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1. Meyers, A. B., & Berk, L. E. (2020). Make-Believe Play and Self-Regulation. In Encyclopedia of Child and Adolescent Development (pp. 1-8). Wiley-Blackwell.

2. Deans, J., & Wright, S. (2018). Dance-Play and Drawing-Telling as Semiotic Tools for Young Children’s Learning. Routledge.

3. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.

4. Malaguzzi, L. (1993). For an education based on relationships. Young Children, 48(1), 9-12.

5. Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia. Retrieved from https://www.acecqa.gov.au/sites/default/files/2020-07/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

6. Department of Education and Training, Victoria. (2016). Victorian Early Years Learning and Development Framework: For all children from birth to eight years. Retrieved from https://www.education.vic.gov.au/Documents/childhood/providers/learning/veyldfforallchildrenfrombirthtoeightyears.pdf

7. Rosen, M., & Oxenbury, H. (1989). Going on a Bear Hunt. Simon & Schuster Books for Young Readers.

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Raidah doing the Drama for Going on a Bear Hunt

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"Going on a Bear Hunt" is an exciting and adventurous story that takes children on a journey through various obstacles in search of a bear. The story follows a repetitive pattern of encountering different landscapes, such as long grass, a deep river, thick mud, a dark forest, and a swirling snowstorm. With each challenge, the characters in the story bravely face the obstacles by overcoming them one by one. They chant catchy phrases like "Swishy swashy," "Splash splosh," and "Squelch squelch," adding an interactive element to the storytelling experience. As they finally reach the bear's cave, a quick retreat is made back through all the obstacles in reverse order. The story engages children's imagination and encourages them to participate by mimicking the actions and sounds described in the text. Overall, "Going on a Bear Hunt" is an enjoyable and suspenseful story that promotes creativity, physical movement, and storytelling skills among young children.

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The "If You're Happy and You Know It Clap Your Hands" action dance is a lively and interactive activity that combines music, movement, and rhymes. Children joyfully participate in the dance by following the lyrics and performing specific actions to express their happiness. The dance begins with clapping hands and progresses to include actions like stomping feet, nodding heads, and shouting "hooray!" Each action is accompanied by the corresponding lyrics, encouraging children to engage their bodies and express their emotions through movement. The repetitive nature of the song and the accompanying actions promote coordination, rhythm, and active participation. It is a fun and engaging way for children to celebrate their happiness and enjoy the rhythm and movement together.

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During the Sound Walk Exploration activity, children embarked on an outdoor adventure to explore their soundscape. They were encouraged to listen carefully to the sounds around them and use recording devices to capture interesting sounds. This activity aimed to enhance their awareness of the environment and develop their listening skills. The children documented their observations and reflected on the impact of the soundscape on their experiences.

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The Sound Walk Exploration session is grounded in the belief that early childhood education should promote holistic development, including sensory awareness and environmental consciousness. By engaging in a sound walk, children are encouraged to actively listen to their surroundings, fostering their auditory perception and deepening their connection with the natural world. This activity aligns with the theoretical perspective that emphasizes the importance of sensory experiences in early childhood education, as it allows children to explore and appreciate the soundscape around them.
Gardner (1999): The concept of multiple intelligence proposed by Gardner resonates with the activities conducted in the sessions. By engaging in sensory experiences, exploring sounds, and creating soundscapes, children have the opportunity to develop and express various intelligence, such as musical intelligence, spatial intelligence, and interpersonal intelligence. The sessions recognize and cater to the diverse intelligence and learning styles of children, aligning with Gardner's perspective.

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What went as expected?
For the Sound Walk Exploration activity, I took a group of preschool children on a walk around the outdoor environment to listen attentively to various sounds. As expected, the children showed curiosity and excitement as we embarked on the journey. They actively engaged with their surroundings, paying attention to the sounds they heard and sharing their observations with each other. The activity allowed them to develop a heightened awareness of the auditory world around them.

What did not go as expected?
During the sound walk, I encountered unexpected construction noise from nearby road works, which caused some distraction and made it challenging for my child to focus on the intended soundscape.

What might I do differently next time?
To address the issue of unexpected noise interference, I would plan the sound walk at a time when there is less external noise, such as early in the morning or during quieter periods of the day.

Overall Reflection
Engaging in the Sound Walk Exploration activity has significantly changed my perspective on the role of music, movement, and drama in early childhood education. Through this experience, I have realized the power of actively listening and paying attention to the sounds in our environment. The activity allowed children to develop their auditory discrimination skills, deepen their connection to nature, and foster their sense of wonder and curiosity.

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Jumping On The Trampoline and Enjoying The Natural Sound

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The session of "If You're Happy and You Know It Clap Your Hands" relates to the early childhood learning frameworks, such as the Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF), in several ways like physical development,  social interaction, emotional expression, language development.
Malaguzzi (1993): Malaguzzi's emphasis on relationships in education is reflected in the activities conducted in the sessions. Through collaborative sound exploration, attentive listening, and the creation of soundscapes, children engage in meaningful interactions with their peers and the environment. These activities promote the development of social skills, communication, and a sense of belonging, aligning with Malaguzzi's focus on relationships as a foundation for learning.

According to Deans and Wright (2018) Moving with your child is a rewarding experience as you watch them explore and grow in confidence. Dance-play is a wonderful way for toddlers and young children to share your world and to communicate through creative play.

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What went as expected?
In the activity, I introduced the song "If You're Happy and You Know It Clap Your Hands" to a group of preschool children. As expected, the catchy tune and simple actions immediately caught their attention and enthusiasm. The children eagerly participated in clapping their hands, stomping their feet, and nodding their heads, displaying their excitement and happiness.

What did not go as expected?
During the activity, I noticed that some children had difficulty following the actions in sync with the song. While most children were able to clap their hands and stomp their feet at the right time, a few struggled to coordinate their movements with the rhythm. This created a slight disruption in the flow of the activity and caused some children to feel a bit frustrated.

What might you do differently next time?
To address the challenge of coordination, I would modify the activity by incorporating visual cues or props that provide a visual representation of the actions. For example, I could use picture cards or hand puppets to demonstrate the clapping, stomping, and nodding movements. This visual support can help children who are struggling to synchronize their actions with the song, making it easier for them to participate and feel successful.

Overall reflection:
Engaging with activities like "If You're Happy and You Know It Clap Your Hands" has significantly changed my perspective on the importance of music, movement, and drama in early childhood education. I have witnessed firsthand how these elements can captivate children's attention, promote their active participation, and enhance their overall learning experiences.

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The session based on the story "Going on a Bear Hunt" relates to children's language development, imagination, and physical engagement. Through the storytelling and actions associated with the story, children are exposed to rich vocabulary, descriptive language, and narrative structure. They have the opportunity to actively participate in retelling the story and reenacting the various elements of the bear hunt, which enhances their language skills, storytelling abilities, and understanding of sequence and plot.
In terms of learning frameworks, this session aligns with the Early Years Learning Framework (EYLF) in Australia, particularly in the areas of Language and Literacy, Imagination, and Physical Development. It also supports the Victorian Early Years Learning and Development Framework (VEYLDF) domains of Communication, Wellbeing, and Active Learning. Additionally, this activity can be integrated into the English language and literacy components of the Australian Curriculum, focusing on elements such as storytelling, oral language, and movement-based activities.
According to Meyers & Berk (2020) While self-regulation is burgeoning, young children exhibit major transformations in imaginative play.

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What went as expected?
During the "Going on a Bear Hunt" activity, the children actively engaged in the interactive storytelling. They enthusiastically participated in the different movements and actions, such as swishing through tall grass, splashing through the river, and tiptoeing through the cave. The rhythm and repetition of the story helped them remember and anticipate the actions, creating a sense of excitement and adventure.
What did not go as expected?
One aspect that did not go as expected was the level of participation and confidence among some children. While most of the children eagerly embraced the actions and movements, a few seemed hesitant or shy to fully engage in the physical aspects of the activity. They might have felt uncomfortable or unsure about expressing themselves through movement.
What might I do differently next time?
To address the hesitation or shyness observed in some children, I would create a more inclusive and supportive environment. This could involve providing visual cues or prompts, using gestures or modeling the actions, and encouraging children to participate at their own comfort level. Additionally, incorporating more opportunities for group collaboration and peer support could help build confidence and encourage participation.

Overall reflection:
Engaging with the unit content and required tasks, such as the "Going on a Bear Hunt" activity, has significantly enhanced my perspective on the role of music, movement, and drama in early childhood education. I have realized the power of these elements in fostering imagination, creativity, and physical expression among children. By incorporating music, movement, and drama into teaching practices, it not only enhances their cognitive and physical development but also promotes social-emotional skills and self-expression. Through this experience, I have come to appreciate the transformative potential of music, movement, and drama as effective tools for engaging young learners and creating rich learning experiences.