'100 languages of children' means that children are viewed as engaged and capable learners who can construct new knowledge on their own and are able to express themselves in infinite ways through different mediums (Nolan & Raban, 2015; pp. 38). Malaguzzi believes that the environment is the third teacher for children, which can be intentionally designed to support their learning (Nolan & Raban, 2015; pp. 38). In my journal, I will unpack this further and design play sessions for children to engage with independently – ones that can be meaningful for children’s development. This also speaks to Malaguzzi’s idea that the role of the teacher is the facilitator (Nolan & Raban 2015, p. 38). 

'100 languages of children' also means that children have a hundred ways to understand and learn things. Children in a class come from different cultural backgrounds and different types of competency. So they naturally pick up different ideas and learnings from what is taught by the teacher (Edwards et al., 2011; pp. 44). 

I’d also like to mention the idea of the ‘value of play’ from Peter Gray, which justifies my type of play sessions. I agree with him that play is fantastic for children as it is an imaginative, self-initiated, and stress-free activity (Gray, 2008) which encourage children’s development in both physical and intellectual area. 

For my own exploration, I begin by making sounds with different items. As I made the sounds, I think of what possible situation can use that particular sound, which I’ve recorded here. 

Shadow play shows that children are curious and are tempted to explore the world around them. They usually would ask what is a shadow and why can a shadow appear. I think shadow play can be a type of dramatic play where children make up their own stories. It can also be a type of play that involves science inquiry for children to develop their STEM learning. This can link to Lotto’s belief that children’s curiosity are strongly connected to play and science, which involves uncertainty, intrinsic motivation and intentional action, openness to possibility, and cooperation (Worth, 2020; pp. 6).

Paint is a great material to play with and a great way of expression as well. In Encounters with Materials, paint is described as a material with a hundred possibilities. It involves improvisation and creation; it has a unique sensory touch; it is always becoming in the hands of a child (Pacini-Ketchabaw, Kind & L. M. Kocher, 2016; pp. 54-61). 

In The Move, dancing is seen as a type of ‘multimodel literate acts’ that is beneficial to children, where they can ‘express deep thinking and high-level meanings without words or print’ (Wood, Thall & Parnell, 2015; pp. 99). Therefore, I include dance as a language to explore in early childhood settings.

Outcome:

the language of dance, physical benefits, creativity, sensitivity to music

I also went to the children’s book section in City Library in Melbourne to find books with narratives that can be acted out by children. 

In Flint and Adams’ article, they highlighted the benefit of dramatic play. They quote Rowe’s study which found book-related dramatic play is a ‘context for literacy learning…and a process of comprehending books, expressing one’s reactions, experiencing books in affective and kinesthetic ways, as well as a means of inquiry, and participating in literacy events’ (Flint & Adams, 2018; pp. 23). Children can develop literacy skills though their interpretation of picture books, talking and acting them out.

Alternatively, they can act out daily events (eg. cooking) or a story they created.

Outcome:
literacy, acting, interpretation, creativity, social interactions

In Encounter with Materials, clay is highlighted as a material that has its own properties and speaks back to people. ‘Clay responds to children’s movements as they work with it.’ (Pacini-Ketchabaw, Kind & L. M. Kocher, 2016; pp. 72) Clay is part of the ecology so it invites children to think, feel, and question. Clay can ‘remind us that not everything is a human construction, that there is no norm, and that each piece of clay acts differently’ (Pacini-Ketchabaw, Kind & L. M. Kocher, 2016; pp. 63).

Outcome:
the language of 3d forms, creativity, noticing, reflecting on nature and ecologies

I believe my implications for play have clearly outlined interesting and engaging activities for children to develop their own language and learn. And more importantly, the activities are there for children to have fun playing—which, as I’ve already mentioned, the value of play should be highlighted in early childhood settings.

My journal only covers six areas that can be explored by children but there are still many others. Children can also experiment with other different materials like paper, charcoal, or wood; they can also engage in other sensory play like ice play. There are infinite opportunities for children to learn and explore—I believe 100 languages of children are there. 

Picture books, paper, play dough, characters figures, props and tools are provided. Children are encouraged to make their own characters with play dough to tell the stories in the picture books or their own stories. They may also try to create props to act out the stories. There are many opportunities here for children to expand their play.