I would like to acknowledge the Traditional Custodians of the land I present from today, Whadjuk Nyungar people, and pay my respects to their ancestors and Elders past and present. I extend this acknowledgement and respect to all Aboriginal or Torres Strait Islander people here today.

When I was standing there, one white duck swam toward me, splashing its wings in the water. He even didn't stop when other duck swim towards him; It felt like a little solo just for me, a reminder that beauty is always here if I take the time to notice.

Watching the white duck and closing my eyes, I felt calm and part of the moment. It reminds me of Tania de Jong’s TEDx talk, where she explains how singing together can sync our brains and bring joy. Just like the duck, being present and noticing small beauty can create a sense of connection and happiness.

I was reminded of a video called "Movement, Sound, Play" (Movement, Sound, Play / Artifact Dance Project / TEDxTucson, n.d.). when I saw the ducklings swimming fast and slow all over the river.

I wil make my room environment for children that they learn by experiencing sounds and movement and it may appear different from one another because each child is unique. It is important to allow the children to explore and express themselves in their own way.

In my future practice, I will let the children to take their own times to explore, join and play. I will try to set up different outdoor experiences to help each child to explore and leran.

I closed my eyes and listened. I could feel the breeze on my face.

This resonates with the reading "Children, Creative Play and the Natural Environment" (Wilson R, 2007) as children use their senses while they play, explore the environment differently. A natural environment is an ideal place for children to engage in imaginative and creative play.
In my future practice, I will support children to connect and engage with nature and play to enhance their imagination and creativity. I will also encourage the children in free play, to support them to follow their own ideas and interests in their own way.

A little duck swims in the breeze.

The water shines and moves so free,

A bird flies high above the sea.

The ducks all swim together near,

Moving close, their path is clear.

I watch and feel my heart grow calm,

Nature’s peace, a gentle charm.

Walking along the River, made me feel calm, relaxed, and connected to nature while I was listening to the sounds around me. The wind moving through the trees, the birds singing, the ducks paddling and the gentle flow of the water all created a rhythm that I could feel all inside me. Watching the ducks swim and walk together, guided by their parents, reminded me of harmony, teamwork, and balance in nature. One duckling stayed behind, quietly observing, showing that everyone moves at their own pace.

This experience connects to Dadirri, the practice of deep listening, where slowing down and paying attention allows us to feel connected and present (Miriam Rose Ungunmerr, 2024). It also reflects Dr. Baltagi’s ideas about shared attention, as the ducks moving together and interacting in a coordinated way reminded me how synchronized activity can create calm, connection, and understanding in groups. Similarly, like Tania de Jong’s TEDx talk about singing together, observing rhythms and movements in nature felt like a gentle orchestra, helping me feel joy and harmony in my mind and body.

The experience also connects to the Reggio Emilia approach, where the environment acts as the “third teacher.” Children can explore, observe, and express themselves using multiple languages: music, movement and art. just as I connected to the rhythm and energy of the ducks, birds, and flowing water. In my practice, I aim to encourage children to spend more time outdoors, engage their senses, notice the small details, and express their feelings creatively. This helps them feel calm, connected, and fostering both emotional well-being and learning.

I would also love to embed the Daddiri in my future practice. I would encourage the children to go outside and close their eyes and listen to what they hear or What the wind sounded like? What sounds they can hear?... to help children to practice mindfulness and learn to be present in the moment. And connect to place.

• Wilson, R. A. (2018). Nature and young children: encouraging creative play and learning in
  natural environments. Routledge.

  
  

• MiriamRoseFoundation. (2017). DADIRRI (Official Miriam-Rose Ungarner Video): 3
  minute promo. In YouTube. https://www.youtube.com/watch?v=tow2tR_ezL8

  
  

  
  

• Vecchi, V., Mccall, J., Michela Bendetti, & Reggio Children. (2011). The wonder of learning: the hundred languages of children. Reggio Children.

  
  

• TEDx Talks. (2015). The difference between hearing and listening [Video]. YouTube. https://www.youtube.com

  
  

  
  

• de Jong, T. (2011, September). How singing together changes the brain [Video]. TEDxMelbourne. https://www.ted.com

  
  

• Baltagi, H. (n.d.). Research on music, rhythm, and shared attention in learning. [Lecture/Publication reference placeholder – update with exact source details if available].

  
  

• Murphy, J. (n.d.). Welcome to Country. Wurundjeri Woi Wurrung Cultural Heritage Aboriginal Corporation. https://www.wurundjeri.com.au