Share & familiarise the group with ‘Tiddalick the Frog.’ Read the story book or tell the story using props/puppets/reenactment.

Invite the group to play a new game called ‘Tickle Tiddalick.’

Materials required:

·       Gather natural materials such as sticks, rocks branches, pinecones leaves, branches etc to use to create sound

·       Gather musical instruments

Rules:

Let’s all create a circle. One child is selected to transform into ‘Tiddalick the Frog’ and that child sits in the middle of the circle. Place natural materials and musical instruments in a box.

“Now, remember how Tiddalick drank up ALL the water from the land, and all the animals tried to make Tiddalick laugh to give back to the rivers, creeks and waterholes?

We (everyone in the circle) are all those animals. So, we’ll each take turns and our job, is to make Tiddalic laugh! We can use our bodies, our voice and any of the objects in this box to make a sound or ‘rhythm’ to have a turn to get Tiddalick to laugh.”

If Tiddalick laughs, then all the water spurts out from their mouth and it’s your turn to be in the middle; to become Tiddalick.

So, Tiddalick, your job is to try not to laugh!”

Educator Prompts:

“What sounds make you laugh?”

“What sounds do you think might Tiddalick find funny?”

“Do you think quite/loud sounds OR fast/slow sounds might make Tiddalick laugh more?”

“Can we make sounds using only your body?” (Body Percussion, n.d.)

“What sounds could a stick/leaves/pinecone etc make?” Extension; what does the pinecone sound like?” (Learn How to Create Foley Art, n.d.)

Throughout/end of game: A moment of gratitude & respect for Country; ‘Let’s all thank Tiddalick, the animals and the water for coming back to us, thank you!’

Connection to AT2:

• Drawing inspiration from expressing an emotional sensory response, discussing feelings

• Appreciation of nature

• Creative play; imagining the river as dancing/creating a sound one might find funny

Games objective:

EYLF Links: Outcome 1: Children have a strong sense of identity

Children explore different roles and perspectives through pretend play. Children are able to recognize and express a range of emotion, in both themselves and others, and they respond to these internal and social cues accordingly. (Australian Government Department of Education, 2022)

 This is demonstrated in our game through using our auditory sense; the sounds they hear, visual; through facial expressions, body language, body movement and body control (trying not to laugh), and introception; do I find this funny? What makes me laugh? How does my body respond to laughter? And, how does that make me feel? (Gano & Krull, 2020)

EYLF Links: Outcome 4: Children are confident and involved learners

Children progressively learn through their sensory exploration and use play and games to experiment and gain new understandings and ideas. The temporal arts, such as sound and music offer exciting new opportunities to welcome imagination, innovation, creativity and curiosity. (Australian Government Department of Education, 2022)

Wilson, 2007 speaks to this on how children are more likely to be more successful in future academic learning dispositions when directing their own play through the temporal arts and nature.

Venture out of the centre and go on a nature walk, for this particular experience, visit a local river or waterway; can easily be modified based on location e.g. visit a park, bush, beach, city etc.  

Materials required:

·      Material/scarves of different colours and textures

·      Natural materials gathered such as small branches, leaves, gum nuts

Rules:

Stand alongside the river, and ask the group each pick some items that interest them out of the materials we have. Next ask the children to name what they see surrounding them. Then, ask how that object is moving? And freely, encourage the group to interpretive dance the actions of the object chosen. Take turns in picking a different element from the environment.

Educator Prompts:

“What is the river doing/how does it move?”

“How can we move like the river?”

“Can you dance like the river?”

“How do you think the river is feeling?” E.g. slow and still may be linked to being sleepy, lively and flowing fast may be happy or excited.

How might a ‘calm/wild/happy/cross’ river move?

“Does the river make great big movements or little small waves?”

“Does a puddle/beach/pond move like a river, and how does that move?”

Connection to AT2:

• Drawing inspiration from the visuals from my video of the river and surrounds

• First nations perspective of seeing the River as a living, breathing being.

• Sensory exploration

Games objective:

EYLF Learning outcome 3: Children have a strong sense of wellbeing

Children are progressively able to recognise, evaluate and express their emotion, and the emotions of others around them and how this mentally and physically may impact a living entities wellbeing. This natural space enables children the opportunity to relax, but also through dance, children can explore their ideas and feelings through a different medium. As the EYLF 2022 states, children have the opportunity to participate in ‘complex coordination of the body movements with sight, sounds and other sensory stimuli to engage with people and explore materials.’

Learning outcome 5: Children are effective communicators

Children respond to and gain an understanding of the world through their sensory perception. They engage in shared experiences which enrich and challenge their thinking, leading to new discoveries and grasping new concepts. Child draw on First Nations perspectives, using different mediums of non-verbal language to communicate storytelling, convey meaning and deep listening.

(Australian Government Department of Education, 2022)

This is demonstrated in our game through using the following senses: Auditory; how does volume, beat and rhythm impact children’s interpretation of movement? Visual; using role play to respond and re-enact to what they see. Olfactory; does the environment have a scent, does this impact how children respond. Tactile; the sensations of the different props offered. Vestibular; spatial awareness of our own body and the bodies and structures surrounding us, may involve engaging balance/hand eye coordination. Proprioception; the amount of forced necessary to create the movement of varying objects eg. A tree may be slow and soft movements but a bird might leap, bound and fly from tree to tree.  Introception; Perhaps children re-enacting the trees blowing in the wind may cause them to recognise the cold, the sun may be shining on a rock, releasing they are hot etc.

(Gano & Krull, 2020)

Implementation & Reflection:

I feel unit 2008 has fundamentally shifted my perspective of how i see movement and the strong ties it has to creating neural brain pathways for learning and development for children. Creative dance play is such a wonderful tool to support a childs creativity, motor muscle development, emotional awareness and assists in early literacy development. Particularly when taking place in nature and with the use of props like scarves. I no longer just a means to have fun, physical development or get out some energy as i think i previously had thought naively. (Dance Teaching Ideas, 2020)

Gandini, 2012 highlights the Reggio Emelia concept of ‘the hundred languages of children’ discussing the importance of art, the process of engaging with and exploring different materials and aesthetics, in collaboration with others is vital to a child’s creative and future learning success. I definitely agree. I initially thought of a similar but slightly different experience however, rather than with dance and movement, sitting down and painting how the river might feel. But after recent discussions in lectures, it’s really displayed how vital movement is to young children’s development; I decided to explore a different approach of incorporating movement and dance. What I found was movement and dance offer so much joy and fun; it’s such a free experience that I think, personally as adults, we would benefit significantly of taking a leaf out of childrens books, and be more playful, spontaneous and simply put, nothing is that deep. It struck me that freedom can easily be dismissed and squashed down as ‘sillyness’, which is actually quite sad and dull in my opinion. I think this was a beautiful, expressive and fun activity and I look at extending on this through exploration of different landscapes and i'm interested to see how children respond to varying landscapes; city scape, a farm, in kinder etc.

Share & familiarise the group with telling the story of ‘Bunjil the Eagle.’ Read the book or tell the story using props/ puppets or re-enactment. Invite the group to discus and imagine how we can help Bunjil by building a nest for the eagle to rest in, to show our eternal gratitude for creating and looking after Country.

Materials required:

·      Natural materials such as sticks, branches, bark, leaves etc.

·      Recycled materials such as twine or string, cardboard, fabric etc.

·      Play audio soundscape of birdlife sounds

·      Optional: Prop of Eagle figure/backdrop of the night sky with a star representing Bunjil becoming a star in the story.

Instructions:

1.     Discus and draw up ideas with the children surrounding what items or materials might be suitable to create a comforting nest for Bunjil.

2.     Research with children on how different birds build their nests and what they use.

3.     Do an On Country visit to gather natural materials, and ask families to donate items that can be recycled/repurposed.

4.     After accruing enough items, begin to engineer and construct the nest.  

Extension:

·      Create puppets/props/artwork that represents Bunjil.

·      Post letters to Bunjil to express our gratitude/draw pictures/write words we think Bunjil may like.

Educator Prompts:

““What helps you rest/makes you comfortable?”

“What might birds sleep in/what are nests made of?”

"Do different types of birds build different nests?"

“Where can we find those items?”

“Who should we ask for help?”

“How can we show Bunjil we say thank you/we care?”

“How can we make sure the nest is safe and secure for Bunjil to rest in?”

“Do you have anything at your house that you don’t use that Bunjil might like?”

Connection to AT2:

• Drawing inspiration from the abundant birdlife soundscape heard in the background of my artefacts.

• First Nations perspectives of respecting and caring for Country, Elders, ancestors, beliefs and spirit

• Fostering creativity and imagination through story telling

Games objective:

EYLF Outcome 1: Children have a strong sense of identity

Children share in rich, learning explorations where they are feel free and confident to explore their curiosity and openly express their ideas, harmoniously with others. They are able to display initiative through taking on new challenges and seeking out information through asking questions. Children are able to feel like they are heard and a valued member of the group, and their own community. They also respond to others ideas with respect and an openness to different perspectives and other ways of being.

EYLF Learning Outcome 2: Children are connected with and contribute to their world.

 Children learn about different cultures and the diversity of the world. They become aware that they belong to a community, and being a valued and responsible member of that community, they are an active participant in caring for it’s vitality.

 (Australian Government Department of Education, 2022)

This is demonstrated in our game through using the following senses: Auditory; rich, inquiry based discussions amongst educators and peers, birdlife sound scapes, story telling. Visual; searching for materials, imagining nests, planning nest constructions. Olfactory; the smalls of natural and human constructed materials. Tactile; the feel of differing materials, contrast between soft/comfortable vs hard/uncomfortable, Vestibular; focus and attention span, drawing or writing. Proprioception; engineering our next, will the twigs, leaves, materials tolerate force? Introception; Is the object I selected safe for me to acquire.  

(Gano & Krull, 2020)

Implementation and reflection:

I've actually done this project previously, but i wanted to complete it again with my new perspectives and understanding of this unit. What i've gathered is children gain so much value and learn a lot about themselves through hands on experience and self expression. This experience made me think how in the past I could be so caught up in ego; what I wanted an experience to represent, to look like and was so control driven; of directing the way in which we tackled new concepts or topics like this. I now wonder; why did I stress myself out so much! Letting an experience like this, be self directed and led by the children has demonstrated to me, such better outcomes for children, allowing their natural curiosity to grow greater than my limitations ever gave them.

Some of the children’s voices were documented bellow:

“Did you know..I just do this!” (Dramatically falls to the floor, kicking feet repeatedly, thudding loudly on the mat, laughing)

“”I’m a silly bum bum quack quack!”

(Using sticks, rocks, pinecones to make differing sounds on drum’ “I’m a drummer! I go to band practice like River!”

Overall, this was a highly entertaining, engaging experience that many of the children participated in for over 30 minutes. I believe it linked to my creative response with the deep connection to Country, as well as the spiritual connection to land and wildlife. It also integrates the emerging emotional awareness, I felt during the visit along with the music of a natural environment.

I wholeheartedly feel like I've had a profound perspective shift throughout the unit 2008. At the beginning, at times I did grapple with thoughts of 'but what does this honestly have to do with Early Childhood Education?" I didn't understand. But that just shows to me now, my lack of education or understanding of how important the temporal arts are for not just children, but for all humans. It's funny because even in my personal life, I would say I am quite open to new ideas, I preach and prioritise wellness and health, as I have had bouts of with anxious or depressive periods throughout life, like most people I know. So, reading the research of these concepts, and in particular, the article By Ruth Wilson 2007, has reimagined my beliefs and left a lasting impression on me. As mentioned, I think it's widely believed that the temporal arts; dance/movement, music/sound and drama are seen as 'fun', 'getting energy out' or even judged as 'silliness'. It saddened me to think this is the case, after having these effervescent and profound learning opportunities. However, now I feel it drives and inspires me further in my practice.

Over the duration of 2008, I've felt quite a lot of gratitude welling inside, that I am able to further my understanding of something I am very passionate about, and become not only a better educator but a better person for it.

EYLF Link for all experiences: Outcome 2: Children are connected with and contribute to their world

Children display an increasing appreciation, care and respect for our natural environment and Indigenous perspectives. They cooperate with peers, and recognise that they belong to a greater community; expanding on their knowledge of the worlds diversity through play. (Australian Government Department of Education, 2022).

Australian Government Department of Education. (2022). Belonging, Being and becoming: the Early Years Learning Framework for Australia (V2.0). In ACECQA. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Body Percussion. (n.d.). Session 7 EBEI

ClickView. https://online.clickview.com.au/share?sharecode=efe00cd6

Dance Teaching Ideas. (2020, June 7). Creative Dance for Early Childhood |. Dance Teaching Ideas. https://danceteachingideas.com/creative-dance-movement-for-toddlers/

Gandini, L. (2012). The atelier: A conversation with Vea Vecchi. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 303–316). ABC-CLIO.

Gano, D., & Krull, S. (2020, July). Natural Sensory Learning. Www.communityplaythings.com. https://www.communityplaythings.com/resources/articles/natural-sensory-learning

Imaginary friends. (n.d.). Raising Children Network. https://raisingchildren.net.au/preschoolers/behaviour/friends-siblings/imaginary-friends

Kochenderfer, M., & Kochenderfer, M. (2012, June 18). Preschool Game Day - Field Day Games for Kids. Mama Smiles - Joyful Parenting. https://www.mamasmiles.com/learning-laboratory-preschool-game-day/

Learn how to create Foley art. (n.d.). Www.youtube.com. https://www.youtube.com/watch?v=slBnlicFEA4

Tiddalick the Frog Who Caused a Flood by Robert Roennfeldt. (n.d.). Www.penguin.com.au. https://www.penguin.com.au/books/tiddalick-the-frog-who-caused-a-flood-9780140503494

Unknown. (2025, April 13). Play; in a new way. Blogspot.com. https://nlvbannister.blogspot.com/

Wilson, Ruth. Nature and Young Children: Encouraging Creative and Learning in Natural Environments, Routledge, 2007. ProQuest Ebook Central.

x, C. (2017, August 14). Natural Baby Toys (Grasp & Gather and Happy Little Folks) | Uberkid. Uberkid.net. https://uberkid.net/2017/08/14/natural-baby-toys-grasp-gather-and-happy-little-folks/