This activity that I planned was inspired by (DADIRRI) Inner Deep Listening and Quiet Still Awareness by Miriam-Rose MARIAM ROSE FOUNDATION (2017), where it says that how important it is to be connected to nature as we are a part of it and “as we call on it, it calls to us.” The session was designed around the theme of “Music in Nature”. The children were given sticks and encouraged to explore the different sounds they could make by tapping them on various natural objects, such as trees and rocks and other things they could find around them. This activity was conducted outdoors in a safe, natural setting.

  I gave them freedom for however they want they can create the music of their own choice. While they choose to bang sticks against the exercising equipment in the park I found them trying to synchronize their music with each other and laughing and having fun. This showed how music is a language, a non-verbal form of communication. They laughed and danced and were in harmony with nature, I could see the carefree spirit of nature in them. This reminded me of Wooten Victor’s video where he says that like any other language music helps you to communicate and makes us happy or sad.

 What Went As Expected

 The children engaged enthusiastically with the activity.

 They showed creativity in finding different ways to make sounds with the sticks.

 The activity helped them to interact with nature in a happy and fun way.

What Did Not Go As Expected

At first one of the child was not happy with her sticks and wanted other child’s sticks so this required my intervention.

Children started to use sticks to bang on each other that could be unsafe.

What Could Be Done Differently Next Time

Children could be provided with finding and choosing their own sticks from Mother Nature instead of teacher doing it for them.

Explaining children how to use the sticks safely at the start of the session.

Future Practice as a Teacher in Early Childhood Education Setting

Provide children with experiences of music from different culture and traditions.

Encouraging children to create their own didgeridoo and play music with it.

Inviting parents and other communities to give children a musical experience.

 The session was designed around the theme of “The Moving Tree”. The children were encouraged to imagine themselves as trees, swaying in the wind, reaching for the sun, and growing roots into the ground. This activity was conducted outdoors in a safe, natural setting to help children find a connection between them and nature.

 As Wilson suggests how humans have an evolutionary connection with nature and how important is for children to connect with nature for their wellbeing, creativity and cognitive development (Wilson.R.2007).

What Went As Expected

 The children enjoyed the imaginative aspect of the activity and engaged enthusiastically with the idea of being a tree.

 The activity encouraged the children to stretch, balance, and move in new ways, promoting physical development.

 This helped the children feel a connection with nature and understand the importance of trees in our environment.

What Did Not Go As Expected

 At first children had difficulty understanding the abstract concept of moving like a tree and intervention was required.

 Some of the movements, like balancing on one foot or stretching high, were challenging for them.

What Could Be Done Differently Next Time

 Session could be simplified for the children, perhaps by showing them a tree and its movements in real time.

 The movements could be adapted to suit different ability levels, ensuring children can participate fully and safely.

Future Practice as a Teacher in Early Childhood Education Setting

Providing more movement activities to children such as nature walk, obstacle course with natural elements, treasure hunt etc.

Providing children with opportunities that help them to strengthen their balance, coordination and stamina.

 Ensure all activities are adaptable to suit different ability level.

 This session was designed around the theme of “A Day in the Forest”. This activity aimed at fostering their imaginative, creative skills in natural setting. The children were taken to journey through a forest in a form of story and children were encouraged to act out the roles of different animals and birds as they explore their environment. They were encouraged to make sounds of animals and act like them. The session was held outdoors in a safe, natural setting to provide an authentic experience.

What Went As Expected

 The children were excited and engaged. They enjoyed pretending to be different animals and exploring the natural setting.

 They developed their imagination and creativity through role-play.

What Did Not Go As Expected

 Some times children got distracted by the outdoor setting and people walking in the park and found it difficult to focus on the activity.

I found some safety concerns as we were on our journey in the park trying to imitate animals and birds.

What Could Be Done Differently Next Time

 A little more structured activities could be included to help guide the children’s exploration and keep them focused.

 Additional safety measures could be implemented, such as clearly defining the play area and some more adults present.

Future Practice as a Teacher in Early Childhood Education Setting

Plan activities for children such as:

·      Planting seed to show children its germination.

·      Growing herbs and vegetables outdoors

·      Talk, read stories and sing songs about seasons, animals, birds etc.

·      Visit of farm animals to the childcare setting

·      Zoo excursion.

·      Light and shadow activities etc.

What really amazed me was how one of the child imitated the cuckoo bird and told me how cuckoo bird’s soft and sweet melody wakes her up in the morning from sleep and reminds her to go back home after play in evening. This experience highlights the potential of outdoor, nature-based activities in fostering children’s creativity, curiosity, and love of learning.

During my visit I encountered various sounds in nature such as birds chirping, rustling of leaves, sounds of water so I encouraged children to make different sounds using sticks.

For movement I found trees moving and swaying of trees so I encouraged them to move like trees.

For Drama I watched birds flocking together, playing and chirping in a group so that encouraged me to provide children with the experience “A Day in the Forest.”

These experiences of nature play highlights the potential of imaginative, nature-based activities in fostering children’s physical development and love of nature, relaxation, inspiration, and even healing, making nature play based learning a truly transformative experience.

Also EYLF recognises Music, Movement and Drama as the key elements for holistic development of children and how they become responsible and show respect for the environment.

MiriamRoseFoundation. (2017, November 29). DADIRRI (Official Miriam-Rose Ungunmerr Video)  : 3 minute promo [Video]. YouTube. https://www.youtube.com/watch?v=tow2tR_ezL8

TEDx Talks. (2013, May 30). Music as a Language: Victor Wooten at TEDxGabriolaIsland [Video]. YouTube. https://www.youtube.com/watch?v=2zvjW9arAZ0

Wilson, R, 2007, Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments, Routledge. Ch. 1, pp 1-18

Australian Government Department of Education and Training (2009) Belonging, Being & Becoming: The Early Years Learning Framework for Australia.

https://www.education.gov.au/early-childhood/resources/early-years-learning-framework