short summary- I offered children different recyclable materials and loose part to create their own music. Children were encouraged to take inspiration from the sounds of the nature from video and use their creativity to make music.

rational justification (theoretical perspectives)-Creating sound from recycled material aligns with Dadirri (Ungunmerr) concept, which emphasizes deep listening, and profound connection to the environment. (Ungunmerr) when children create instrument from recycled materials. They engage in the form of deep listening (Ungunmerr) by exploring different objects produce sounds.

Connecting with Aboriginal concept – Aboriginal culture uses natural materials to create music and used it for storytelling. By introducing the idea to the children that sound carries meaning and history. It will help children to understand Aboriginal perspective and culture and make connection with them.

lesson steps

material included- – cardboard boxes, different sizes of tin, lids, rubber bands, wooden sticks, glass containers

implementation plan

1.      Group time - During the group time, I showed children by on the country visit video and asked them to close their eyes and listen to the sound.

2.      Discussion -After that I had discussion with them by asking open ended question like “what kind of sound did you listen” and ‘ what different things we can use to making sounds’ just to give entry point for the activity.

3.      Exploration -during the indoor-outdoor free play time, I set up an area where all the recyclable materials were placed on the floor. So that child/ children can freely move or choose their instrument.

4.       Creative expression -Then I allow children to create music without interruption and planned theme.

Connection to EYLF - learning outcome 4.4 – children resource their own  learning through connecting with people, place, technologies and natural and processed materials as children were using different recyclable materials to create their own instrument and make music.

Reflection

What went as expected - Children participated in the activity as they were choosing materials and used in different ways to create music and then they all worked together and made a band and help each other in creating sound through playful manner and taking turn.

What did not go as expected -  I remove glass jar as it broke during the music creation and cause a little disruption, but it was soon sorted, and children were again engaged in their creation of music.

What might you do different next time? (positive or negarive)-·        

• Removing the fragile materials before to ensure safe experience

• Introducing more Indigenous musical instruments like clapping sticks to make connection with the Aboriginal culture.

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

  Encouraging children to explore more open-ended musical experiences that support children’s self-expression and understanding Aboriginal culture.

  Overall reflection - Before this unit, I see music as entertainment but now I see it as tool which is powerful and have deep meaning. Which can shape children and educator viewpoint and allow us to think out side of the box and break the traditional structure way of teaching.

short summary- After showing the video and hearing different sounds. Children were engaged in the movement exploration activity where they embody birds through physical movements. Children were mimicking movement of birds like flapping like seagull, sweep like magpie, run like emu using their body parts to show characteristics of birds. This encourages creativity, coordination and deep listening reinforcing connection with nature. Mimicking sound and body movement of birds, children develop sensory understanding towards wildlife and fostering collaborative and expressive play.

rational justification

theoretical perspectives - Mimicking birds movement connect my concept to the ‘ Mutton Bird’ concept  (theatre, 30 jun 2010) through environmental awareness and sustainable learning.

Mutton bird  (theatre, 30 jun 2010) concept rooted in Tasmanian Aboriginal Culture, where migration of ‘mutton bird’  (theatre, 30 jun 2010) plays  a significant role and representation of it in the dance form to pass the message to the future generation.

Embedding and engaging children in bird movement activity develop a sense of connection between them and environment. By flapping, swooping and gliding etc like birds, children learn about the real world which reinforce their learning and introducing this concept help them to understand that ‘ how important birds play role in our environment’ by discussing about bird conservation, migration pattern and importance of protecting them.

lesson steps

resources - – electronic media to show children video, sound system, photos of birds and big space free from furniture so that children can move around freely

planning steps-

·         Introduction – gathering all the children in the circle time and introduce the activity, “ we will move like birds”. Showing them video to give them entry point in the activity and spark their imagination. Discussing open ended like “ how birds can move? Can you move very fast or slow like bird?”

·         Movement exploration – encouraging children to mimic different birds movement and allowing them to create own birds movement, experimenting with different style.

·         Creative expression – encouraging children to create a short dance into Aboriginal instrumental sound like didgeridoo and clapping sticks.

·         Reflection – at the end, having a discussion about the movement with children to know their thoughts and document them.

connection to EYLF- EYLF outcome 2 – children are connected with and contribute to their world, as children were learning about birds and their movement, fostering an appreciation for wildlife and environmental awareness and make a sense of respectful bonding with nature.

reflection

What went as expected - Children participation in the activity was mesmerising to capture. Participating in different birds’ movement and mimicking it was successful attempt.

What did not go as expected-In the beginning, some children struggle to do birds movement but with guided support and encouragement, everyone gain confidence and explore their creativity in the movement.

What might you do different next time - Instead of doing this activity inside, I will do the activity outside as it will not constrict children movement and they can take inspiration from birds around them and make instant connection with them.

How might you use this growth in your future practice of early childhood education -Observing children in interpret bird movement in different ways reinforced the value of open ended visual learning and gave me more options to think out of the box to support creative expression of children through different ways to break the traditional nature of learning.

Overall reflection  -Movement is not only a exercise, but it enhances storytelling, emotional regulation and group collaboration. And make children understand and teach sensitive issues like environmental awareness and conservation in the playful manner.

short summary -In this pretend play, children explore drama Using natural materials such as pinecone, sand, colourful paper, wooden sticks, rocks etc as a representation of different object through role play. Children develop creativity sensory exploration and problem-solving skills while fostering connexion with the nature. This open-ended nature activity encourages collaboration, expressive play makes it a rich learning play experience.

rational justification

theoretical perspective -Make believe play Lei Foundation of self-regulation that enables children to engage in self-initiated purposeful behaviour in relatively challenging situations. Play enables young children to explore potential role in their social world. As children enact roles in Socio dramatic play, they participate in a miniature social organisation in which they cooperate, regulating their behaviour to realise joint play goals. Children’s pretence often involves imitating adult’s household activities, hunting or community celebrations which provide foundation for the strong commitment towards real world. (Adena B. Meyers, 2014)

lesson plan

materials used- pine cones, sands, rocks, wooden sticks, turf tray, colourful papers, animal miniature toy, water etc.

planning -

• Introduction- during group time, I had discussion with children by asking open ended question like “ what are the things you can touch and feel while you go outside for walk” and after that some example of things I collected and how I use it in the my play just to spark their imagination and give some cues.

• Exploration – outside I setup an area with turf tray and placing all the things into it according to image provided for the children to exploring.

• Observation- after setting it up, encouraging children to use the things into their play without interfering or leading their play and observing and documenting their conservations and implementing my deep listening.

connect to EYLF-outcome 1 – children have strong sense of identity – through this pretend play, children make connection and learn about their feeling and learn about how to regulate them.

reflection

What went as expected - Children were engaged in role play independently and using the materials in their play. I observe collaboration, conversation and taking turn in the different roles

What did not go as expected - Few children prefer to play independently and find it hard to share but after encouragement and other alternatives children worked collaboratively.

What might you do different next time -Divide the children into smaller groups than larger group to constrict conflict and offer some visual cues to give some ideas to children to assign creative meaning of objects.

How might you use this growth in your future practice of early childhood education -Adding and setting up area in the room with loose parts for the children to explore anytime during play to support their open ended pretend play.

Overall reflection -Through Drama, I saw a transformative role in open ended play with natural materials. Every child was using the same material in different ways which revealed their intrinsic ability to assign meaning and create imaginative conversation. This reinforced the importance of fostering dramatic play as a tool for problem solving, self-expression and social development.