From this experience, I learn that children needs more oportunities on creative music-making, despite our traditional ways of teaching designated songs and manipulating typical western musical instruments. As future practices, I would introduce different kind of musical instruments around the world to them to inspire their ideas and let them do more experiements on open-ended natural material and loose parts.

However, I expect the child could extend to explore the materials and dance movements more for a longer period. I would add more materials like silken scarfs, long grasses and paper strips in order to provide a wider range of choices to stimulate and refreshen their interest in exploration. In-corporating musical and dramatic elements can enhance the quality of dance experiences as well.

After studying the unit and planning the experience, I realised dance and movement bring benefits in multiple aspects. Dance-play activities encourage young children to practice balance and motor skills while stretching the imagination(Unknown, unknown)(from unit reference).

However, the initiation and development of the drama more depended on the teacher's lead, due to the lack of imaginative ideas of the child.

The term scaffolding has been used to describe the support that adults (or older peers) provide as children develop skills within their Zone of Proximal Development (Wood, cited in Brooker, Blaise, Edwards, 2014, P.4). A scaffolding approach would increase children's autonomy and enhance abilities by providing spontaneous supports when needed. In my future practice, I hope to embed and model more drama elements in my intentional teaching, and hence support childrens' dramatic play to be more child-orientated by using a scaffolding approach to intervene, in order to facilitate, provoke and extend imaginations.