1. Before the excursion: I have planned

   • Ensure all risk assessments are completed.

   • Inform families and collect permission forms.

   • Talk to children about what they will see and how they will be using their bodies to explore the land.

   • Pack materials: water bottles, hats, clipboards, lunch, sketchbooks, a portable speaker, and a picnic rug.

2. On arrival at the gardens:

   • Gather children for an Acknowledgement of Country and talk about being respectful to the land.

   • Begin with gentle stretches and warm-up movements (e.g., reaching to the sky, twisting side to side).

   • Invite children to use different types of movement as they explore the space (e.g., llets go on the slides to move your body,“Let’s tiptoe down the path,” “Can you crawl like a wombat?” “Let’s jump like kangaroos between these rocks”).

3. During the experience I have

   • Guided children through the paths, allowing them to walk at their own pace.

   • Set mini movement challenges: I encourage children to build up their confidence

   • Balance on a log or rock.

   • Climb gently over stumps or step stones.

   • Crawl under low-hanging branches.

     Pause for reflection at rest points – listen to nature sounds and talk about what their bodies are feeling.

4. Back at the gathering spot:

   • Lead a cool-down activity (e.g., calming breathing, yoga-style stretches).

   • Encourage children to share how they moved, what they liked, or what was tricky and what can you see around you. children answered plants,swan,birds,houses,trees,water.

During Excursion i have Observed

• Children showed excitement and confidence in moving through the garden.

• They climbed over rocks, balanced along logs, and ran safely on open paths.

• Many children created movement games with peers: hopping from rock to rock or pretending to be animals.

• Some children became still and focused when listening to the wind or observing greenery, plants,swans,rocks showing a strong awareness of their surroundings.

• They used language like “I’m climbing the mountain” or “This rock is slippery!” indicating body awareness and imaginative engagement.

Reflection: Children were active, self-assured, and inquisitive; they used their bodies to investigate, solve problems, and move through space. Because the environment was unstructured, creative mobility was encouraged.

What went well:

• The children were highly engaged and enthusiastic.

• The variety of natural surfaces offered multiple ways to move and challenge their physical abilities.

• The setting encouraged creativity and respect for nature.

• Children practiced coordination, balance, and teamwork without needing structured physical equipment.

What didn’t go as expected:

• A few children became tired earlier than anticipated due to uneven ground and lots of movement.

• Some children needed reminders about taking turns when using popular movement spaces like large rocks or logs.

• Children encounter many difficult slides in this park and want a little help and assurance to increase their confidence. As a result, they began to engage and move a lot after being encouraged.

Next Time I Would

• Bring small mats or cushions to encourage group movement games during stops (e.g., Simon Says or yoga poses).

• Prepare movement-based provocations such as animal movement cards for children to copy.

• Reflect more deeply after the excursion with movement drawings or body maps to express how they moved on Country.

  How this supports my growth:

My development was aided by the Melton Botanic Garden On Country excursion, which expanded my knowledge of Indigenous culture and ties to the land. It deepened my understanding of the natural world and how important it is to education. My reflective practice and cultural competency were enhanced by this experience.

Rationale and Intention- The intention of this experience was to encourage children's creativity and sensory exploration through sound-making using natural materials. Inspired by nature play and music, I wanted children to explore rhythm, sound patterns, and musical expression in a hands-on, meaningful way. This links to EYLF Outcome 4 – Children are confident and involved learners and Outcome 5 – Children are effective communicators, as they explore with curiosity and express themselves using sound and movement. It also reflects Wilson’s (2018) view that natural environments and materials offer open-ended learning experiences that foster imagination and connection with the natural world. By using materials like sticks, stones, and wood, children learn to see every day natural items as tools for creativity and expression.

Reflection : Through the readings , I’ve learned how music can enhance language development, memory, and emotional regulation. This unit has shifted my perspective from viewing these as optional “extra” activities to understanding them as essential and intentional components of a well-rounded learning environment. It has also made me more confident in integrating these creative elements purposefully into my planning to enrich children’s learning experiences.

What materials I used:

• Collect a range of natural materials such as sticks, small and large stones, wooden offcuts, bark, and leaves.

• Set them up in a large outdoor or quiet indoor space.

• Use wooden planks or logs as a base for drumming and tapping.

  Invitation to play:

  • Introduce the activity by saying: “Today we’re going to make music using nature!”

  • Show examples of how to tap, knock, rub, and slide materials to make different sounds.

  • Encourage the children to experiment freely and find their own rhythm.

    During the experience i have observed

    • children choose materials and explore creating music on their own.

    • Questions Asked: “What sound does this stone make on wood?” or “Can you make a soft sound? Now a loud one?”

    • While creating a music my children loved dancing with its rhythm

      Reflection. I've observed that the atmosphere at childcare facilities differs from that in homes. My own children were initially concerned that I was capurting them, but I reassured them that it was okay and that no one was judging them. Since they were self-assured but in need of encouragement, I have also observed children using their latent talents and playing with their skills.

      What went well:

      • The activity was joyful and inclusive, allowing children of all ages and abilities to participate.

      • Natural materials encouraged sensory exploration and creativity.

      • Children practiced rhythm, turn-taking, and expressive communication without the need for traditional musical instruments.

      What didn’t go as expected:

      • My children became overly excited and used materials too roughly.

      • My children needed help to stay focused on sound-making rather than just throwing or collecting the materials.

      What I Would Do Next Time

      • Set clearer expectations and demonstrate safe handling of materials at the start.

      • Create a ‘sound station’ with labelled materials to help children make connections between materials and the sounds they produce.

      • Offer follow-up opportunities for children to draw or map the sounds they created, or even make their own “nature instruments.”

        How this supports my growth:
        This experience has reminded me how rich and versatile natural materials can be in supporting music, creativity, and communication. In future practice, I will continue to integrate nature-based sound play and look for ways to extend it into group collaboration and reflection, helping children appreciate both nature and expressive arts.

Rational and justification - This educational activity is in line with the concepts offered in Wilson's (2018) book Nature and Young Children and is based on the theoretical framework of nature-based education. Wilson stresses the value of introducing young children to nature via imaginative and creative play since it develops their interest, respect, and comprehension of the natural world. By using dramatic play, children were encouraged to explore marine life, habitats, and ecosystems in an imaginative and engaging way. This hands-on approach supports children's understanding of science concepts such as living and non-living things, food chains, and the importance of marine conservation.

Discussing the impact of pollution and the importance of keeping the sea clean helped children develop environmental awareness from an early age. This experience also supported communication, creativity, and collaboration, making it a holistic learning opportunity that promotes respect for nature and lifelong sustainable practices.

Reflection - Drama encourages children to explore emotions, express ideas, and make sense of the world around them through role play, storytelling, and imaginative scenarios. It promotes language development, social skills, and emotional intelligence, as children learn to collaborate, negotiate roles, and empathise with different perspectives. I’ve also come to see how drama supports creativity and critical thinking, giving children the confidence to take risks and explore new possibilities in a safe, supportive environment.This unit has helped me recognise the intentional planning and scaffolding that educators can provide to extend children’s learning through dramatic play. I now feel more equipped and inspired to incorporate drama as a purposeful part of my teaching practice, not just as an engaging activity, but as a vital tool for communication, identity exploration, and learning across all developmental domains.

Set up the environment:

• I placed blue cellophane on a low table to represent the ocean water.

• Added materials: blue stones, white shells, coral reef models, sea creature figurines, blue sand, wooden pieces, and cotton to represent sea foam or clouds.

• Included tools such as magnifying glasses, tongs, spoons, and small cups to encourage investigation, fine motor skill use, and sorting.

  Invitation to play:

  • I introduced the experience with a short group conversation about the ocean, asking questions like:
    “Have you seen the sea before?”
    “What animals live in the ocean?”
    “Why is it important not to throw rubbish in the sea?”

    I explained the materials available and invited children to explore and pretend they were underwater researchers or sea creatures.

  Play and explore:

  • Children freely explored the materials, role-played as sea animals, sorted and examined objects, and interacted with each other using the tools provided.

  Guided interaction:

  • I moved between groups, asking open-ended questions:
    “What do you see with your magnifying glass?”
    “Do you think this is living or non-living?”
    “Where might this sea creature live?”

  • I used their responses to extend their thinking and link it to environmental care.

During Experience I have Observed:

• Children were deeply engaged and used all their senses to explore the space.

• They communicated with peers using imaginative language, saying things like “I’m a shark!” or “This shell is hiding a crab!”

• Several children used tongs and spoons to transfer materials, which helped build their fine motor skills.

• A few children asked thoughtful questions like “Do fish drink water?” and “Why is sand at the bottom?”

• Some were more interested in the tools and transferring activities than the marine learning, needing light redirection to stay connected with the learning focus.

• Overall, the group was joyful, curious, and respectful in their play.

Reflection

What went well:

• The setup attracted immediate interest and curiosity.

• Children demonstrated creativity, collaboration, and communication skills.

• Science concepts were introduced naturally through play.

• The materials offered sensory engagement and supported learning across multiple domains.

What didn’t go as expected:

• Some children focused heavily on transferring and sorting materials rather than exploring marine life concepts.

• A bit of mess and overstimulation occurred due to the open-ended nature of the activity.

What I Would Do Next Time

• Begin with a short story or video clip about the ocean to set a clearer context and spark more intentional questions.

• I'll make a puppet show with marine life to extend on this experience.

• Follow up with a creative extension like drawing or making sea creatures with recycled materials to reinforce the conservation message.

How this supports my growth:
This experience helped me see how rich, sensory-based play can lead to deep learning when guided with intention. It reminded me to balance open-ended freedom with gentle structure. Going forward, I will continue creating nature-based experiences that invite curiosity and support sustainable thinking from an early age.

Hamm, C. (2015). Walking With Place: Storying Reconciliation Pedagogies in Early Childhood Education. Journal of Childhood Studies, 40(2), 56–66. https://doi.org/10.18357/jcs.v40i2.15179

Wright, R., Beynon, C., Betty Anne Younker, & Music, C. (2016). 21St Century Music Education : Informal Learning And Non-Formal Teaching Approaches In School And Community Contexts. Canadian Music Educators’ Association.

Movement, Sound, Play | Artifact Dance Project | TEDxTucson. (n.d.). Www.youtube.com. https://www.youtube.com/watch?v=HrgpeuPbp-I

Sound Art In Melbourne: Healesville Sanctuary Aboriginal Soundscape. (n.d.). Www.youtube.com. Retrieved March 7, 2023, from https://www.youtube.com/watch?v=k-0mfMT8dAo

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