Today I supported a small group of babies playing with rattles and shakers during floor play time. I showed them gentle shaking and named each sound like soft and loud sound and encouraging imitation as well as turn-taking. This aligns with EYLF V2.0 Outcome 5: Effective communicators, and Outcome 4: Confident learners through sensory exploration (AGDE, 2022).

I used play-based approach and followed children’s cues, supporting agency and engagement. One of the babies with motor delay was supported using larger and easy to hold shakers, showing inclusive practice and aligning with AITSL Standard 1.6: Strategies to support full participation (AITSL,2017).

I made sure that the interactions were respectful and responsive, reflecting NQS QA5.1.1: positive educator to child interactions, and used intentional teaching through repetition and naming (ACECQA, 2020). My language modelling supports research that shows the music play enhances early communication (Nguyen et al., 2023).

Cultural inclusion was included using diverse musical instruments and songs from diverse backgrounds. Although Aboriginal content wasn’t included today, I plan to introduce clap sticks and traditional lullabies next time to align with QA6.2.3: community engagement (ACECQA, 2020).

I documented the children’s responses and showed reflections to my mentor for planning method. This experience reinforced my understanding of professionalism, documentation requirements, and the power of sound to build relationships and learning.