The outdoor event today started with bang of excitement as I told everyone we are going to play musical chairs. I put the chairs in a big circle at the grass and selected a cheerful children songs list. Children also walked and moved around the chairs laughing and moving to the tone of the music. When the music ceased there was a hilarious rush to be seated.

 

As the musical chairs traditionally works by eliminating one child each turn, I modified the game to include everyone and leave no one disappointed: the child not having a chair would not leave the circle but becomes my music helper and starts and stops the music. The change indicated EYLF Principle: Equity, diversity, and inclusion, and NQS QA5: Relationships with children, to make sure that all kids were kept in the process (ACECQA, 2020).

 

I noticed how the game stimulates the listening skills, rhythm and gross motor coordination. It also promoted self-control of emotions because when a kid failed to get a seat, he or she had to control his/her emotions. I commended instances of understanding, i.e., as one child gave the chair to another one and upheld the subsequent professional teaching principle of encouraging good relationships (Australian Institute for Teaching and School Leadership [AITSL], 2017).

 

Since it grew monotonous after a couple of rounds, I added variations: being asked to walk backwards, jump, walk slowly to make the game interesting and more challenging. Not only was this a way of maintaining interest but also pushed towards adaptability and problem-solving.

 

Professional Reflection: Today explained to me that group games could prove to be the mode of learning in terms of social skills. Transformed rules to make them inclusive thus making the children not feel the pressure of being eliminated by being able to look at the fun of participation. Another positive response that I observed entailed the role leadership aspect, whereby children were assigned various leadership roles which included being the music helper, and the children were encouraged to feel more responsible and appreciated