During my walk through the peppermint gum reserve, I heard the birds singing, felt the cold breeze and rain drops on my skin, adding an extra coldness to the atmosphere. The mindfulness was evident as i used my senses to feel the surroundings.

The sheep, cows, birds and kangaroos in the environment made me wonder how diverse and inclusive nature is. Therefore, I explored the surroundings further to find more interesting facts on nature and came across the fairy houses built on tree trunks, which encouraged me to create a video on tree fairies.

The natural world offers a level of generosity and replenishment that most of us forget is possible in our overstretched lives. How can we develop this connection and join in the natural movement around us? You can start by feeling your sensory connection to a natural element and allowing that to expand into movement. It’s surprisingly easy and immediately gratifying (candell, 2013).

The nature has so much to offer and these fairy houses unlatched a new window for imagination.

since I was being observant, I was able to capture the special moments of nature and depict the drama behind those moment. The nature's sounds provided a background music to the dramatic nature of the story. Music does not always have to be played by an instrument. The sounds of nature is indeed music for our ears, which reminds me of Dadirri: the inner deep listening and quiet still awareness practiced by the aboriginal culture. "When I experience dadirri, I am made whole again. I can sit on the riverbank or walk through the trees; even if someone close to me has passed away, I can find my peace in this silent awareness. There is no need of words. A big part of dadirri is listening"(ungunmerr, 1988).

Lives my family who are wild and free,

I like eating and sleeping under the tree,

but please remember I may not be your cup of tea.

Being a fairy is not easy as it looks,

I don't like to read too many books,

I would like some sun and rain,

But summer is not the weather i crave.

Nature is a play ground with so many opportunities that cater to different needs. During my visit to the reserve, I felt a sense of calmness and it evoked my childhood memories about how I Spent most of my time outdoors in my backyard. Climbing trees, using natural elements for pretend play and dancing in the rain as we throw mud against the wall, were wonderful memories to cherish.

I enjoy walking in the cold weather. The cold breeze and seeing dried leaves on the ground, instantly creates a calming effect in the surrounding atmosphere. When I visited the reserve, it started drizzling and having the rain drops falling on me was an instant energy boost with a hint of adrenalin rushing through my body, passing the message to my brain saying "Run".

The fairy houses on the tree trunk is an great idea to give children something to look forward to when they go out for walks with their parents or friends. It encourages children to have imaginary friends and make their time outdoors engaging and creative. Imaginary friends allow children to explore a make-believe world that they create all by themselves. In fact, children with make-believe friends might be more imaginative and more likely to enjoy fantasy play and magical stories (raising children network, 2024). Furthermore, Having imaginary friends would also enhance a child's cognitive, social and emotional wellbeing.

As Early learning educators, it is crucial to create environments that give our youngest learners the time, space, and opportunities to explore and investigate meaningful learning experiences. We can create engaging and wonder-filled environments that promote learning through all eight of their senses—auditory, gustatory, visual, olfactory, tactile, vestibular, proprioception, and interception (Gano & Krull, 2020). Moreover, being in nature awakens these senses and aids children in exploration and children begin to make meaning out of their experiences. Play spaces in natural environments include plants, trees, edible gardens, sand, rocks, mud, water and other elements in nature. These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education. Including nature based activities has been a frequent part in my classroom routine. walks to the garden, jumping in puddles on rainy days and exploring the college grounds has bought children together and has encouraged their resilience and independence immensely. As a result, children have built meaningful relationships with their peers and educators.

In addition to love and protection, what young children most need is the time and place to play. It’s through play that children learn about themselves and the world around them. It’s through play that they develop a sense of competence and make invaluable discoveries about their social, cultural, and physical environments. Most of what children need to learn during their early childhood years cannot be taught. It’s discovered through play (Wilson,2007, pg 2).

Through innovative pedagogical methods, Educators can broaden children's understanding on the importance of nature.