Children play naturally, it helps them prepare for future roles, develop creativity, solve problems, and build relationships with people and places around them (Wilson, 2018). Edward et al (2011) mentions teachers listen to children, support their independence, and guide them through the journey. I planned my activities based on John Dewey’s experiential learning theory, which values learning by doing through hands-on experience (Reese, 2011). Each activity allows children to observe, imagine, and express their understanding. Ord (2012, p. 55) states, “People learn best when they are personally involved in the learning experience.” In addition, Reggio-inspired educators to support children’s learning by following the child’s lead and encouraging questions (Bond, 2013). I believe children learn deeply when they engage their senses, feelings, and imagination as part of their experiential learning journey.

Moreover, I embedded Indigenous perspectives throughout my planning and reflection. I acknowledged that the land on which I observed the train and experienced the sunrise is Aboriginal land. In the train orchestra, I encouraged children to include natural sounds they heard (e.g., birds, wind) while they explored the sounds from recycled materials. In the movement activity, children imagined the train travelling through some places. When the train stops, I will say something (e.g., “We’ve stopped at the Birrarung River. Let’s move like the flowing water.” In the drama activity, children role-played as train drivers and passengers, and when they arrived, the driver could say, “We’ve arrived at Wurundjeri land!”. I believe that these activities will teach children to build a respectful connection with the land and promote cultural awareness in line with EYLF Outcome 2: Children are connected with and contribute to their world (AGDE, 2022).

Materials:

• Recycled items (e.g. plastic bottle, twigs, cardboard).

• Optional: audio of a train (from my own video)

Steps:

• Ask children: “What does a train sound like?”

• Play an actual train sound from video.

• Give children time to explore objects to create sounds (e.g., twigs, bottle, etc)

• Guide children to create a rhythm together as a group (e.g., tapping twigs as train wheels, use voices to imitate “choo choo”)

• Children perform their “Train Orchestra.”

• Ask children to reflect their performance, (e.g., “How did you make the sound?”)

Materials:

• Open space or outdoor space

• Train sound (or make rhythm with hands-claps)

• Hats or uniform (optional)

Steps:

• Explain the children about the game: “We’re going to be a train today!”

• Choose one child to be the “train engine” and the others line up behind as carriages.

• Move around following the leader.

• Call out actions 

- “Speed up!” (move faster)

- “Slow down!” (walk slowly)

- “Stop at the station!” (freeze)

- “We’ve stopped at the Birrarung River. Let’s move like the flowing water.”

• Switch children so everyone gets a turn to become leader and carriages

• Ask children to reflect the game (e.g., “What did your body feel while being a train?”

Materials:

• Chairs set up as train seats

• Train tickets, hats 

• Cardboard box (for the engine)

Steps:

• Set up a pretend “train station” with chairs.

• Choose one child to be the train driver, others are passengers.

• Give each child a train ticket

• Encourage the driver to announce:

- “All aboard!”

- “We’ve arrived at Wurundjeri land!”

• Children can pretend play, for example: looking out the window.

• Ask children to reflect their play (e.g., “Where did your train go today?”)

Children were excited to explore different sounds using natural and recycled materials. They responded well to the “choo choo” sound.

What did not go as expected?

It was a bit messy at first, it took some time to find the rhythm.

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

Next, I would set roles for each child (e.g., engine, whistle) to make them focus and follow the structure.

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

I learned that children naturally respond to music. In the future, I will include music into learning experiences to support children's communication, collaboration, and creative expression.

Link to video: https://youtube.com/shorts/o57VtLw0T4A?feature=share

Children loved pretending to be trains. They showed various speeds and movement, using their bodies and imaginations.

What did not go as expected?

Children bumped into each other as the space was a bit small.

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

Next, if possible, I would choose larger space to ensure children can move freely and safely.

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

I learned that movement strengthens children’s coordination and balance. In the future, I will continue to include movement into learning experience to support children both physically and emotionally.

Link to video: https://youtube.com/shorts/W9SAEzsFqTc?feature=share

Children were excited as they became train drivers and passengers, while patiently wait for their turn. Also, they confidently shouted “All aboard!” with happy face.

What did not go as expected?

Some children were shy to participate at first.

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

Next, I would provide proper props like printed tickets, uniform, and maps to encourage real-life experience for children.

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

I learned that when children use role-play in activity, it will develop their confidence and communication. In the future, I will keep using drama activities to help children explore social roles, emotions, and boost their confidence.

Link to video: https://youtube.com/shorts/MRe12ChYmBY?feature=share

Bond, V. L. (2013). Follow and facilitate: What music educators can learn from the Reggio Emilia approach. General Music Today (VOL. 27, PP 24-28). https://research.ebsco.com/c/6kr4lr/viewer/html/6bl77qri6b 

Edward, C. P., Gandini, L., & Forman, G. E. (2011). The Hundred Languages of Children : The Reggio Emilia Experience in Transformation, edited by Carolyn Edwards, et al., Bloomsbury Publishing USA, 2011. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/vu/detail.action?docID=820317. 

Northern Illinois University. (2020). Howard Gardner’s theory of multiple intelligences. Northern Illinois University. https://www.niu.edu/citl/resources/guides/instructional-guide/gardners-theory-of-multiple-intelligences.shtml 

Ord, J. (2012). John Dewey and Experiential Learning: Developing the theory of youth work. https://www.youthandpolicy.org/wp-content/uploads/2017/06/ord-yandp108.pdf 

Reese, H. W. (2011). The Learning-by-Doing Principle. ResearchGate; American Psychological Association. https://www.researchgate.net/publication/275724442_The_learning-by-doing_principle 

Wilson, R. A. (2018). Nature and young children: Encouraging creative play and learning in natural environments (3rd ed.). Routledge. https://go.openathens.net/redirector/vu.edu.au?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2Fmono%2F10.4324%2F9781315148533%2Fnature-young-children-ruth-wilson

Yusof, S. M. (2021). Vygotsky Sociocultural Theory of Child Development: More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD). ResearchGate. https://doi.org/10.13140/RG.2.2.35985.40804 ‌