The photo to the right shows a library visit with the children. A visit has taken place to choose a dramatic story to design. The children really enjoyed the “do not open this book” series by Andy Lee. They managed to find three books out of the series. While going through the books, I noticed that the children already knew what was going to happen. So I decided to ask them open-ended questions related to their stories, such as “what is a lie detector?” and “how do you know if someone is lying?”. Once the children had noticed that this is not a strict environment, they started expressing where they could relate to some of the comments the character of the book was conveying. As well as expressing their feelings. This experience made me think of Fleer’s conceptual play world, where children select their own stories to bring alive (2018.)

The photo above shows how a child can create a place to play anywhere, that they are capable to make play happen in the middle of no play equipment. Children are natural explorers and I believe that it should be supported by educators. The spoke –Children’s right to play blog states that as an educator it is “important to understand the need to balance child-led and initiated play with adult-guided play and support. Being aware of not taking over children’s play and allowing them space and time to engage in play of their choosing is important”(2018.) Sand play encourages a child to listen and work together with others. This supports a child’s empathy learning and helps in their ability to identify the feelings of others along with how their actions can impact the emotions of others.

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY - children develop their emerging autonomy, inter-dependence, resilience and sense of agency.

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD - Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.

OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING - children become strong in their social and emotional wellbeing.

This is a photo of a musician playing the piano in the middle of David Jones. I find this photo a good way to describe adult wellbeing with the use of an object (piano). To me, it describes that play is essential to all humans for happiness. The way he drew people’s attention by playing a beautiful piano set where he incorporated a classical twist to a Whitney Houston song, brought people from all age groups together. From young children just admiring his piano skills to adults humming along with the notes. Music is a great way to bring happiness to others through play (Folklore 2015.) The piano set connected people with each other and will bring joy. The musician changed how I felt in the moment and his skill will be touching people’s heart one note at a time.

Davey, G. B., Factor, J., & McKinty, J. (Eds.). (2015). Play and Folklore  , 63(1), 2–25. https://doi.org/https://museumsvictoria.com.au/media/3822/play-and-folklore-63-apr-2015.pdf

‌Kennedy, A. (22 C.E., October). Children’s right to play [Review of Children’s right to play]. The Spoke - Early Childhood Australia’s Blog. https://thespoke.earlychildhoodaustralia.org.au/childrens-right-play/

The Australian Government Department of Education and Training (2009) Belonging, being & becoming the early years learning framework for Australia, Available at: BELONGING, BEING & BECOMING (acecqa.gov.au). (Accessed: 09 March 2024).

The Five Characteristics of a Conceptual Playworld (Fleer, 2018). (n.d.). Retrieved March 11, 2024, from conceptual-playworlds-starters-rosies-walk.pdf (monash.edu)