# data[].attributes.body
Sound/Music Activity

In this session, I aimed to introduce the children to the world of nature sounds. I initiated it by facilitating a discussion about nature. Then, I introduced a captivating story that focused on the sounds of nature. The children were encouraged to mimic these sounds, and the session concluded with an exciting sound-guessing competition.

Movement/Dance Activity

I transitioned the children to a Movement/Dance Activity outdoors in the kindergarten yard. I had the children lie down on mats and close their eyes to listen to the sounds of nature. This sensory experience helped them become more aware of elements like birds, airplanes, and the swaying of trees. I encouraged them to embody these natural elements through creative movement and play, guiding their interactions.

Drama (or Combination of Sound and Movement) Activity

Building on our experience with nature sounds and movements, the children and I engaged in dramatic play. We imagined ourselves as birds and trees, bringing elements of the natural world to life through our actions. This session encouraged the children and me to use our bodies and imaginations to create a shared dramatic experience.

# data[].attributes.body
I engaged children through interactive conversations, storytelling, and visual aids, encouraging them to express their thoughts on nature. I organized a lively discussion where they shared their feelings about the natural world. A sound-guessing game added excitement and curiosity. The outdoor kindergarten yard provided firsthand experiences with nature sounds. I also promoted imaginative play, inspiring kids to create shared dramatic adventures that deepened their connection to nature. My goal was to instill a holistic appreciation for the natural world and nurture creativity in the young minds I nurtured.

# data[].attributes.body
The teaching experience I implemented with the children at my workplace strongly aligns with the unit content focused on Aboriginal culture, "dadirri," and a deep respect for nature. In Aboriginal culture, "dadirri" represents deep listening and quiet, still awareness, similar to my experience in the park where I found solace by listening to the wind and observing nature's movements. The children actively engaged in deep listening by trying to mimic the sounds of nature, resonating with the Aboriginal practice. The "sound guessing competition" reinforced the concept that nature is not just a resource but a source of wisdom and knowledge. When the children closed their eyes to listen to the sounds of nature, it beautifully reflected the Aboriginal concept of deep listening.

Ruth Wilson, in her work "Nature and Young Children," advocates for a holistic approach to connecting children with the natural world. She emphasizes that "Young children want to do more than look" which underscores the idea that children are inherently drawn to actively engage with their surroundings, particularly in natural settings. My teaching experience beautifully exemplifies this principle, as the children didn't merely observe nature; they actively participated in a sensory exploration of it such as the children actively participated by listening to nature sounds, mimicking them, and embodying elements of nature.

The Canadian Children Journal, which discusses a deep connection with the natural environment and an experiential approach to understanding it, further reinforces the value of immersive encounters in nature. The journal's emphasis on engaging all senses and paying close attention to the environment mirrors my teaching experience's approach of encouraging children to actively listen and observe the natural world. It highlights the importance of creating opportunities for children to connect with nature by experiencing it fully, just as I did with the children. The journal's perspective aligns with my immersion in the park, focusing on sounds, sensations, and imagination, which can contribute to a more profound and lasting connection between children and the environment.

# data[].attributes.body
To implement a short teaching activity of sound, movement, and drama, I organized a group time where I had a discussion about nature. I asked questions such as, "What is nature?" Some children replied, "Where we can see trees, birds, airplanes, and fire trucks." Then, I listened to a story about nature sounds with the children. I found that the children were curious about the sounds of nature, and they began mimicking the sounds from the story. The best part was at the end of the story when the children had to guess the sound through listening. They were so excited to guess the sounds, and it turned into a sound-guessing competition.
Link of story-
NATURE SOUNDS for Kids - Episode 3
https://www.youtube.com/watch?v=9G_81hhQNjI&t=20s

Once we finished this group time, I took the children outside, and we all lay down at the kindergarten yard on the mat. They closed their eyes and tried to listen to the sounds of nature. One of the children shouted out, "I can hear birds' sounds." A minute later, another child said, "I can hear an airplane sound." On the other side, one child opened his eyes and said, "Look, the trees are moving." Then, they all stood up, and one of them, child A, said, "I can be a bird - tweet tweet."(Flapping his both hands and running through the yard) The other child, B, said, "I can be a tree," and stood still like a tree. To join with her, one of her friends, child C, replied, "B, look, the trees are moving." B responded, "Okay, I can move like them," and she copied the act of the trees moving in the wind through her body gesture.

What went as expected?
The teaching activity involving sound, movement, and drama with nature seemed to engage the children effectively. The discussion about nature and the introduction of a nature story appeared to capture their interest. The interactive aspect, where the children mimicked the sounds from the story and participated in a sound-guessing competition, went as expected, fostering their curiosity and active participation.

The part where the children laid down on the mat and listened to the sounds of nature also seemed to work well. They were able to identify some of the sounds, like birds and airplanes, and even made connections between the sounds and the movement of the trees. The spontaneous role-playing, where the children embodied birds and trees, showed their enthusiasm for the activity.

What did not go as expected?
One aspect that did not go as expected was perhaps the level of spontaneity. When one child shouted out what they heard, it led to others quickly sharing what they heard as well. This might have disrupted the tranquillity of the experience for some children who may have wanted to reflect quietly on the sounds.

What might you do differently next time?
To create a more structured and reflective experience, you could consider the following changes:

·         Encourage children to take turns sharing what they hear during the listening exercise. This can foster a more reflective and focused listening experience.

·         Integrate role-play as a planned activity rather than a spontaneous one. I can use this to deepen their connection to nature. For example, after listening, I could encourage children to choose a natural element (a tree, bird, etc.) to embody during the listening activity.

·         After the activity, have a brief discussion to help children reflect on what they heard and how they felt during the activity. This can enhance their understanding of the sounds of nature and their connection to it.

How might you use this growth in your future practice of early childhood education:
This experience highlights the importance of incorporating nature, music, movement, and drama into early childhood education. It has shown that children can become deeply engaged when learning through interactive and imaginative activities. To use this growth in my future practice, I will –

·         Plan More nature-based activities into my curriculum. I will encourage children to explore and connect with the natural world, fostering a sense of wonder and curiosity.

·         Incorporate more outdoor and hands-on experiences which can help children to connect more deeply with the natural world and develop a sense of wonder and appreciation for it.

·         Encourage imagination and creativity activities like mimicking nature sounds and dramatic play can help children express themselves and develop important cognitive and social skills.

·         Help children express their thoughts and experiences through discussion, art, or writing, allowing them to make connections and deepen their understanding.

# data[].attributes.headline
How has your perspective of music, movement and drama changed as a result of engaging with the unit content and required tasks?

# data[].attributes.subject
How has your perspective of music, movement and drama changed as a result of engaging with the unit content and required tasks?

# data[].attributes.body
Engaging with the unit content and required tasks has significantly transformed my perspective on the roles of music, movement, and drama in early childhood education. Prior to this experience, I might have viewed these elements as individual components with distinct purposes. However, I now see them as interconnected and complementary facets of a rich educational tapestry.

My perspective on the power of nature in education has deepened. The unit content, which focused on Aboriginal culture and the concept of "dadirri," stressed the importance of deep listening and still awareness in nature. This philosophy resonated with me, and I saw the profound impact it had on the children during our nature sound activity. Engaging them in deep listening to the sounds of nature and encouraging them to mimic these sounds allowed them to connect with nature in a more meaningful way. It's no longer just about observing nature; it's about immersing children in it, fostering their curiosity, and nurturing their respect for the natural world.

The incorporation of movement and drama into our activities has underscored the importance of a multi-sensory approach to learning. Movement and drama activities, when integrated with nature exploration, allowed the children to engage with their environment physically and emotionally. The spontaneous role-playing as birds and trees showcased the power of imagination and creative play. This has reshaped my perspective on the value of these elements as tools for self-expression, social interaction, and cognitive development in early childhood.

In my future practice of early childhood education, I will continue to embrace this holistic approach. I plan to incorporate more nature-based activities and encourage children to explore the outdoors actively. By integrating music, movement, and drama, I hope to foster a deeper connection between children and the natural world. This will not only enrich their educational experiences but also instill in them a lifelong appreciation for nature.

Moreover, I will emphasize the importance of structured reflection and discussion after sensory and imaginative activities. This will help children process their experiences, express their thoughts and feelings, and make meaningful connections with what they have learned. It will also enhance their communication skills and emotional intelligence.

In conclusion, the unit content and required tasks have transformed my perspective on music, movement, and drama in early childhood education. These elements are not isolated components of the curriculum but powerful tools for creating immersive, meaningful, and deeply engaging learning experiences. Nature, imagination, and sensory exploration will continue to be at the heart of my pedagogical approach, nurturing young minds and spirits in their journey of discovery and wonder.

# data[].attributes.body
Wilson, R, 2007, Children, creative play, and the natural environment, in R. Wilson (edn) Nature and Young Children : Encouraging Creative Play and Learning in Natural Environments, Routledge. Ch 1. Viewed on 18/10/2023 (pp 5)

https://vucollaborate.vu.edu.au/content/enforced/1816406-ECE2008-1-2023-HWB-151670/Nature_and_Young_Children_Encouraging_Creative_Pla..._----_(Chpater_1_Children_creative_play_and_the_natural_environment)2.pdf?_&d2lSessionVal=zYBTgErHJg8Qy5MtYKs47qVbj&ou=1868340

Hamm, C 2015, ‘Walking with place: storying reconciliation pedagogies in early childhood education’, Canadian Children, vol. 40, no. 2, Canadian Association for Young Children. Viewed on 18/10/2023 (Pp 61-63)

https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=d1e2a2c3-1493-4faa-a507-7ca816cce194%40redis

Ungunmerr-Baumann, M.R. (2002). Dadirri: Inner deep listening and quiet still awareness. Emmaus Productions. Viewed on 19/10/2023 (Pp 1-2)

https://www.dadirri.org.au/wp-content/uploads/2015/03/Dadirri-Inner-Deep-Listening-M-R-Ungunmerr-Bauman-Refl1.pdf