• Movement: Developing an imaginary jungle trial, incorporating gross motor movements and imaginative play. 

• Drama: Role-playing as animals from nature fostering empathy and creativity. 

• It invites children to engage with jungle, nature, wildlife, rhythm and imaginative storytelling connecting with EYLF Learning Outcomes 2,4 and 5 (AGDE, 2022). 

• All activities support creative thinking, nonverbal communication skills and collaborative play linking to VEYLDF outcomes and indigenous perspectives.  

2. Exploration: Inviting them to mimic the sound they hear using voice, sources nearby like table, plates or everyday items not just musical instruments.  

3. Layering sounds: Introduce layers as children take part e.g., one child plays air, another child imitates water, another bird. Blending them together to form an orchestra.  

4. Reflection: Conclude with reflection: “How did it feel to explore these sounds? Will you be able to notice and pay attention to voices when you’re on walk with your mom and Dad?” 

1. Audio recordings from At2 

2. Wooden door, shoes

Reflection:  

• Participants were highly attentive to the audio recording 

• Attempted to mimic sounds, showed improvement, although certain sounds were challenging to replicate 

• In the future, incorporating a short story with children’s mimicking the sounds 

• As an educator, I can use this approach to help children explore traditional stories in class 

1. Setting the scene: Arrange the environment with pillows as “rocks”, a chair as a “log”.  

2. Welcome: Introduce the Jungle adventure, “We’re in Jungle everyone! Guess which animal you might be today?” 

3. Movement: As the scene goes on, children move through the obstacles with required guidance, imitate animals like frogs, monkeys and snakes. 

4. Challenge: Play sound effects to change pace like rain and wind audio to speed up, birds chirping to slow them down.   

5. Reflection: Ask children about their favorite movement, animals and weather experience.  

1. Audio clips from At2 

2. Pillows and chair 

Reflection: 

• Participant followed instructions well, showing imagination and active listening 

• Their pace and movements changed with the sound, aligning with my intention for the activity 

• The space was bit smaller for this practice; in future, I will select larger area with more movement resources 

• In early childhood settings, I can use this activity to actively engage children, support their movement and develop their gross motor skills. 

Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the

Ministerial Council.

Edwards, C., Gandini, L., & Forman, G. (Eds.). (2011). The hundred languages of children : The reggio emilia experience in transformation. Bloomsbury Publishing USA.

MiriamRoseFoundation. (2017, June 1). Dadirri (official Miriam-Rose Ungunmerr video) :: 3 minute promo [Video]. YouTube. https://youtu.be/tow2tR_ezL8

Wilson, R. (2018). Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments (3rd ed.). Routledge. https://doi.org/10.4324/9781315148533

UNICEF. (2013, June 13). [Title of video] [Video]. YouTube. https://youtu.be/gIwhGbnY_uI?si=f7gbzBWCz6xYYsBG

2. Interview: Ask Children about their animal’s favorite food, shelter, sound. 

3. Children’s answer: Children respond through voice, imagination and movements.  

4. Reflection: Ask children what they learnt and their favorite learning experience. 

• Participant was more expressive than I expected. 

• They explained the animal’s nature verbally as well, going beyond expectations. 

• For future practice, cue cards with animal faces could be introduced for guessing games and role-play. 

• In early childhood settings, this activity could support children in developing imaginative nature stories with animals as characters  

Materials 

Questions only