinking creates other possibilities of learning. Where educators can employ freedom at children movement with materials in spatial spaces. This would enable educators to notice different complex ways of movement that children use to make meaning of the world around them. If educators moved from their habitual ways of predicting movements with materials and creating boundaries. Children would surprise us with different complex knowledge’s that could help us build on their curriculum to complexify learning and make it more meaningful to children.

My curriculum experience has brought forth a number of questions, such as; what is the level of creativity of young children in line with moving with materiality? How is movement with materiality relate to psychomotor learning? How can children movement with materiality be measured? how can children movement with materiality be integrated with the ordinary learning curriculum in early childhood education?

Any changes id like to make for next time is using clay.Clay would act as a great modium ,to connect children to their land as a natural element.i would like too see the different movement clay would create for children.Also in the history of clay theres's a link between symbolic clay and mental spiritual of human kind.Therefore clay would connect children to their human mental world and material world.Sholt and Gavron(2006,pg,66)

# data[].attributes.headline
question,observations,what was suprising,what possibilities of moving with children were generated through this experience,possibilities of children learning in my curricular experience,interaction with materials with children.

# data[].attributes.subject
question,observations,what was suprising,what possibilities of moving with children were generated through this experience,possibilities of children learning in my curricular experience,interaction with materials with children.

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I was puzzled by the materials invitation to children. As children are discovering how playdough and other materials connect them to ecologies, they're also learning how these ecologies are important and need close attention and nourishment.it also decentralize human as the constructor of everything and acknowledges other natural elements.

I observed the children squishing and rolling the playdough. I’m wondering and asking myself? Are children able to connect with it? As I watched the children bodies moved in different rhythms, there little hands stretching to connect to every edge of the playdough, as it responds back to the children, by changing its shape.

Children moved differently in spaces. I noticed children move differently in unfamiliar spaces, as children walked in fear and uncertainty on their first day at the site. Children resisted interacting with others and materials, resulting in limited spatial engagement and freedom with their environment. However this  was suprising to notice,as i noticed a shift after children being in the site for a couple of days. The spaces developed into a place of playfulness. This morphed into individual children walking and exploring every material in the room to a group of children playing together.

As I observed children painting the branches, I could notice the interaction between the paint, branches and children. It was like a nonhuman-human working together, exploring and forming relationships together. The children arms are moving up and down in a rapid tandem motion as they colour the branches, the branches are responding back to the paint as they begin to smoothen and brighten with different paint colours. The paint starts to move in children fingers. Children are smearing the paint on each other and removing paint on each other.in paint assemblage children bodies are moving towards each other through touch. Touch is more than just sensory; it sees through. Children covering the branch with paint is an act of worlding’s, branches moving to respond to the wetness of the paint, its moving responding to the weight of the brush. Body senses and paint movement recombine to create new ways of movement and knowing with children.

# data[].attributes.headline
observations,possibilities for moving with children generated through this experience,changes to my curriculum experiences 

# data[].attributes.subject
observations,possibilities for moving with children generated through this experience,changes to my curriculum experiences 

# data[].attributes.body
Most of the children in my site came from a different culture, and this was interesting as I decided

To focus on their traditional geography, noticing how their body moves to being in a different place, the relationships and connections there forming with the place and materials. While moving in those spaces to make meaning. Movement that jogs their memory and emotions. Acknowledging their knowledge of their past place and integrating that with their present understanding of their local situated environments to enrich a sense of place, belonging and attachment.

I have created new spaces for children with a variety of open-ended materials. (playdough rocks and branches) that would generate and provoke creativity and exploration while allowing children to make symbolic representations that connect them to their immediate environment that they reside in.

The materials inquiry create movements that form communicative practice, where rocks and playdough ask questions to the children, and they respond back through body expressions and different movements with touching, seeing to develop political relationships with materials that connect them to different embodied ways of being with more than non-human inhabitants.

Children are walking from one material to the other, children walk to know, and place make, where they move and return from one material to the other to make meaning. This can also be understood as communicative placemaking.

My provocation inquiry that will be relevant to children and place is ecology Len of identity to children’s learning. Children were forming relationships with the earth by being in the land of Kulin and interacting with its nature through different movement. The branches, leaves and playdough that connects them to the land and the past present. Children are making meaning of the world around them through this project.

i will disrupt the dominant discourses that view movement as structured in my curriculum experience, by employing freedom on how children move with different materials, inviting other possibilities of viewing movement in our everyday practices with children. Movement that unfolds from limit connects children to materials that relate them to the world and resulting in children making meaning with their local place

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Acknowledgement & context

I will begin by acknowledging the ancestors, elders and families of the Wurundjeri people of the Kulin nation.

My eyes captured by the beautiful buildings encircling the Wingate Avenue community centre, reflecting with the past present, I stood and wondered. Whether there were any trees in this landscape before the buildings, who came with the idea of constructing the Wingate community centre. I’m starting to make connections with more than non-human.

As I make my way to engaging with place site. I’m engaging with the ideas of spaces being characterized by mobilities as I look at the empty spaces inside the site. Reflecting on my geographical approach, it challenged my thinking to understand that spaces are entanglements of different movement inhabitants. That allows the children ideas and practices to be meaningful by flowing within and between spaces, engaging with the concept of spaces as always in the making. I will incorporate the indigenous ways of knowing and doing that connects children to more than non-human entanglement in the local based. I, therefore, engaged into a discussion with my mentor on how she can support me in implementing the learning that is meaningful that integrates movement materials with more than non-human knowledge to disrupt division and cultivate a culture of inclusiveness and acceptance in the site.