This activity is a fun and simple way for kids to explore how different things make different sounds using water and a kitchen strainer. A strainer (also called a colander) is something I have at home. It’s a bowl with little holes in it, usually used to drain water from food like pasta. But today, I’ll use it to make sounds! I have done this experiment with my daughter as I don’t work in the early childhood.

Start by placing the strainer over a large plastic bowl . Then, fill a small cup with water and pour it slowly into the strainer. Listen carefully. What does the water sound like as it flows through the holes. Is it loud or soft? Fast or slow?

Next, the child  try pouring water from different heights. Hold the cup low over the strainer and then higher up. What changes? Does the water splash more? Is the sound louder? Kids can experiment by trying different things and noticing what happens.

Through this play, children learn about sounds, materials, and cause and effect. It’s also a great way to improve their listening skills and spark curiosity. The activity uses things  already have at home. So it is easy to set up and safe to explore. And best of all, it encourages creativity and discovery.

Theoretical Perspective "

I have learnt in our session 4 ,  as Dr Baltgi’s mentioned that, children can explore music using simple tools like their voice, body, and everyday items. For this instance we can extent our experiment to make it even more fun, kids can use spoons or small sticks to tap on the strainer and make music. They can create their own little songs by pouring water and tapping in rhythm. This turns the activity into a fun sound-making game like being a musician!

To do the Tree Yoga pose, a child begins by standing tall with both feet on the ground. They imagine they are a tree with strong roots growing into the earth. Next, they slowly lift one foot and place it against the inside of their other leg, either near the ankle, calf, or thigh depending on their balance. Once steady, the child brings their hands together in front of their chest or stretches them above their head to become tree branches reaching toward the sky. The pose can be held for a few seconds or longer, depending on the child’s comfort and balance. " Children thinking become visible though movement and artistic expression. (Gadini,2012, P 307)

Theoretical Perspective:

In session 5, from the reading The environment as a tool for patient-centred care: a bridge between physiotherapy and Dance Movement Therapy,

French psychoanalyst, Carl Jung  mentions how he could almost hear the thoughts of the rocks, the winds and the trees he sees. Carl Jung, “Natural life is the nourishing soil of the soul. It is the body, the feeling, the instincts, which connects us with the soil.”

Tree Yoga also helps build confidence. When children manage to balance, even for a short time, they feel proud of their effort. Over time, as they improve, they gain a sense of achievement and trust in their own abilities.

In early childhood, learning should be joyful, playful, and connected to everyday experiences. Tree Yoga is a perfect example of how movement, imagination, and mindfulness can come together to support children’s growth in a natural and enjoyable way.

For the dram experience I have read alone the book “ We are gong on the bear hunt” on youtube.  . It is a quite a popular story book in the early childhood.  To create the story more engaging and connection I have created the grass, mud and water area.

In session 6 , from the article " Lets's play outsdie "The research is showing that children who participate in complex, collaborative, pretend play are better able to regulate their emotions and implement creative problem-solving (Hoffman & Russ, 2012).. According to a study done in early 2016, the more complex and detailed a young child’s pretend play is, the more advanced their cognitive processing needs to be—as their play stretches and grows, so do their brains (Li, Hestenes & Wang, 2016).

What went well:
My child enjoyed experimenting with different sounds. She was excited to use simple instruments and everyday objects, like plastic box, strainer .My child listened carefully to the different sounds.

What did not work well:
As I could not run the experience in the wider space and setting and no there children were involved , so collaboration was missing there.

What can be done better next time:
Next time, I would introduce more natural ingredients.

What did not work well:
At first she was struggling to balance.

What can be done better next time:
Next time, I can break the activity into shorter parts and add small variations, pretending birds are sitting in the branches. I can also encourage children to start with easier positions, like keeping one toe on the ground for balance, so everyone feels successful. Using calming background music and giving gentle breathing instructions may also help children concentrate and stay relaxed.

What did not work well:
May be group of children might be found it a bit hard to keep focused for the whole story.

What can be done better next time:
Next time, I can make the activity shorter or add small breaks so children stay interested. I could also use more props, to make the story even more fun and visual. Making sure there is enough space for everyone to move would also help children join in comfortably.

Tree Yoga encouraged balance, focus, and calmness. The child enjoyed pretending to be trees, but some struggled with balancing on one leg. This showed the need to adapt movements, keep them simple, and add fun variations to support all learners

I feel more confident and resourceful to run the session with the children.'

# Baltagi, H,( 2012). Music in early childhood education: Exploring sound and rhythm through play. UNICEF. https://www.unicef.org

# 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.

# Raising Children Network, (n.d). Imaginary friends and pretend play.

https://raisingchildren.net.au/articles/imaginary-friends.