Our exploration today was on musical and the movement but with a twist of culture. The teachers had put maracas, a djembe and some tribal drums on a mat that had different multicultural scarfs and fabrics around it. Learners came with the question of curiosity and started playing with the sounds, they tapped rhythms and shook the instruments. I offered using numeracy in musical play, playing a counting game, i.e., I said, “Let us tap the drum three times!” (Pound, 2015).

A boy said, how much about where does this drum belong to? I stated that djembes are played in the Africa and asked the children to pretend that they are dancing in a festival. This has helped the EYLF Outcome 2: Children are connected with and contribute to their world (Department of Education, 2022) and instantiated cultural competence and respect of diversity (NQS QA6).

We took the theme further when we went out to play as we structured a game called a sound hunt. Children were tapping on metal railing, wooden posts and leaves and they saw the variations in tone. This proved a way in which play pedagogies have the capacity to relate the environment and curiosity learning (Edwards, 2023).

We had soft music to play when it was time to relax and the idea of a relaxation activity with connection to sensory wellbeing (NQS QA2: Children’s Health and Safety). I noted that some children started to rock slowly which reflected ability to self-regulate.

Professional Reflection: Today taught me that music can be firing and quietening and I learned that it is a medium of learning, as well, across cultures. Incorporation of musical diversity can be viewed as being in line with the ECA Code of Ethics (2016) that promises to show respect to cultural heritage such as that of the Aboriginals and Torres Strait Islanders