Acknowledging the people

The first nation people of this land

Reach high touch the sky

Reach low touch the ground, the ground which we play on

Put your hand on your heart let’s pay respect to elders past and present.

I choose this experience by the water sound coming from the little creek from my On Country Visit. As I was going closer to the creek the sound coming from the water was calming me and I could feel different types of rhythms coming from the water. Those sound waves were going from high frequency to low frequency which was very soothing for me. This inspiration makes me recreate a similar type of experience in my service where I used pots, pans, colander, big tub and watering can for my little explorers.

I started gathering resources from indoor/outdoor spaces. I went for quick research and found these utensils in our mud kitchen outside. I thought it’s a great idea to explore three different shapes and types of pots for this experience.

In my next step I introduced these materials to children and asked if they have ever used these pots and pans to create different types of sound by pouring water onto them. Children started thinking and they asked me what I was going to do next. I explained to them that we will be creating different types of sound by pouring water onto each pot and observing the sound coming from them. Children stared to think.

I decided to demonstrate before we started, I slowly started pouring the water through colander onto three different pots which I placed inside the tub. And the children were so amazed by this experience. They loved the sound coming from the water and couldn’t wait for their turn.

I provided support and guidance to children where needed during this experience and engaged them by having an open-ended communication with them. This helps children develop their understanding and creative thinking.

This experience gives opportunity to children to think outside the box and help them explore their surroundings to create different types of sound. They used variety of pots and pans and play around by pouring the water on them. Later we watched the video of my Artefact which I had recorded during my “On country visit” of water sound coming from the creek. Then children collaborate their experience and the similar sound they were making by using alternate resources.

Rationale/Justification:

In this experience children are focusing on natural sound/music which is coming from a creek by using pots and pans, colander, tub and watering can. Children will demonstrate their auditory development by listening and observing the different types of sound coming from a variety of reusable materials.

These types of experiences play an important role in the development of children in early childhood. It helps children recognize the patterns, symbols and develop their listening skills.

Learning outcome 5: Children express ideas and make meaning using a range of media.

This experience also helps children develop their cognitive skills, language, physical development and social/emotional development. I will embed these types of music experiences in my daily curriculum and offer free play for children so they can express themselves and their feelings freely.

Theoretical Perspective: This activity aligns with the ideas of Victor Zupanc (Zupanc, 2019). YouTube video (Learn How to Create Foley Art, n.d.) where he shows how he can create different sound patterns by using material which is easily available at our households and collaborate them with original sound. In MUSIC MOVES (Body Percussion, n.d.) video he showed how tapping on different body parts makes different sounds with different rhythm and pattern. I can relate my experience as we also use different shapes and types of pans to create different sound movements.

What went as expected?

Children were so engaged and involved in this experience. They enjoyed listening to the various sound when pouring the water on the pots and pans and curious to experiment it by themselves. They all were sitting nicely and watching the water carefully as this was the first time for them experiencing this type of experience.

What did not go as expected?

Some children were not aware of nature’s sound, and they didn’t pay much attention. They got themselves involved in other experiences set up in the room. Secondly, I didn’t have enough resources to provide them individually so they could perform the experiment along with me. The space where I had created this experience was very close, children couldn’t hear and listen to me attentively.

What might you do differently next time? (Positive or negative)

I will set up this experience in an open space where children will have more access so they can hear and watch me better. Also, I will keep extra resources for children so they can help themselves and participate along with me in experiences like this. This way children will show more interest in their learning. Involving my team and asking their feedback before I implement any experience will help me set up my experiences better in future.

How might you use this growth in your future practice of early childhood education

I will implement more foley art experiences for children so they will be aware of the natural world and enhance their knowledge towards sustainability. It will help me create more collaborative learning opportunities (e.g. creating their own musical instruments, making their own sound and rhythm by tapping the sticks on the fence, walking on dry leaves etc.) for children to show their creative skills and improve their language through these type of group experiences.

I chose this experience because as soon as I entered this park the gust of wind passing by me with a whistling noise said something in my ears. It sounds like the wind was welcoming me with open arms and wanted me to join in this nature’s experience where all the natural elements were involved to create a magical moment. I observed the different movements of the trees. It looks like they all were dancing and singing their magical song. I got inspired by the body movements of the trees, their branches were swaying side to side and back and forth to me those trees look like group of people performing their dance and movements with nature’s song.

Materials:

Open space for children so they can stretch their body easily and swing through the area without interrupting anyone.

In this experience I was the main character, and I explained my narrative to children before I implemented the experience. We discussed what we were going to do during our circle time and the children got excited and curious about this experience. Before we started, I demonstrated some movements which we are going to use in a “Tree Dance” experience. Then we tried some simple moves.

Summary:

This experience gives opportunity to children to explore nature and its elements by using their senses, creative skills and physical expressions. In this experience children and I pretend to be like tall trees. We stretch our body and move it side to side. We pretend that our arms are the branches of the trees which are shaking with the force of wind. We also make rustling sounds when the wind is crossing our bodies, swaying side to side, leaves blowing, and acting like their branches are touching the sky while stretching their body etc.

This experience helps children build their creative ideas, storytelling and enhance balance and co-ordination. Tree dance is a holistic activity which nurtures both mind and body while connecting to nature.

In this experience children and I were focusing on types of movements which are connecting them to nature while promoting physical, cognitive and social/emotional development. Children were able to collaborate on the sound and movement while performing Tree Dance. This experience helps children express their abstract ideas through movement. I plan this experience because it supports a child’s overall development.

Learning Outcome 3: Children become strong in their physical learning and mental wellbeing

Theoretical Perspective: This activity aligns with the idea of “Movement in the wild” “…Let your senses and body stretch out like a welcomed season onto the meadows and shores and hills…Greet yourself in your thousand other forms…”  ~ Hafiz (Movement in the Wild: Nature as Dance Partner - the Earthbody Institute, 2017)

In this article the author wants us to wake up and come out from our mental cage so we can see our surroundings beyond screen and teaches us to make more connection with nature. This activity encouraged children to collaborate with their senses where they mimic and perform movements while focusing on the sound their educator was making. It’s a great way to calm little brains.

As Vygotsky concluded, among all activities, pretense affords young children their greatest opportunity to become self-regulated and responsible. (Brooker et al., 2014)

What went as expected?

Children were able to follow simple instructions e.g. swaying like a tree, making different types of sound when the tree was moving e.g. shhhhhh, hooooo, swirly wirly with hand movements etc. Children were actively engaged and observed each movement carefully.

What did not go as expected?

Some moves were a bit tricky and fast for children, still they tried their best to perform. We extend this experience too far, and children lose their interest and focus. Some children get bored with long experiences, and we must plan accordingly.

What might you do differently next time? (Positive or negative)

I will plan experiences with short duration and in a small group so the other children can continue with the other learning experiences happening in the room. This way children will be more occupied, and they can take turns. Furthermore, I will keep implementing this type of experience in programs and planning so children will get more familiar with it.

How might you use this growth in your future practice of early childhood education

In my future teaching I will incorporate more versatile experiences based on movements and dance. It will help children get closer to nature and free to explore open-ended experiences. Some educational songs like freeze dance, silly and calm dance encourage children to show their body movements while engaging in a fun filled activity. Watching educational videos on interactive boards will help children learn more quickly.

While I was walking across the lake, I heard Kookaburra laugh “kooo kooo kooo koo” on the tree and ducks were quacking in the lake. Looks like they were talking to each other. I sat there for some time with my eyes closed and concentrated on the melodious voices of these birds. I got inspired by the connection they were making with each other without using any language and I decided to set up an experience based on this dramatic play.

Materials: I was the storyteller, I used Kookaburra puppet, plush duck toy and the story which I create by myself.

Planning and implementing I start this experience by planning a story which I was going to tell children during yarning circle. I gathered kookaburra hand puppet and plush duck toy as my characters in this story.

Then we decided to implement this experience outside under the gumnut tree. It was a warm sunny day and perfect day for story telling for our little explorers.

In this story both Kookaburra and ducks were talking and sharing their emotions and feelings with each other. They share the different experiences of their natural habitat and how they feel about other birds. They decided to go on adventure while ducks were swimming along and kookaburra was flying from one tree to another tree. Along their way they met other friends, and they shared their meal with fish and kangaroos.

And the story begins like this “Kookaburra calling his friends from tree”

Under the tree some ducks were roaming, when they heard someone calling from the top of tree they replied “quack-quack” Let’s go on an adventure said Kookaburra

Adventure? Replied ducks and started discussing with each other. First you must tell me who you are and where do you live, said one of the ducks to Kookaburra.

I Live on this old gum tree replied to kookaburra, then how can we go together said the ducks again

It’s ok you follow the lake, and I will fly on top of the trees said kookaburra and this way they met other friends during their adventure.

Dramatic play helps children improve their understanding of creative ideas, builds up their confidence, fosters imaginative play and improves their language skills. Children were able to understand the concept of this learning experience through probs and sounds. Through story telling experience educators can promote holistic learning in children.

Learning outcome 2: Children become socially responsible and show respect for the environment.

Learning outcome 4: Children transfer and adapt what they have learned from one context to another.

Theoretical Perspective:

Erikson (1950) expanded Freud's vision, proposing that fantasy play enables young children to explore potential roles in their social world. (Brooker et al., 2014)

This idea was aligned with (Movement, Sound, Play | Artifact Dance Project | TEDxTucson, n.d.) where the story tellers beautifully explained the motive behind their story through their dance movements. Like my experience which I set up for children the motive behind my story was connecting the children with nature and showing them how birds also have feelings through my make a believe play.

According to Reggio Emilia approach environment plays a vital role in children’s learning it helps “social skill development, confidence when interacting with the natural world, understanding, interest, motor skills, and leadership skills,” (Ridger, Knowles & Sayers, 2012).

In my experience the environment also helps me explain my story better and children can relate my narratives with the birds sitting in the tree and build lots of creative ideas in their minds. They also asked me open ended questions related to my story and looked very curious. Studies have shown the major changes in children’s development and linguistic growth (Lark Wallin, 2019).

What went as expected?

Children showed enthusiasm and curiosity, and they were engaged in open ended discussion.

What did not go as expected?

Children were distracted by their surroundings because we had this experience outside where all other age groups were also exploring their outdoor environment.

What might you do differently next time? (Positive or negative)

I will plan this experience during quiet time so children can focus more. Secondly, I will let the children lead this play so they can involve their critical thinking and tell their story in their own unique way.

How might you use this growth in your future practice of early childhood education

I will plan and implement more dramatic plays based on children’s interest and help them develop their problem-solving skills, cognitive skills and moreover build their language skills. I will also include input from families and open suggestions to implement learning experiences in my curriculum. Example role plays based on festivals around the world.

This unit has changed the way I think and see the outside world completely. Before music for me was any composition and rhythm. After reading and learning about music I started feeling music everywhere around me, I am feeling it differently and deeply, especially nature’s music.

Learning about movements and how we can create movements by using simple objects around us is amazing. I am so impressed by the foley art video and wanted to try more experiences in my service. I tried music making from water which children absolutely loved it.

After learning and watching videos on drama I have gained so much confidence that I can create a story on anything and anytime also I have capability of engaging children in a very different and interesting way. It was so good to learn how to make a believe plays challenge children’s thinking and development. We don’t need to express our feelings through words, we can also express our feelings and emotions through drama.

2.     Body Percussion. (n.d.). ClickView. https://online.clickview.com.au/libraries/series/7766/music-moves/videos/7767/body-percussion

3.     Brooker, L., Blaise, M., & Edwards, S. (2014). The SAGE Handbook of Play and Learning in Early Childhood. SAGE Publications Ltd. https://doi.org/10.4135/9781473907850

4.     Lark Wallin, M. (2019, June). The Importance of Pretend Play in Natural Settings. Www.communityplaythings.com. https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings#:~:text=When%20children%20are%20given%20the%20time%20and%20space%20to%20play

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

6.     Movement in the Wild: Nature as Dance Partner - The Earthbody Institute. (2017, March 26). https://www.theearthbodyinstitute.com/2017/03/movement-in-the-wild-nature-as-dance-partner/

7.     Movement, Sound, Play | Artifact Dance Project | TEDxTucson. (n.d.). Www.youtube.com. https://youtu.be/HrgpeuPbp-I