ECE2001 by Rekha Nair https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp A3 Pedagogical Documentation By Rekha Nair (s4639552) en-us 2021-10-27 01:07:50 UTC 2026-02-27 22:54:45 UTC hello@padlet.com Question rekhanairvu https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846699075 How does musical play and exploration aid children’s emotional & social development?]]> 2021-10-27 01:10:11 UTC https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846699075 Title rekhanairvu https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846699534 Music and Babies ]]> 2021-10-27 01:10:23 UTC https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846699534 Context rekhanairvu https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846701428 The observations occur in a babies room. The toddlers are ages between 0.5 to 2 years old. The nursery setting portrays a Reggio Emilia setting. The toys were easily accessible, uncluttered, and inviting. The nursery creates a nurturing, home-like environment and had framed pictures, a vase of flowers, and a nice rug to create a home-like environment. The setting provided them with lots of opportunities to explore, play and interact with other children. The educators interacted with the children, providing a simulation of discovery through dialogue and interaction. 


]]> 2021-10-27 01:11:07 UTC https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846701428 Observation 1 (from A2) rekhanairvu https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846711223 The first video observation shows an infant playing with several utensils and toys that make sounds. She is very interested in the chimes tubes and explored it with her fingers. The infant is clearly interested in the chimes as she uses a spatula to make sounds. She may have used this to maximize the sound the chime tubes made.Then she proceeds to use another tool to create grating sounds. This seems to have captivated her interest as she uses the spatula to vibrate and create a “boing” sound. She further explores how to use the spatula/ spoon, twisting and rotating it. ]]> 2021-10-27 01:14:56 UTC https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846711223 Observation 2 (from A2) rekhanairvu https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846714581 In the second video we can see that there is a mini-harp presented in front of the infant. The baby tries to feel the strings with her fingers, making quick motions, almost as if she’s trying to imitate what adults do with harps. She realizes it doesn’t make sound all the time; sometimes it works and sometimes it doesn’t. Another boy joins her and uses her macarena to hit the harp and make sounds. He further explores the harp by trying to fit the macarena in the hole.He tries to use it like a drum by hitting it on the backside. The other infant moves onto a mirror with two steel cooking utensils. She scratches the back of one of the utensils and realizes it makes more sound than the other. I can also hear the educator in this video giving verbal affirmation as the baby explores and tries out different sounds. She looks over to the educator as she questions the sounds she makes.]]> 2021-10-27 01:16:12 UTC https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846714581 Observation 3 (from A2) rekhanairvu https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846716060 The last video observation shows an infant exploring balls that can be made into halves. We can see the infant's curiosity as he tries to match the halves and connect them. She also tried to put things inside the toys to see if that would make them fit. Shee starts to bang on the copper-tin , observing his reflection and listening to the banging sounds. The infant seems to play with the objects stability wants to know if the but putting its open side on the drum, she shakes and turns to see if it's attached to the floor and watches as the balls slide as she tilts the tin drum. We can also see an educator here offering the infant with other models to play, she gives the child the other half of the ball to match with which the babies continue to experiment.]]> 2021-10-27 01:16:47 UTC https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846716060 Summary rekhanairvu https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846725364 The similarities I see in the video are that babies have a natural curiosity as they play and explore in order to understand the world around them. Play is important for all areas of baby development, including emotional development. Through play, babies learn about their emotions and how to express them. In all the videos we see some form of musical discovery among the toddlers. Understanding and playing music has been strongly linked to babies requiring 'fine motor skills (such as being able to grip and squeeze objects), as well as linguistic and mathematical precision, and creativity ─ firing up several areas of the brain' (UNICEF 2021). 

In the videos, when the babies listen to and make sounds, they learn about their environment – for example, what certain musical instruments, saucepans, copper-tins and voices sound like. In Video 2 we see that the infant learn that tapping on the floor makes a different sound from tapping on a saucepan. In Video 1 the infant was learning that they can make things happen ( cause & effect)– for example when they shake a rattle, they make noises. Making sounds and listening to music can be a great way for babies to express and explore emotions. When exploring sound, it is developing the senses from lots of different angles for a child. All the babies were exploring their sight, touch, hearing, smelling and tasting. It’s all of the senses combined.

We can also see that in this Reggio Emilia setting, listening and relationships go together therefore learning is collective, collaborative, and democratic. In all the videos, we see the educator supporting, guiding and nurturing the child's social and emotional skills. As the educators offer provocations using toys, musical instruments and tins they are in fact helping children further their exploration skills.  ]]> 2021-10-27 01:20:23 UTC https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846725364 Interpretation/Analysis rekhanairvu https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846733012

In the video observation we see the infants exploring sound through different objects, trying and experimenting in combination with other objects. They use all their senses, explore objects with their hands, feet, mouth, eyes, ears, and nose, to understand the world around them. We see that the infant playing with the harp was trying to understand the instrument, this shows us that children solve problems encountered in exploration and play. This links to LO 4: Children are confident and involved learners. This can be linked to Vygotsky emphasising the importance of relationships and interactions between children and more knowledgeable peers and adults (Centre for Learning Innovation 2006, p.8). He believed that children’s cognitive understandings were enriched and deepened when they were ‘scaffolded’ by parents, teachers or peers (MKO). These teachers in the video were able to empower and enhance the self-motivation of the infants in their care. In the earlier scenarios, each teacher joined a child’s play and extended learning through careful observation, supportive environments, and active engagement. These strategies facilitated the children’s abilities to learn a little more than what they might have learned on their own.

Jean Piaget, a Swiss theorist, who believed that children’s thinking passed through four separate stages and changed qualitatively in each of these stages. He emphasised the importance of maturation and the provision of a stimulating environment for children to explore. He believed children were active learners (Centre for Learning Innovation 2006, p.5).
According to Piaget, Musically, however, this time of development, the sensorimotor period, is the time when the roots of musical aptitude begin taking hold. The child learns to process sounds, move rhythmically, and eventually begins to use his or her singing voice (Warrener 1985, p.22). In the video the child discovers that he can create different sounds by pushing air
through his mouth. As he learns to control his lips, tongue, and mouth muscles to create sounds similar to those of his parents, he becomes able to produce bits of words and,
finally, complete words
This further links to Outcome 1: Children have a strong sense of self- As seen in the videos, every child creatively expresses their ideas and experiments and develops strategies to make choices.   

For Montessori, ‘Children’s experience was seen in terms of an exploration of the world that integrated mathematical, linguistic, sensory and daily living activities’ (Nolan, A & Raban, B 2015, p.24)  She stresses the importance of following children’s interests  for effective programming, and play as a vehicle for learning. In the videos we see that the environment, indoors and out, was carefully arranged so that children could choose from an appropriate range of structured learning materials, and both the environment and the time available was not cluttered, as this would distract the children as they tried to concentrate. ]]> 2021-10-27 01:23:14 UTC https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846733012 Plan/Provocation rekhanairvu https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846735646 -Following children’s interests is important for effective programming. Placing a strong emphasis on providing a range of experiences, with the belief that active use of the senses will enable the child to classify, discriminate, evaluate and sequence.

- Children learn through social interactions. Educator should be  much more involved verbally with children during play activities as this is the educator’s primary means of establishing the child’s level of understanding and scaffold children's learning.

-Active involvement is necessary for learning. Learning takes place through active involvement with materials in the real world. Children require long uninterrupted periods of play and exploration.


]]> 2021-10-27 01:24:14 UTC https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1846735646 References rekhanairvu https://padlet.com/rekhanairvu/e630nr4ws3o1bkyp/wish/1858319350 Centre for Learning Innovation 2006, A basic introduction to child development theories, New South Wales Department of Education and Training.

Nolan, A & Raban, B 2015, Theories into practice: understanding and rethinking our work with young children and the EYLF, Teaching Solutions, Blairgowrie, VIC.
ISBN: 9781925145045

Warrener J. J 1985, ‘Applying Learning Theory to Musical Development: Piaget and Beyond’, Music Educators Journal, 72(3), pp. 22–27. doi: 10.2307/3400534.
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