I started with colored pencil sketches, then moved to watercolors. I was fascinated by how the colors mixed and changed. My color mixing is essentially scientific experimentation. When I combined yellow and blue, they created different shades of green depending on the proportions. Adding white lightened colors, while black deepened them. I experimented with layering thin washes of color to create depth in my bird painting.

This play is meaningful to me because it connects to my lifelong interest in art. I paint purely for enjoyment, not for competition or praise. Through reflection, I've realized that play isn't just about games but includes any self-directed, enjoyable exploration.

Aitken et al. (n.d.)define science as "the study of our natural world" (p. 1). My painting experience involves scientific inquiry as I investigate color properties and mixing techniques. Each painting session includes what Aitken et al. (n.d.)call core scientific processes: "observing, questioning, predicting, and experimenting" (p. 8).

As I played with my paints, I remembered Aitken et al.'s (n.d.)statement that "science is having fun with ideas" (p. 2). This perfectly describes my experience. Through my adult play with painting, I've realized that science and creativity are closely connected. Both involve curiosity, experimentation, and the joy of discovery.

References

Aitken, J., Hunt, J., Roy, E., & Sajfar, B. (n.d.). A sense of wonder: Science in early childhood education. https://www.naturallearning.net.au/uploads/6/9/3/6/69366275/sp_asow.pdf

I began experimenting with different arrangements, noticing how the quantity each box could hold varied dramatically based on how I organised the floss picks. In one container, I managed to fit 50 floss picks by carefully aligning them in alternating directions. In contrast, when I haphazardly tossed them into a similar-sized container, it held only 28 picks. The smallest container accommodated precisely 10 picks when arranged in a specific pattern.

This simple activity became an absorbing mathematical exploration of capacity, spatial relationships, and efficiency. I found myself testing hypotheses about optimal arrangements, counting quantities, and comparing volumes - all mathematical concepts embedded in everyday life.

As Clements (2013) explains in his discussion of mathematics in everyday activities, adults naturally engage with mathematical concepts even in routine tasks. He notes that activities involving "comparing quantities" are inherently mathematical, which perfectly describes my floss organisation process. Mathematics isn't just about numbers and calculations; it encompasses spatial thinking, patterns, and problem-solving.

My experience aligns with Clements' (2013) observation that "kids see the world mathematically, even if they don't label it as 'math.'" Similarly, as an adult, I wasn't initially thinking about mathematics while organising my floss picks, yet I was engaging in mathematical thinking through spatial reasoning and optimising quantities.

This playful organisation task transformed a mundane chore into an enjoyable mathematical challenge, reminding me that mathematics exists beyond textbooks and formulas - it's embedded in our everyday lives and activities, waiting to be noticed and appreciated.

References

Clements, D. (2013, November 23). Why early childhood is the right time to start learning math [Video]. YouTube. https://www.youtube.com/watch?v=B2Z0djuCDKA

The pressure sprayer features a pump mechanism that builds air pressure inside the container. I quickly noticed that different pressure levels produced distinctly different spray patterns. When I applied several pumps to build maximum pressure, the water dispersed in a fine, misty spray that created a gentle cloud around my plants' leaves. With minimal pumping, the sprayer produced a more directed stream of water, allowing me to target specific areas of soil.

According to the Early Childhood Australia definition, technology is "the development of new objects or tools by people that help them in their lives"(Edwards et al., 2018, p. 2). My pressure sprayer perfectly embodies this concept - a human-designed tool that solves the problem of efficiently watering plants. While using it, I'm not just completing a task but engaging with mechanical technology that transforms my interaction with my environment.

Holdom (2018) explains that technology in everyday contexts is "anything that has been designed for and is used for a purpose, generally being to make a task easier, quicker, or more productive" (p. 2). This perspective helps me recognize that my play with the sprayer represents meaningful technological engagement. By experimenting with different pressure levels, spray patterns, and applications, I'm exploring the engineering principles that make this tool effective.

My playful experimentation with the sprayer demonstrates how adult play can naturally incorporate technological exploration. Through this simple activity, I've developed a deeper appreciation for how thoughtful design can enhance everyday experiences and how technology need not be complex to be engaging and educational.

References

Edwards, S., Straker, L., & Oakey, H. (2018, April). Towards an Early Childhood Australia statement on young children and digital technology. Early Childhood Australia. https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2017/08/ECA-DPG-Disussion-Paper-April-including-appendices_FINAL-2.pdf

Holdom, J. (2018). Science, technology, engineering and mathematics learning through the lens of Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. He Kupu (The Word), 5(3), 1–11. https://www.hekupu.ac.nz/article/science-technology-engineering-and-mathematics-learning-through-lens-te-whariki-he-whariki

During a recent class, I found myself deeply immersed in the experience of movement. As we performed choreographed sequences on the step platforms, I noticed how my breathing synchronized with each movement. The repetitive patterns created a rhythm that was both challenging and meditative. When I successfully completed a complex sequence, I felt a surge of satisfaction similar to solving a difficult puzzle.

The physical challenges in these classes remind me of what Barry (2019) describes in the Dutch "dropping" tradition as experiences that teach one "even in very hard times, to keep walking, to keep going" (p. 10). Though my fitness challenges are structured and safe compared to being left in dark woods, both experiences share an element of pushing physical and mental boundaries to discover new capabilities.

What fascinates me most is how movement becomes a form of bodily dialogue. The equipment isn't merely passive; each interaction creates a responsive exchange. This connects with what Atkinson (2016) describes as entangled relations where "different materials invite different engagement; they have meaning, they evoke ways of doing" (p. 64).

My fitness experience, like the Dutch dropping, involves what Oudega describes as "pushing boundaries is fun, but that, too, has boundaries" (Barry, 2019, p. 8). There's a productive tension between challenge and safety that makes movement meaningful. Through these movement dialogues, I experience what Atkinson (2016) calls "becoming other to oneself" (p. 64), where the familiar body becomes unfamiliar through new movements and capabilities.

References

Atkinson, K. (2016). A touch of paint: Transgressing unspoken boundaries. Journal of Childhood Studies, 41(2), 60–65. https://doi.org/10.18357/jcs.v41i2.16100

The contrast between these exhibits was jarring. This powerful juxtaposition made me think about how colonial narratives often try to "make invisible the Aboriginal knowledges that are always, already there" (Hamm & Boucher, 2019, p. 60). As I moved through the space, touching the cool glass of display cases, I began to see the museum itself as what Hamm and Boucher describe as a "pedagogical contact zone" - a place where different worldviews meet and sometimes clash (2019, p. 62).

The weight of history felt tangible in that moment. I realized I was standing on land with ancient stories - stories that continue despite attempts to silence them. This connects deeply to what Iorio and colleagues discuss about confronting "the ethics and politics of living on stolen land" (Iorio et al., 2017, p. 123).

I left the museum with a renewed commitment. I will incorporate Acknowledgment of Country in my daily life - not as an empty ritual, but as a meaningful practice. I plan to learn about traditional land management wisdom and support Indigenous-led conservation efforts. True reconciliation requires both understanding our shared past and actively working toward a more just future where Aboriginal perspectives are centered rather than marginalized.

References

Hamm, C., & Boucher, K. (2017). Engaging with place: Foregrounding Aboriginal perspectives in early childhood education. In N. Yelland & D. Frantz Bentley (Eds.), Found in translation: Connecting reconceptualist thinking with early childhood education practices (1st ed., pp. 58–75).

Iorio, J. M., Hamm, C., Parnell, W., & Quintero, E. (2017). Place, matters of concern, and pedagogy: Making impactful connections with our planet. Journal of Early Childhood Teacher Education, 38(2), 121–135. https://doi.org/10.1080/10901027.2017.1306600