1. Dance Activity

   The tall trees provided a natural setting for our dance routine, their branches swaying side to side allowed the children to learn and mimic their movements, incorporating tree- inspired gestures into their dances.

2. The calls of the magpies, birds and ducks in the creek captured the children's attentions and aspired them to listen to the sounds and mimic them using different musical compositions and noises.

3. The children imagined themselves as blossoming flowers, they used the flowers behind them to portray an image of how a flower would grow and then incorporated that into a drama act as they became flowers blossoming on a cool spring evening.

   
   

   
   

The transforming impact of music and sound in improving children's emotional well-being and cognitive development was obvious when they mimicked the bird noises using their soundscapes. This is consistent with Dr. Ibrahim H. Baltagi's findings on music's involvement in brain development and emotional regulation (UNICEF, n.d.).

Rationale/Justification Relating to Theoretical Perspectives from Unit Material:

The unit content offered a framework for interpreting these findings. It emphasised experiential and kinaesthetic learning, as well as active involvement with the environment (Delafield-Butt and Trevarthen, 2015). This is consistent with the children's behaviours in the park, demonstrating the importance of movement-based learning for overall development. The unit's emphasis on nature-based learning and environmental awareness encourages the incorporation of environmental education into the early childhood curriculum, reaffirming the interdependence of humans and nature (Candell, 2013).

It also parallels the Reggio Emilia approach, which sees the environment as the "third teacher" (Edwards, Gandini, & Forman, 1998), reaffirming the notion that nature can be an effective instrument for learning and growth. The children's interactions indicated their ability to work in groups, be creative, and engage in imaginative play, all of which are important aspects of their overall development.

Finally, recognising the relevance of arts-based practices in fostering creativity and self-expression (Deans & Wright, 2018), the unit is consistent with observed dance-play activities, emphasising the necessity of including creative arts into early childhood education.

Our exploration of movement and dance during the walk mirrored the benefits discussed in the session on movement and dance. The children's natural need to move and explore their environment demonstrated the developmental benefits of dance play, including motor skill development, balance, and emotional regulation (Delafield-Butt & Trevarthen, 2015; Dance Teaching Ideas).

Including these ideas into my future practice, I intend to include more outside, nature-based activities that promote pretend play and movement. I want to encourage children creativity, social skills, and cognitive development through open-ended materials and a supportive setting (Fjørtoft, 2001; Ridger, Knowles & Sayers, 2012).

The dancing activity, inspired by the movement of the tall trees, allowed the children to express themselves physically while also learning about rhythm and balance. The sound exploration, which included bird calls and other natural sounds, encouraged children to improve their listening and auditory skills while also developing an appreciation for the sounds of nature. Finally, the theatrical action in which the children envisioned themselves as blossoming flowers encouraged imaginative play while also providing a physical outlet for expressing development and transition.

This perspective highlights the importance of nature-based learning in early childhood education. By incorporating drama, movement, and sound into outdoor experiences, I hope to create more comprehensive learning environments that promote creativity, emotional control, social skills, and cognitive growth. The children's good reactions to the Lake Mcivor experience confirm the significance of these approaches, and the insights learnt from this tour will help me refine and improve future On Country excursions.

Delafield-Butt, J. T., & Trevarthen, C. (2015). The ontogenesis of narrative: From movements to meaning. Frontiers of Psychology, https://doi.org/10.3389/fpsyg.2015.00707

Deans, J., & Wright, S. (2018). Dance-Play and Drawing-Telling as Semiotic Tools for Young Children’s Learning. Routledge.

Gandini, L. (2012). The atelier: a conversation with Vea Vecchi. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: the Reggio Emilia experience in transformation (3rd ed., pp. 303–316). ABC-CLIO, LLC.

Lynch, C. (2021). Audio Experience. Arts House for Refuge 2021. Retrieved from https://www.artshouse.com.au/watershed-audio-experience/

UNICEF. (n.d.). How music affects your baby’s brain: Mini Parenting Master Class by Dr. Ibrahim H. Baltagi. Retrieved from https://www.youtube.com/watch?v=gIwhGbnY_uI&t=9s

Dance Teaching Ideas. (n.d.). Creative Dance-Play for Early childhood. Retrieved from https://danceteachingideas.com/creative-dance-movement-for-toddlers/

Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). ABC-CLIO, LLC.

Fjørtoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.

Ridger, N., Knowles, Z., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children's Geographies, 10(1), 49-65.

Wallin, M. L. (2019). The Importance of Pretend Play in Natural Settings. Community Things Website.