Assessment task three by chloe brown

Summary

chloeabk225 — 2024-09-11 09:57:21 UTC

This experience will focus on the language of sound and music. In this experience children will be provided with opportunities to create their own music and sound outside in the natural environment. Children will be given clap sticks to use to create a variety of different sounds pending on what the children chose to drum the clap sticks on. For the duration of this experience children will be learning through play, how different elements in the yard can make different sounds and the impact of how the clap sticks will differ at a noise level. The children participating in this experience will have access to a few pairs of clap sticks each and be able to participate and leave this experience as they wish.

Rationale

chloeabk225 — 2024-09-11 09:57:48 UTC

This experience of finding different sounds outside in the yard to make it relates to my analytical response in assessment task two of how you can make sounds with a tree stump that would be loud enough for a troll. Children in my experience have then made their own sounds outside in the yard, that have been of all different noise levels and with other natural elements such as tree, rocks and the ground. When looking at our natural senses, auditory is a sense of listening and hearing different sounds and pitches. (Gano & Krull, 2020) explain how when children listen to sounds outside in nature it allows them to slow down and really pinpoint where the sound is coming from and how it is being made whilst helping them gain a better understanding as to how space and sounds can be dimensional.

LINKS TO EYLF: (ACECQA, 2022)

Outcome 4:3, Children are transferring what they already know about sound and then adapting that from one sound to another

Outcome 5:1, When children conduct their own sounds they are interacting in non-verbal ways.

Links to indigenous perspectives: (NSW Department of Education, 2011)

Non-verbal - Children creating sounds without using verbal cues as a way to share meaning and interpretation.

Refelection

chloeabk225 — 2024-09-11 09:58:13 UTC

Whilst completing this experience, the children successfully learned the different sounds that could be made outside in the yard by tapping the metal fence, a tree and hard clear plastic ect. As expected the children enjoyed creating loud and different sounds all sharing with their peers what sounds they were able to make outside in the yard. In the duration of this experience I did not expect that the children would extend on what they had learned by getting their own sticks and shovels to then take around the yard to make the same sounds, as the children did this they compared the sounds of the clap sticks to sticks from a tree. If I was to complete this experience again there isn't anything that I would change however I would extend on what the children have learned from this current experience. Extending on this I would encourage the children next time to attempt to make sounds in coordination with one another as we try to make some music and sounds. This unit has changed my perspective of sound and music in ways that make me think of simpler ways when trying to teach young children music and sound. Before this unit, I didn't think about how children can’t understand the difference between what sounds good and what does not. Children just make sounds because it feels good for them.

Summary

chloeabk225 — 2024-09-11 09:58:46 UTC

My find a tree and pose experience encourages the movement of the children. In this experience children will be outside in the natural environment, before the commencement of this experience educators will discuss with children how trees move in the wind, and how no tree stump looks the same. Then they will be encouraged to go outside into the yard and pose and pretend to be a tree. This experience will allow children to interpret how they pose like a tree in their own way by moving their body as they think relates to a tree.

rationale

chloeabk225 — 2024-09-11 09:59:14 UTC

Finding a tree and posing as a tree directly relates to my assessment task two when I mention how the trees are moving in a calming and free way which relates to how the children in this experience are moving when they attempt and interpret how to move as a tree. When reading ‘Movement in the Wild: Nature as Dance Partner’ it shows a great relation to how the children in my experience are connecting and moving with nature whilst bodies and nervous systems are being set into a good place. How the children move their bodies to become a tree allows them to then evolve all of their senses.

LINKS TO EYLF: (ACECQA, 2022)

Outcome 2:4, By the children creating a pose like a tree they are showing a great connection to the natural environment and deepening their understanding and connecting to the world/earth.

Outcome 3:2, As the children are manipulating their bodies to correspond to the motion of a tree they are taking care of their physical well-being by being active and moving.

Links to indigenous perspectives: (NSW Department of Education, 2011)

Land Links - Children using the trees as a land link to interpret how they think a tree is moving.

Reflections

chloeabk225 — 2024-09-11 09:59:28 UTC

hilst completing this experience with the children it was great to see how the children were eager to find a tree and move their body as they would interpret it as a tree. The children were very engaged in this experience which is what I expected, however I didn’t really expect the children to climb into the trees as they were posing as a tree. I thought they would have stood in front of a tree, maybe intertwining their arms and legs a little more than what I observed. I think the children climbing into the trees to pose as a tree shows the perspective of connecting with a tree and nature for a child. Going on to do this experience again, I wouldn't change anything as I think how the children interpreted this experience is very important and it allowed them to move their bodies in ways that they each felt comfortable and connected enough with. My perspective of movement in the duration of this unit has dramatically changed in the way of connecting movement with expressions and attempting to feel things. Such as the children in my experience were connecting and expressing elements of a tree.

Summary

chloeabk225 — 2024-09-11 09:59:40 UTC

In this experience children will be using all three languages of movement, music and drama. The children will be going on a troll hunt outside in the yard. This troll hunt is very similar to a bear hunt which the majority of the children are familiar with but is tailored to suit what we may see on a troll hunt. The children firstly sing the song which has been created in relation to a troll hunt, before going outside in the yard to create a drama filled troll hunt that allows children to create a vision with their own imagination of going through a swamp, over a bridge and engaging with pretend smells.

Reference list

chloeabk225 — 2024-09-11 10:00:04 UTC

ACECQA. (2022). Belonging, being & becoming: The early years learning framework for australia. In ACECQA. ACECQA. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Gano, D., & Krull, S. (2020, July). Natural Sensory Learning. Www.communityplaythings.com. https://www.communityplaythings.com/resources/articles/natural-sensory-learning
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/
NSW Department of Education. (2011). Aboriginal pedagogy. 8 Ways. https://www.8ways.online/about

‘The SAGE Handbook of Play and Learning in Early Childhood’ https://vucollaborate.vu.edu.au/content/enforced/1783102-ECE2008-1-2023-H1B3-150037/the-sage-handbook-of-play-and-learning-in-early-childhood%20(1).pdf?ou=2040493

Rationale

chloeabk225 — 2024-09-13 10:08:36 UTC

This experience of going on a troll hunt directly relates to my first analytical response from assessment task two. The picture mentions to beware of trolls and how this sign is an invitation to embark on a walk through nature with creative and imaginative elements. The picture in my analytical response also allows children and others to come up with their own concepts of where a troll may be. Relating to the experience of going on a troll hunt in ways of how children will have the opportunity to create their own outcomes in what they vision whilst going on our troll hunt. In the ‘SAGE, handbook of play and learning in early childhood’ (written by Adena B. Meyers & Laura E. Berk) they emphasize how creating a make believe world supports children in dealing with anxieties, doubts and developing an understanding of the context around emotions. This corresponds to the experience of going on a troll hunt to put certain emotions into a context through singing our troll hunt song, in particular being scared and others not being scared of a troll.

LINKS TO EYLF: (ACECQA, 2022)

Outcome 1:3, Within this experience children are developing their self identities and confidence within creating their own imaginative and dramatic concepts whilst going on a troll hunt.

Outcome 4:2, Within this experience children are using skills such as hypothesizing, experimenting and inquiry as they embark on their hunt for a troll.

Links to indigenous perspectives: (NSW Department of Education, 2011)

Story sharing - Sharing a narrative through looking for a troll connects to telling and sharing a story in a different narrative in the ‘8 ways of aboriginal learnings’

Reflection

chloeabk225 — 2024-09-13 10:12:40 UTC

In this recording, is the song that I sang with the children before we embarked on our troll hunt outside. You can hear the expression in my voice as I sing to help support the children in creating imaginative thoughts.

Reflection

chloeabk225 — 2024-09-13 10:19:29 UTC

From completing this experience with the children it was clear to see that the children showed high levels of engagement as I expected and they really enjoyed coming up with their own conclusions as to how they want to create this troll hunt walk. Whilst introducing a troll hunt song to the children a few times before we commenced the troll hunt, I throughout the children would have shown more interest and engagement with singing and repeating what I was singing, however this did not affect how the children engaged with the experience outside in the yard.The children on this walk used dramatic facial expressions and shared their own conclusions with their peers, one child saying “the troll, if we catch it will turn into a tree” If I was to complete this experience again I would like to create my own signage and interactive elements outside in the yard to spark more imagination of the children and has changed my perception of recreating classic songs and stories for children to engage with in different ways.

chloeabk225 — 2024-09-13 10:36:04 UTC

chloeabk225 — 2024-09-13 10:36:33 UTC

chloeabk225 — 2024-09-13 11:04:08 UTC