Children learn from the Multisensory communication skills throughout the environment for:

 auditory ( sound from puffing, music playing, motor from a fan), 

tactile (touch the water ), 

visual(the water flow pattern and boat movement), Vestibular (dramatical play body movement), as well as proprioception (pretending to balance on the water) and Interoception (heartbeat rising while dancing or body movement).

 Children's intellects become protagonists developed by their imagination and creative skills. (V L Bond 2013). 

The artifact and environment stimulate children's sense of wonder and nature awareness during the freedom of play. 

It is a polysensorially experience, shifting in different dimensions from an ordinary moment. ( from water play and pretending on the water, shifted to imaginative pirate play or surfing ). Children can create their own space and time, interest and stories from past to present.

 Piglet's cognitive theory with functional, constructive, dramatic and gameplay has applied to the activity. Children stimulate their critical thinking, emotional and social interaction with other peers about

Reflection:

The activity has translated perfectly; children's provocation has directly transformed into other meaningful movements and new ideas and stories created. It will extend the similar activity outdoors because the process is highly smudged indoors, and there is limited space for children to participate, e.g. a rocket blast with baking soda and vinegar with music " A rocket ship-by Little Einsteins."

Reference list
Bond, VL 2013, ;’Follow and facilitate: what music educators can learn from the Reggio Emilia approach, General Music Today, Sage, pp. 24–28

D Gano , S krull 2020 ' Natural Sensory Learning ' article Community Playthings
https://www.communityplaythings.com/resources/articles/natural-sensory-learning

Hanna, W 2014, ‘A Reggio-inspired music atelier: opening the door between visual arts and music’, Early Childhood Education Journal, vol. 42, no. 4, Springer Netherlands, pp. 287–294

Little Einsteins Theme Song
https://www.youtube.com/watch?v=7eL1Bfv8Y9k

Over the deep blue sea, and sing along to the song 
https://www.youtube.com/watch?v=lCPJhybHBkA

-Music is a non-vocabulary informal learning mechanism through Listening,

-A universal identification of our lives and stories through functional, constructive, dramatic and play -Pigets cognitive theory (W. Hanna 2013)

-It is a symbolic representation of a hundred languages for pedagogy development from birth to maturity. 

-Multilayer translation of our imagination, curiosity, and creativity. 

-Facilitates children to encounter, express and explore ideas and interests "randomly situated in the room for experience freely" Victor Wooten.

-It freely demonstrates our emotional, social, cultural, and nature awareness and movement(facial expression and gesture) through sound, melody, harmony, rhythm, texture, structure and presentation elements-Meta Communication.

reference list

Hanna, W 2014, 'A Reggio-inspired music atelier: opening the door between visual arts and music', Early Childhood Education Journal, vol. 42, no. 4, Springer Netherlands, pp. 287–294

Victor Wooten' Music as a language TEDx talks 

 Viewed ;https://youtu.be/2zvjW9arAZ0

-Exploring characters of dramatical movement through roleplay, which can be fiction and non-fiction, human to non-human.

-Interaction with the dramatical and social environment throughout "My Sense" Hear, See, Smell, Taste, Feel and Sense.

-The drama experience can be Polysensiorally, which transitions from the ordinary consequence to another dimension. The present idea and stories can shift and interpret differently from person to person, depending on the cultural and historical life participation.

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Hanna, W 2014, 'A Reggio-inspired music atelier: opening the door between visual arts and music', Early Childhood Education Journal, vol. 42, no. 4, Springer Netherlands, pp. 287–294

Cooper, M 2012, 'Is beauty a way of knowing?', in C Edwards, L Gandini & G Forman (eds), The hundred languages of children: the Reggio Emilia experience in transformation, 3rd edn, ABC-CLIO, LLC, pp. 295–302.