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1. Importance for Movement and Music
1. Importance for Movement and Music
Music, movement and dance are essential for nurturing creativity in young children. These activities promote self-expression, emotional regulation and physical coordination, while supporting cognitive and social development. The Early Years Learning Framework (EYLF) emphasises their role in helping children explore ideas, cultures and identities through joyful, play-based experiences (Department of Education, 2022). Creative movement allows children to interpret music freely, while dance combines structure with imagination. Music-making develops auditory skills and encourages collaborative play. Together, these experiences foster innovation by offering open-ended opportunities for children to invent movements, respond to rhythms and communicate non-verbally (Howard & Mayesky, 2022).
2. Theories and Perspectives
2. Theories and Perspectives
Vygotsky's sociocultural theory demonstrates how guided musical interactions (e.g., call-and-response songs) support creative expression (Vygotsky, 1978). The Reggio Emilia approach views dance and music as "languages" for constructing knowledge (Edwards et al., 2012). Gardner's bodily–kinaesthetic and musical intelligences highlight natural capacities for rhythmic movement and sound (Gardner, 1993). These theories align with play-based pedagogy, where improvisation with instruments or free dance encourages innovation. Research indicates that structured yet flexible activities (e.g., mirroring movements) best support creative development while meeting children’s developmental needs (Niland, 2015; Suzanne, 2008).
3. Resources and Technologies
3. Resources and Technologies
Physical resources: Scarves, drums, xylophones and hoops for exploratory sound and movement (Dinham & Chalk, 2018).
Digital tools: Apps like Barefoot World Atlas (cultural music) or GoNoodle (guided dance).
Literature: Giraffes Can't Dance (Giles-Andreae) to inspire creative movement.
Audio resources: Multicultural music including Aboriginal clapsticks and Indonesian gamelan.
Natural materials: Sticks and leaves for outdoor sound-making activities.
Video resources: Cosmaic Kids Yoga (YouTube) for story-based dance (Howard & Mayesky, 2022).
4.Learning Experiences by Age Group
4.Learning Experiences by Age Group
0-2 Years
0-2 Years
Lap bounces: Caregivers gently bounce infants to rhymes like "This Is the Way the Lady Rides" to develop rhythmic awareness (Department of Education, 2022).
Lap bounces: Caregivers gently bounce infants to rhymes like "This Is the Way the Lady Rides" to develop rhythmic awareness (Department of Education, 2022).
Sound bottles: Infants explore cause-and-effect by shaking bottles filled with rice or beads (Niland, 2015).
Sound bottles: Infants explore cause-and-effect by shaking bottles filled with rice or beads (Niland, 2015).
2-3 Years
2-3 Years
Animal movements : Children pretend to "stomp like elephants" or "flutter like butterflies" (Suzanne, 2008).
Animal movements : Children pretend to "stomp like elephants" or "flutter like butterflies" (Suzanne, 2008).
Drum circles : Using tambourines to mimic beats in songs like "If You're Happy and You Know It" (Dinham & Chalk, 2018).
Drum circles : Using tambourines to mimic beats in songs like "If You're Happy and You Know It" (Dinham & Chalk, 2018).
3-5 Years
3-5 Years
Scarf dancing : Interpreting classical music (e.g., Carnival of the Animals) with scarves (Howard & Mayesky, 2022).
Scarf dancing : Interpreting classical music (e.g., Carnival of the Animals) with scarves (Howard & Mayesky, 2022).
Sound stories :Creating soundscapes for books like We're Going on a Bear Hunt using instruments (Niland, 2015).
Sound stories :Creating soundscapes for books like We're Going on a Bear Hunt using instruments (Niland, 2015).
6-8 Years
6-8 Years
Cultural dance: Learning and adapting traditional dances like the Māori haka (ACARA, 2021).
Cultural dance: Learning and adapting traditional dances like the Māori haka (ACARA, 2021).
Songwriting : Collaboratively creating lyrics about class experiences (Dinham & Chalk, 2018).
Songwriting : Collaboratively creating lyrics about class experiences (Dinham & Chalk, 2018).
TimeLine Of Two Learning Experiences
TimeLine Of Two Learning Experiences
Learning Experience 1: Lap Bounces (Age Group: 0–2 Years)
⏱ Timeline (5 minutes)
• 0:00–0:30 – Greet infants and sit them on laps.
• 0:30–2:00 – Gently bounce to the rhyme “This Is the Way the Lady Rides.”
• 2:00–3:30 – Pause, change tempo and voice for fun (fast/slow, high/low).
• 3:30–4:30 – Add hand movements and facial expressions.
• 4:30–5:00 – Smile, cuddle, and reflect: “Did you enjoy that bounce?”
EYLF Links:
• Outcome 1.1 – Children feel safe, secure, and supported in close interactions.
• Outcome 3.1 – Develop body awareness through rhythmic bouncing.
• Outcome 5.2 – Begin to engage with rhyme, rhythm, and sound patterns.
Learning Experience 2: Cultural Dance (Age Group: 6–8 Years)
⏱ Timeline (5 minutes)
• 0:00–0:30 – Introduce Māori haka with visual/video.
• 0:30–2:00 – Teach basic haka gestures and foot stomps.
• 2:00–3:30 – Discuss meaning of haka (pride, unity).
• 3:30–4:30 – Group performance with simple chant.
• 4:30–5:00 – Reflect: “How did you feel dancing with power?”
EYLF Links:
• Outcome 2.1 – Respect and respond to cultural traditions.
• Outcome 3.2 – Show confidence through physical expression.
• Outcome 5.1 – Use movement and chant as expressive language.
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