1. Developing oral language skills through speaking and singing rhymes and songs

2. Cultivating creativity and self-expression through the world of music

3. Building a profound knowledge of art by using the gateway of the senses.

Rationale including resources and arrangements:

Using music as a tool to promote the physical development and coordination of young children is robust and fruitful. The primary goal of this play is to share with early childhood teachers some key strategies they can utilize to get and "keep 'em movin'" in the kinds of creative and well-intentioned ways that Achter has witnessed in the hundreds of early childhood programs she has served, audited, or consulted over the last four decades. Promoting gross and fine motor skills through rhythmic movement is a central theme. Children can use their bodies to respond to a variety of musical stimuli— and they can use the manipulatives found in most early childhood music classrooms to respond even more artistically and expressively (Halliday, M. K. (1975).

Providing children with the different music instruments or creating our own with student creativity using cardboard to create hollow drums or using nature, i.e. collecting sticks to make music. Also teaching children about the culture of our first-nation people and how they used to create music with the help of nature to build different musical instruments in order for the children to learn about the diversity of the nation and respect their culture.

This play serves to increase the vocabulary and fluency of English as an Additional Language (EAL) learners. The multilingual sensory bin is a tool that exposes students to numerous languages, both in print and in conversation. This tool can also be used to help children develop the skills to identify the languages used across various cultures.

Rationale including resources and arrangements:

The concept behind the Multilingual Sensory Bin is for English as an Additional Language (EAL) learners to have an exploratory digital experience. It's essentially a multilingual basic vocabulary builder, using text, audio, and pictures in a common-gateway format for all kids. The activity we built supports EAL language learners by providing a rich, multilingual environment in which students can learn new languages by using the immersive practice of "word farming," or just access to a plethora of words and phrases while doing a mild, sensory-stimulating, and interactive academic activity (Wohlwend, K. E. (2011).

There are all sorts of wonderful outcomes associated with First Peoples' Heritage, Language, and Culture programs. Take, for example, the language development outcome. Kids learn not just words but expressions, figures of speech, and conversational norms that are used in traditional First Nations cultures. They can also pop in an artist's terminology. Cultural narratives are primarily passed down by First Nations peoples through language. With this outcome, then, we're not just working on language abstractly. We're working on language that's connected to and part of the First Nations experience. And that's just one of the many extraordinary results these programs can bring about.

Rationale including resources and arrangements:

Children were invited to play in a way that let them express themselves through the many forms of art and storytelling that they naturally inhabit. It was a special kind of invitation because the art and storytelling forms in this instance were Aboriginal and First Nations, and for that reason, they were very old, very rich, very potent, and very much a part of this place.

Resources:

Materials for Art: Paint, brushes, natural materials (sticks, stones, and leaves), paper, and canvases.

Ways to Tell Stories: These include the use of picture books, audio recordings of traditional tales, and visual aids that show the art and symbols of Aboriginal and First Nations people.

The art studio setup should be in a spacious area, ideally with access to bountiful light provided by large windows. Children should have ample seating and space for telling their stories, and the studio should have enough wall and floor space for displaying their artwork.

An arrangement like this prompts kids to be creative. They can think up all sorts of wild and wonderful things. And because they are working with pieces borrowed from a number of cultural traditions, not only do they get to mash up beliefs and characters into unique tales, but they also learn a lot (possibly more than us big folks) about the history, nature, and culture that brought these tales into being (Mantei, J., & Kervin, L. (2015)

in the development of language. London, England:

Edward ArnoldHalliday, M. K. (1975). Learning how to mean: Explorations

in the development of language. London, England:

Edward Arnold

2. Wohlwend, K. E. (2011). Playing their way into literacies:

   Reading, writing, and belonging in the early childhood

   classroom. New York, NY: Teachers College Press

3. Mantei, J., & Kervin, L. (2015). Examining the interpretations

   children share from their reading of an almost wordless

   picture book during independent reading time.

   Australian Journal of Language and Literacy, 38(3),

   183– 192