Music: Reflected on my music experience using natural materials, Wilson (2018) explains that we can use natural materials in creative ways to play. Give opportunity to children play with nature - hand-on experience has benefits, such as supporting their cognitive development, learning to take care of our land, and keeping children active with physical activity. This connect with my activity as they can use stick, rock, and stones to explore sound. Providing natural materials allowed children to explore open-ended materials, supporting creativity and critical thinking, which aligns with Wilson.

Movement: My follow direction activity is when children listen the instruction such as left, right, or stop, connect with body movement. Niland (2009) explains that children use movement as a response to music. Niland (2009, as cited in Morin 2001) stated “kinesthetic music play”. This connects to my activity like when children move their body, such as jumping, twirling, turning left or right. They are practicing not just listening, but also coordination and concentrate on the instruction.

Drama: My drama activity is relevant with Reggio Emilia approach. Edward et al. (2011) highlights that process of expression is more important than the final product. My drama as a bus driver and passengers more focused on the child’s idea, imagination, and expression. Children create a meaning through the role play and communication. They explore social roles and develop language, adding their own creativity which aligns with Reggio Emilia, where children are capable and active in their learning.

Connection with Aboriginal perspectives: My activities connected with Aboriginal people as I use natural materials as my sound. Aboriginal people have a connection with nature and land, by using natural materials, children understand to care for our land and know that music can come from the earth. Body movement and drama pretend play are also linked to Aboriginal perspectives as I created a story that we are visiting Aboriginal community and on our way, we looked around and follow the direction from the driver. Including acknowledgement of country also teach children to respect traditional owners of the land and promote inclusion in our play.

Age group : 3-5 years

Materials Needed:

• Natural materials : sticks, rocks, sands, tanbark

• Recycled bottle

• A simple song (my original song or other song) to follow

Steps:

• Set up the space by placing materials in the middle of group.

• Introduce the activity to children that we are going to make a sound using materials provided.

• Demonstrate a simple beat and invite children to copy or create their own beat.

• Give children time to explore the sound using different materials.

• Reflection : ask children what did they like from that activity?

Connection with EYLF:

EYLF Outcome 4: Children are confident and involved learners. (AGDE, 2022, p. 50).

This music percussion activity support children to explore and experiment with different sound using natural and recycled materials. By joining this activity, children build their confidence to try new thing and express themselves through music.

Age group : 3-5 years

Materials needed:

• Open space

• A simple song (my original song or other song) to follow

• Visual direction cards

Steps:

• Gather children in open space and make sure children can move freely.

• Show and say the words: left, right, stop, go, roundabout.

• Create a story to make it more fun and use different direction on that story.

• Add variety action to make it more challenging: jumping, tiptoeing

• Cool down and reflection: ask children what was their favorite direction and action?

Connection with EYLF:

EYLF Outcome 3 : Children have a strong sense of wellbeing. (AGDE, 2022, p. 44).

This activity support children’s physical wellbeing by having active movement, it also support their emotions as children listen carefully to the instruction and they feel happy when they can follow successfully.

Age group : 3-5 years

Materials needed:

• A simple acknowledgement of country

• Chairs to create a bus

Steps:

• Arrange the area and we can use the chair as a bus

• Have a discussion that we will visit Aboriginal community.

• Introduce the acknowledgement of country before starting play.

• Give children time to explore and play

• Reflection: ask children what did we do to show respect?

Connection with EYLF:

EYLF Outcome 2 : Children are connected with and contribute to their world. (AGDE, 2022, p. 38).

The pretend play helps children to understand and show respect for Aboriginal people. They learn acknowledgement of country, so children can feel connected with community and their environment.

• Children were engaged and curious to explore the sound. They experimented by tapping and shaking the materials. Children created their own patterns to follow the song.

What did not go as expected?

• When children became too excited, they made a lot of noise. Some children were confused to follow the music and it was hard to concentrate with all noise.

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

• I will arrange in small group and give more time to explore. This also can manage the noise, instead of the big group.

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

• This activity helped me to see how fun and powerful natural materials and sound exploration can be for children. In the future, I will give more opportunities for children to explore sound using natural materials as this also encourage creativity for children. Let children arrange the instrument and provide different materials.

• Children followed the direction with excitement. Children listened and responded to the instructions, showing their understanding of direction and freely move their body.

  
  

What did not go as expected?

• Some children still confused about left and right, needed extra time and help to follow the right direction.

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

• I will use more visual cards to support their concept of direction.

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

• Through this movement activity, children learn concept about directions. In the future, I will plan to do peer collaboration to encourage teamwork. Also, children sometimes still mix up the direction, as a future teacher, I will remind them that we are still learning and mistakes can happen anytime. This will support their confident and keep the activity fun.

• Children engaged in pretend play as a passengers and joined in the acknowledgement of country to show respect.

What did not go as expected?

• It was tricky and challenging to change the situation from bus play and arriving at the community place.

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

• I will introduce more about Aboriginal people through books, songs, or their symbols to help children understand more.

  
  

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

• Pretend play or drama can be a way for children’s learning. In the future, I will support their understanding through story, visuals, or song so children can understand and connect more during play.

• Edwards, C. P., Gandini, L., & Forman, G. E. (2011). The Hundred Language of Children: The Reggio Emillia experience in transformation (3rd ed.). ABC-CLIO.. https://ebookcentral.proquest.com/lib/vu/reader.action?docID=820317

• Niland, Amanda. (2009). The Power of Musical Play: The Value of Play-Based, Child-Centered Curriculum in Early Childhood Music Education. General Music Today. Fall2009, Vol. 23 Issue 1, p17-21. 5p. https//doi.org/10.1177/1048371309335625

• 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