This project helped me understand how music, movement, and drama can support young children’s emotional expression, creativity, and wellbeing. I learned that natural environments—such as Flagstaff Gardens—can inspire children’s imagination, engage their senses, and create meaningful opportunities for play. I observed how children used their bodies and voices to communicate, especially when exploring natural elements like wind.

By connecting movement, sound, and drama with real-life experiences in nature, children were able to express emotions, tell stories, and build stronger connections to place. This experience has strengthened my confidence as an educator in using the creative arts to support self-regulation, identity, and holistic learning. I now feel more prepared to design learning experiences that are open-ended, flexible, and based on children’s interests and their environment.

What Went Well
Children were highly engaged throughout all three activities, particularly when they could connect their movements or sounds to nature—for example, pretending to be the wind or expressing emotions like a “happy tree.” The use of natural materials and the outdoor setting supported a calm, curious, and creative atmosphere. Children also showed confidence when leading parts of the experience, such as taking on the role of the “wind” or suggesting their own statue poses.

What Didn’t Go as Planned

In Activity 1 (Wind Song), one child became overstimulated by the louder instrument sounds and needed support to re-engage calmly. In Activity 2 (Wind Explorers), some children moved too quickly and needed reminders to stay safe and focused during the movement game. In Activity 3 (Emotion Statues), a few children found it challenging to freeze and hold poses. They required extra modelling and encouragement to participate fully.

What I Would Do Differently Next Time

• Begin each session with calming breathing or a grounding routine to help children settle before starting energetic activities.

• Provide more visual prompts and clearer modelling to support children who need help with imaginative expression.

• Allow more time for reflection after each activity so children can share how they felt and what they experienced.

What I Learned About My Role as an Educator

• Children enjoy learning through nature and the arts, especially when they have freedom to explore.

• My role is to provide open-ended materials, observe carefully, and support children’s ideas without taking control.

• Scaffolding can mean giving children time and space to think, and using the environment to support their learning.

Meyers, A. B., & Berk, L. E. (2014). Make-believe play and self-regulation. In E. Wood (Ed.), The SAGE handbook of play and learning in early childhood (pp. 1–13). SAGE Publications.

Vecchi, V. (2010). Art and creativity in Reggio Emilia. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation

Wilson, R. (2012). Nature and young children: Encouraging creative play and learning in natural environments (2nd ed.). Routledge.