Skinwalkers in Rural Michigan
I recently purchased a 10,000 lumen flashlight to illuminate the surrounding woods as I walk my dog in the evenings. I have been hearing some strange noises at night, and I figured it would be nice to see everything that boxes me in as I walk Max, my dog. But boy was I wrong. I should have been afraid of what can't be seen outside the veils of my iphone flashlight. What was to be exhumed by my flashlight terrified me to my core. This happened a week or so ago, November, 2nd 2022, Harrison Michigan. The evenings were approaching abruptly now. It was only 8:30pm when I decided to take my golden retriever on one last shit walk before I got settled in for the night. At this time, in rural Michigan at least, it’s pitch black. I cursed underneath my breath as I opened the door and peered out. Fuck, chilly and dark. God, why haven’t I moved south yet? Max was timid this evening, which was so really unlike him. Very strange. The darkness emanating from outside my house poured in like a disease. It was void of any color. Upset about not replacing my porch light, I pulled out my new amazon special, this week it was a 10,000 lumen flashlight. Feeling its expensive metallic body in my hands felt exonerating, and the excitement to use it overthrew any bad vibes Max was giving. He whimpered as soon as the door opened, he then put his tail between his legs and shivered. I scoffed at his weak tendencies here, this was so unlike him. I turned this ungodly bright flashlight on and showed it forward. “For fuck sake look Max, nothing to be afraid of y-” I was cut off. My mouth gaped at what was in front of me. Shown in the powerful beam of the flashlight was a contorted lanky humanoid figure. It slumped down from a standing position and got on all fours like a person miming a frog. Then it jerked its head up and sniffed the air. Animistically. It turned its head and bored its stare right into my eyes. Then it darted into a bush on the edge of the woods. The edge of the woods that surround my entire house. I heard leaves crackle and watched the skin colored creature dissipate into them. I focused the beam of my light directly onto that bush. It was incredibly bright and the bush appeared like high definition from the immense light, especially in contrast to the oily blackness that surrounded me. The bush shaked ominously, like a predator was inside, shifting around. A familiar feminine voice came from that bush. “Please help me… oh god please help… help… help mee…” And the leaves rustled again. Max whimpered in terror and got between my legs. I grabbed the baseball bat that I kept beside the front door for just such occasions and held it beside my head in a “ready to whoop” gesture, the other hand on my flashlight. I shakily started towards the bush from my door. Max bolted inside, leaving me completely alone. “Helllppppp meee” the voice cooed. The soft feminine coo of the voice crackled a little this time. Yeah, almost as if something was masquerading as a female, and luring me in. I was about 6 feet away by now, I could feel the blood pulsating in my temples. Goosh flesh ran down my body. “Helllpp,” deeper voice “Meeee!” An elongated ashy white arm flung towards me at ankle height. I instinctively stomped down on it. I heard cracking and sloshing from underneath my shoe. I stepped directly onto its wrist. I heard a shriek from inside the depths of that bush and the hand sprung up like a trap being set off. The strength possessed by this creature was unreal, it slung me to the ground and began to reel me into its bush where it resided. I screamed, smacked the arm with the bat as hard as I could and then lost control of the bat. It fell next to me as I was dragged closer to the bush, now my feet were inside the leafy abyss. The voice turned into my mothers voice. The clawed hands grasp on me tightened with tremendous strength and the nails dug into my skin through my pants. “Help me Nathaniel. Your mother needs help. I can't walk.” Yeah alright. I shined my light into the bush. What I saw still makes me tremble. It was my dead mothers face there alright, but atop an ashy white skinned humanoid skeleton with backward joints. The arms bent unnaturally opposite of how they should, the legs were bent like a frogs ready to pounce. The eyes were milky white, but were extremely intelligent and they gazed into my consciousness. With all of my force, I horse kicked my deceased mothers face and heard a massive crunch as my heel connected with her masqueraded nose. A profane yelp of pain blasted into the darkness of this B.F.E. where I lived. The grip on my leg loosened just enough from the blow for me to break free. I shot upright and turned to the door. I dropped my flashlight in this madness and couldn’t give a shit less. It could keep it for all I fucking cared. I bolted towards the door, and as I reached the halfway point I was Illuminated by a blinding bright light from behind. Almost like a spotlight beamed right onto me. My. Fucking. God. That thing had my flashlight and was pointing it directly at me. “Helpp… Nathaniel. Help me son.” The light started to bob up and down. Whatever was holding it was lurking closer and closer to me, and was gaining on me much faster than I was to the door. So much for not being able to walk. I ended up winning the foot race miraculously. I jumped inside my door and slammed it behind me. I heard a loud thump into the door immediately following its closure. My mothers late voice came again, beckoning me. “Son. You know your mother has taught you better than this. Let me in. Please, my son.” The light shone through the window at me, blinding me. Seeing spots and now disoriented, I fumbled myself up and managed to lock the door. Max was at the furthest point possible from the door, glaring at the door trembling in fear. Three solid knocks from the top of the door frame. Then the light was gone and I heard a metallic clunk, the thing must have dropped the flashlight on its retreat. The light now was gleaming off a huge tree. I watched a tall skinny humanoid creature with long contorted ligaments jerkily run towards that tree. His legs bent opposite of how our legs do, and same with the arms. Then it bent down in the same erratic way that it moved, and got onto all fours as it approached the tree. It paused a second and peered up the trunk. His head swiftly snapped to my face. Its now black and sunken eyes stared into my soul. I froze in terror as it climbed that trunk, with its face directly bored into me mind you, like squirrel. Scurrying right up it, never leaving contact with my eyes. The light undoubtedly should be blinding his vision, but the sense of intelligence of it knowing my existence was uncanny. Light didnt hurt it. As it ascended it smiled at me, a predatory grin. It disappeared into a purple dot that was still in my vision from when I was blinded by the flashlight. As I moved my head to try to see the creature, I watched tree leaves russell and saw no more of it. Yet. I locked the doors that night and cleaned up Max’s accidents from not going out. At night as I was asleep, I was awoken by my mothers soft voice from right outside the bedroom window. “Let me in Nathaniel..” Then directly following this motherly imitation came a 10,000 lumen flashlight beamed into my face. I heard the window slowly open, but I was blinded by the light.

Skinwalkers in Rural Michigan
I recently purchased a 10,000 lumen flashlight to illuminate the surrounding woods as I walk my dog in the evenings. I have been hearing some strange noises at night, and I figured it would be nice to see everything that boxes me in as I walk Max, my dog. But boy was I wrong. I should have been afraid of what can't be seen outside the veils of my iphone flashlight. What was to be exhumed by my flashlight terrified me to my core. This happened a week or so ago, November, 2nd 2022, Harrison Michigan. The evenings were approaching abruptly now. It was only 8:30pm when I decided to take my golden retriever on one last shit walk before I got settled in for the night. At this time, in rural Michigan at least, it’s pitch black. I cursed underneath my breath as I opened the door and peered out. Fuck, chilly and dark. God, why haven’t I moved south yet? Max was timid this evening, which was so really unlike him. Very strange. The darkness emanating from outside my house poured in like a disease. It was void of any color. Upset about not replacing my porch light, I pulled out my new amazon special, this week it was a 10,000 lumen flashlight. Feeling its expensive metallic body in my hands felt exonerating, and the excitement to use it overthrew any bad vibes Max was giving. He whimpered as soon as the door opened, he then put his tail between his legs and shivered. I scoffed at his weak tendencies here, this was so unlike him. I turned this ungodly bright flashlight on and showed it forward. “For fuck sake look Max, nothing to be afraid of y-” I was cut off. My mouth gaped at what was in front of me. Shown in the powerful beam of the flashlight was a contorted lanky humanoid figure. It slumped down from a standing position and got on all fours like a person miming a frog. Then it jerked its head up and sniffed the air. Animistically. It turned its head and bored its stare right into my eyes. Then it darted into a bush on the edge of the woods. The edge of the woods that surround my entire house. I heard leaves crackle and watched the skin colored creature dissipate into them. I focused the beam of my light directly onto that bush. It was incredibly bright and the bush appeared like high definition from the immense light, especially in contrast to the oily blackness that surrounded me. The bush shaked ominously, like a predator was inside, shifting around. A familiar feminine voice came from that bush. “Please help me… oh god please help… help… help mee…” And the leaves rustled again. Max whimpered in terror and got between my legs. I grabbed the baseball bat that I kept beside the front door for just such occasions and held it beside my head in a “ready to whoop” gesture, the other hand on my flashlight. I shakily started towards the bush from my door. Max bolted inside, leaving me completely alone. “Helllppppp meee” the voice cooed. The soft feminine coo of the voice crackled a little this time. Yeah, almost as if something was masquerading as a female, and luring me in. I was about 6 feet away by now, I could feel the blood pulsating in my temples. Goosh flesh ran down my body. “Helllpp,” deeper voice “Meeee!” An elongated ashy white arm flung towards me at ankle height. I instinctively stomped down on it. I heard cracking and sloshing from underneath my shoe. I stepped directly onto its wrist. I heard a shriek from inside the depths of that bush and the hand sprung up like a trap being set off. The strength possessed by this creature was unreal, it slung me to the ground and began to reel me into its bush where it resided. I screamed, smacked the arm with the bat as hard as I could and then lost control of the bat. It fell next to me as I was dragged closer to the bush, now my feet were inside the leafy abyss. The voice turned into my mothers voice. The clawed hands grasp on me tightened with tremendous strength and the nails dug into my skin through my pants. “Help me Nathaniel. Your mother needs help. I can't walk.” Yeah alright. I shined my light into the bush. What I saw still makes me tremble. It was my dead mothers face there alright, but atop an ashy white skinned humanoid skeleton with backward joints. The arms bent unnaturally opposite of how they should, the legs were bent like a frogs ready to pounce. The eyes were milky white, but were extremely intelligent and they gazed into my consciousness. With all of my force, I horse kicked my deceased mothers face and heard a massive crunch as my heel connected with her masqueraded nose. A profane yelp of pain blasted into the darkness of this B.F.E. where I lived. The grip on my leg loosened just enough from the blow for me to break free. I shot upright and turned to the door. I dropped my flashlight in this madness and couldn’t give a shit less. It could keep it for all I fucking cared. I bolted towards the door, and as I reached the halfway point I was Illuminated by a blinding bright light from behind. Almost like a spotlight beamed right onto me. My. Fucking. God. That thing had my flashlight and was pointing it directly at me. “Helpp… Nathaniel. Help me son.” The light started to bob up and down. Whatever was holding it was lurking closer and closer to me, and was gaining on me much faster than I was to the door. So much for not being able to walk. I ended up winning the foot race miraculously. I jumped inside my door and slammed it behind me. I heard a loud thump into the door immediately following its closure. My mothers late voice came again, beckoning me. “Son. You know your mother has taught you better than this. Let me in. Please, my son.” The light shone through the window at me, blinding me. Seeing spots and now disoriented, I fumbled myself up and managed to lock the door. Max was at the furthest point possible from the door, glaring at the door trembling in fear. Three solid knocks from the top of the door frame. Then the light was gone and I heard a metallic clunk, the thing must have dropped the flashlight on its retreat. The light now was gleaming off a huge tree. I watched a tall skinny humanoid creature with long contorted ligaments jerkily run towards that tree. His legs bent opposite of how our legs do, and same with the arms. Then it bent down in the same erratic way that it moved, and got onto all fours as it approached the tree. It paused a second and peered up the trunk. His head swiftly snapped to my face. Its now black and sunken eyes stared into my soul. I froze in terror as it climbed that trunk, with its face directly bored into me mind you, like squirrel. Scurrying right up it, never leaving contact with my eyes. The light undoubtedly should be blinding his vision, but the sense of intelligence of it knowing my existence was uncanny. Light didnt hurt it. As it ascended it smiled at me, a predatory grin. It disappeared into a purple dot that was still in my vision from when I was blinded by the flashlight. As I moved my head to try to see the creature, I watched tree leaves russell and saw no more of it. Yet. I locked the doors that night and cleaned up Max’s accidents from not going out. At night as I was asleep, I was awoken by my mothers soft voice from right outside the bedroom window. “Let me in Nathaniel..” Then directly following this motherly imitation came a 10,000 lumen flashlight beamed into my face. I heard the window slowly open, but I was blinded by the light.

Kashin Koji (Ascension 1-2) [CV: Seto Asami]
Battle Start 1	Wonderful. Truly Wonderful.
Battle Start 2	Aah...I can smell the scent of life.
Battle Start 3	If that is your command, I'll act at once.
Battle Start 4	Now then, I'll help myself to your life─────
Skill 1	Slaughter mechanisms ready.
Skill 2	Let's kill them.
Skill 3	I am...
Skill 4	Yes, it will be done regardless of form.
Skill 5	My eyes are good.
Skill 6	Can you see my left eye?
Skill 7	Ufu, ufufufufufufu.
Command Card Selected 1	Is it needed to go easy on them?
Command Card Selected 2	Yes?
Command Card Selected 3	Ye~s.
Noble Phantasm Card Selected 1	Now then, let us show off.
Noble Phantasm Card Selected 2	It is a little embarrassing...
Noble Phantasm Card Selected 3	Parallel activation of all annihilation armament.
Noble Phantasm Card Selected 4	Mine demonic nature, mine Mystic Eyes─────
Attack 1	First, hands.
Attack 2	Deploying arm section armaments.
Attack 3	Blade.
Attack 4	I'm cutting them down.
Attack 5	Flames!
Attack 6	Deploying leg section armaments.
Attack 7	Mine unorthodox arts.
Attack 8	How is it?
Attack 9	Kashin Armament, Hanging Spider Lantern.
Attack 10	BAAHーーー!!!
Attack 11	Ninja Arts, Spinning Top.
Attack 12	Fuuma Initiation.
Attack 13	Ninja Arts, Early-Summer Rain.
Attack 14	Heei!
Extra Attack 1	Let us kill people, both fictional and real...
Extra Attack 2	Good night, goodbye.
Extra Attack 3	Unorthodox Arts, Great Tsuchigumo.
Extra Attack 4	My left eye─────!
Noble Phantasm 1	Activating Mystic Eyes, Parallel Activation of All Kashin Armaments. Extermination─────extermination, extermination, extermination─────! "Unorthodox Karakuri - Ferocious Force"!! ─────I'll have the head of the enemy, please.
Noble Phantasm 2	With a brilliant crimson eye opened wide, the husk of steel blossoms. Now, please prepare yourself. "Unorthodox Karakuri - Ferocious Force"!! ─────I helped myself to that head of yours.
Noble Phantasm 3	Come, O brilliant crimson demon. Let's build our origin in steel. Look, this is mine body, mine form! Engrave it in your eyes and fall into the underworld! ─────Apologies for the forbidden technique.
Noble Phantasm 4	Come, O brilliant crimson demon. Let's build our origin in steel. Look, this is mine body, mine form! Engrave it in your eyes and fall into the underworld! "Evil Wind Death Slash"!! ─────Apologies for the forbidden technique.
Damage 1	Uaaaaaah!?
Damage 2	Is that so.
Damage 3	Aah, it hurts...
Damage 4	This sure stings.
Defeat 1	Field of vision defective, visibility poor...I, can't, see.
Defeat 2	Functions, shutting down.
Defeat 3	I can still...move.
Defeat 4	Aah...my left eye feels...hot.
Victory 1	It was very wonderful, you know?
Victory 2	And so it ends. How was it, Master?
Victory 3	Just a minute, I'll go collect it. Here you go.
Victory 4	The scent of life has disappeared, hasn't it.
Level up 1	That's, dangerous, you know?
Level up 2	Thank you for the meal. (After clearing Winds and Clouds Karakuri Illya Castle)
Level up 3	Aah, my features are being expanded. (After clearing Winds and Clouds Karakuri Illya Castle)
Ascension 1	I tried increasing the amount of armoring, but...it suits me? Then it's fine.
Ascension 2	There is no change in the form, but the performance has increased. Isn't that enough?
Bond level 1	Yes, I am Kashin Koji. An insignificant user of unorthodox arts. Please, treat me as you see fit. Yes.
Bond level 2	I can use the techniques of the shinobi as well. If you so desire, I can go hunting for the heads of the enemy so please give me your orders without reservation, alright?
Bond level 3	Person or mechanical puppet, just which one do you think I am, Master? ...Who knows, which one could I be? I may be neither of the two.
Bond level 4	My body, most of my flesh, has been turned into that of a mechanical puppet. My bones are all machinery. My heart, my lungs, the inside of my skull. Except for a few remnants, the only thing that has clearly retained its form is probably this left eye of mine. Even if I were to lose all of my memories, I couldn't throw away this brilliant crimson eye.
Bond level 5	Are you aware, Master? According to the old legends, a brilliant crimson eye is the mark of one's demonic nature. In that case, I am...ah...Huh? I don't have to say it? I see. ...I, see.
Bond level 5	Apologies for the inconvenience I caused you back then. And thank you. You all overlooked my selfishness. I want to repay Chaldea's kindness. Please, order anything you want from me. For example...I can exchange any part of your body for that of a mechanical puppet, you know?
Dialogue 1	Somehow, I miss the five elements. ...You do not understand? To be specific, I want to breathe the outside air.
Dialogue 2	If you give me your orders, regardless of time, place, or form, I can...
Dialogue 3	Master is my new master. Aah, actually, how many masters did I have before you...?
Dialogue 4	Yes, I am Kashin Koji. An insignificant user of unorthodox arts...Danzou has asked about that name before? Is that so, I see, I see. Do as you see fit, yes. (If you have Katou Danzou and Kashin is at least Bond 1)
Dialogue 5	Monk-sama, may I have a moment of your time? ─────I'll never forgive you bastard so keep that in mind. (If you have Ashiya Douman)
Dialogue 6	My, oh my, what a spectacle. It's a puppet, it's a wonderful mechanical puppet. Disassemble, let's disassemble it right now! ─────Eh, we can't? ...Sigh. (If you have any of the following: Frankenstein, Tametomo, Nezha, Valkyries, Babbage, Okuni, Lu Bu, Xiang Yu, Galatea, Mecha Eli-chan, Mecha Eli-chan MkII)
Dialogue 7	My, oh my, these personages are knowledgeable about the intricacies of machinery; how splendid, aah, how wonderful. By all means, I would love to create new machinery with everyone here. I do not mind if you disassemble and remodel my body to your hearts' content so by all means do so! ...Oh? Why are you making that put-off expression? ...Huh? (If you have any of the following: Tesla, Da Vinci, Babbage, Edison, QSH)
Dialogue 8	Aah...what a beautiful personage. Archetype: Earth-dono...when I see her, I feel something. What could it be...also, aah...those crimson-colored eyes... (If you have Archetype: Earth)
Dialogue 9	The representative of unorthodox arts users would be, yes, Abe no Seimei-sama. Aah...he is an object of respect to me. ...Umm...Tamamo-no-Mae-dono. Just why is she making such a disgusted face? (If you have Tamamo-no-Mae)
Dialogue 10	Usually, I have a hard time, connecting my facial expressions, to my emotions.
Dialogue 11	During the festival with Sitonai-san, I could adjust it plenty, so my facial expressions and emotions, are connected. (After clearing Winds and Clouds Karakuri Illya Castle)
Dialogue 12	Danzou, Danzou. Come here. I will take a look at your condition. I will also give you some remodeling. (After clearing Winds and Clouds Karakuri Illya Castle, if you have Katou Danzou)
Dialogue 13	Aah...Fifth Head-sama. Fuuma Kotarou-sama... Danzou carried out her duty...I'm glad, I'm so glad. (After clearing Winds and Clouds Karakuri Illya Castle, if you have Fuuma Kotarou)
Dialogue 14	Kotarou-dono, Kotarou-dono. Let me give you some steamed buns. Here, they are steamed buns, you know? P-p-please, by all means, call me Grandma...eh, you won't? depressed...Eh, you will? smile (After clearing Winds and Clouds Karakuri Illya Castle, if you have Fuuma Kotarou and Katou Danzou)
Likes	I like wonderful things. I like things that sparkle and shine so bright that they can fill my empty heart.
Likes (Bond 5)	I like wonderful things. I like things that sparkle and shine so bright that they can fill my empty heart. Danzou being together with Fifth Head-sama is truly just oh so dazzling... Gareth-dono's eyes are nice too. Voyager-dono is just...aah...aah, geez...
Dislike	There is nothing I dislike. I am being honest here, you know?
Dislike (Bond 5)	I am sure the one thing I hate is myself. So much that I can't stand being me. That has to be the reason I threw away everything like this...fufu.
Holy Grail	A cup that can grant any wish? I see so such a thing exists.
Holy Grail (Bond 5)	The Holy Grail...if I were to obtain such a thing... ...I'm joking. Yes, I have seen the records of that time. Still, Master, just to be safe, do not show me a Holy Grail, okay?
Event	Regardless of the destination, let us be off. This Kashin Koji will always do as you wish.
Birthday	I heard it was a joyous day today...it's your birthday? Wonderful, in that case, let us replace some of your body with steel. it's fine, it's fine, it will only be extremely painful. Let's add some special, powerful steel.
Summoning	My name is Kashin Koji. While this transient life persists, I will serve you. ─────Hereafter, treat me as you see fit.

Kashin Koji (Ascension 3) [CV: Seto Asami]
Battle Start 1	Please show me the brilliant and dazzling appearance of your life.
Battle Start 2	You look delicious.
Battle Start 3	Aah, what a nice smell.
Battle Start 4	I ask for permission to carry out your orders.
Skill 1	Phew...
Skill 2	Heave-ho.
Skill 3	Have we met somewhere?
Skill 4	Apologies for using unorthodox arts.
Skill 5	I can see, I can see─────
Skill 6	Fo~und it!
Skill 7	Aha, ahahahahahaha!
Command Card Selected 1	Of course!
Command Card Selected 2	Yes, yes.
Command Card Selected 3	Ye~s!
Noble Phantasm Selected 1	Standing by for the release of True Name.
Noble Phantasm Selected 2	Can you please not look at me?
Noble Phantasm Selected 3	It's only for a little bit.
Noble Phantasm Selected 4	You're quite greedy.
Attack 1	I'll catch you and kill you.
Attack 2	I won't let you escape, you know?
Attack 3	My sword has been drawn─────Yaah! [1]
Attack 4	Kashin Slashing Technique, Wisdom King.
Attack 5	Fuuma Rocket-assisted Projectile, Blaze!
Attack 6	Ufu, ahahahaHAHAHA!
Attack 7	Unorthodox Arts, Shadow Spider.
Attack 8	Apologies for striking from the shadows─────
Attack 9	Ninja Arts, Sunflower!
Attack 10	Uuu~~~...BAAHーーー!!
Attack 11	Byo~n.
Attack 12	Ninja Arts, August Thunder.
Attack 13	Ninja Arts, King Scorpion.
Attack 14	Dei! Hyah!
Extra Attack 1	Kashin Mystic Code, Great Spider Blaze!
Extra Attack 2	Kashin Cannon, shoot!
Extra Attack 3	Commencing High-Density Mana Projection.
Extra Attack 4	Apologies in case I scorch it!
Damage 1	Kyaaaaaah!?
Damage 2	Injured.
Damage 3	Damage...great...
Damage 4	I've long lost the ability to feel pain.
Defeat 1	Can't see...aah...I can't see...
Defeat 2	Master, please retreat.
Defeat 3	Am I...dying?
Defeat 4	Thank you...very much...
Victory 1	Aah, they have already disappeared.
Victory 2	Now then, thank you for the meal.
Victory 3	Slurp...just kidding. Ufufufu.
Victory 4	I have fulfilled your orders.
Ascension 3	I have shifted into my final form. If my legs get in the way, please, tell me, okay? I'll fold them up. mechanical noises
Ascension 4	I see, I see. You sure worked hard for the sake of an eccentric character like me. Could it be that...you intend to offer me 1, 2, 3, or 4 of those limbs of yours?

  Translator notes: Kashin's tone is like that of a robot or AI, but I had no idea how to give back that nuance in translation. Just picture GLaDOS talking to you, I guess.

Kashin Koji (Ascension 1-2) [CV: Seto Asami]
Battle Start 1	Wonderful. Truly Wonderful.
Battle Start 2	Aah...I can smell the scent of life.
Battle Start 3	If that is your command, I'll act at once.
Battle Start 4	Now then, I'll help myself to your life─────
Skill 1	Slaughter mechanisms ready.
Skill 2	Let's kill them.
Skill 3	I am...
Skill 4	Yes, it will be done regardless of form.
Skill 5	My eyes are good.
Skill 6	Can you see my left eye?
Skill 7	Ufu, ufufufufufufu.
Command Card Selected 1	Is it needed to go easy on them?
Command Card Selected 2	Yes?
Command Card Selected 3	Ye~s.
Noble Phantasm Card Selected 1	Now then, let us show off.
Noble Phantasm Card Selected 2	It is a little embarrassing...
Noble Phantasm Card Selected 3	Parallel activation of all annihilation armament.
Noble Phantasm Card Selected 4	Mine demonic nature, mine Mystic Eyes─────
Attack 1	First, hands.
Attack 2	Deploying arm section armaments.
Attack 3	Blade.
Attack 4	I'm cutting them down.
Attack 5	Flames!
Attack 6	Deploying leg section armaments.
Attack 7	Mine unorthodox arts.
Attack 8	How is it?
Attack 9	Kashin Armament, Hanging Spider Lantern.
Attack 10	BAAHーーー!!!
Attack 11	Ninja Arts, Spinning Top.
Attack 12	Fuuma Initiation.
Attack 13	Ninja Arts, Early-Summer Rain.
Attack 14	Heei!
Extra Attack 1	Let us kill people, both fictional and real...
Extra Attack 2	Good night, goodbye.
Extra Attack 3	Unorthodox Arts, Great Tsuchigumo.
Extra Attack 4	My left eye─────!
Noble Phantasm 1	Activating Mystic Eyes, Parallel Activation of All Kashin Armaments. Extermination─────extermination, extermination, extermination─────! "Unorthodox Karakuri - Ferocious Force"!! ─────I'll have the head of the enemy, please.
Noble Phantasm 2	With a brilliant crimson eye opened wide, the husk of steel blossoms. Now, please prepare yourself. "Unorthodox Karakuri - Ferocious Force"!! ─────I helped myself to that head of yours.
Noble Phantasm 3	Come, O brilliant crimson demon. Let's build our origin in steel. Look, this is mine body, mine form! Engrave it in your eyes and fall into the underworld! ─────Apologies for the forbidden technique.
Noble Phantasm 4	Come, O brilliant crimson demon. Let's build our origin in steel. Look, this is mine body, mine form! Engrave it in your eyes and fall into the underworld! "Evil Wind Death Slash"!! ─────Apologies for the forbidden technique.
Damage 1	Uaaaaaah!?
Damage 2	Is that so.
Damage 3	Aah, it hurts...
Damage 4	This sure stings.
Defeat 1	Field of vision defective, visibility poor...I, can't, see.
Defeat 2	Functions, shutting down.
Defeat 3	I can still...move.
Defeat 4	Aah...my left eye feels...hot.
Victory 1	It was very wonderful, you know?
Victory 2	And so it ends. How was it, Master?
Victory 3	Just a minute, I'll go collect it. Here you go.
Victory 4	The scent of life has disappeared, hasn't it.
Level up 1	That's, dangerous, you know?
Level up 2	Thank you for the meal. (After clearing Winds and Clouds Karakuri Illya Castle)
Level up 3	Aah, my features are being expanded. (After clearing Winds and Clouds Karakuri Illya Castle)
Ascension 1	I tried increasing the amount of armoring, but...it suits me? Then it's fine.
Ascension 2	There is no change in the form, but the performance has increased. Isn't that enough?
Bond level 1	Yes, I am Kashin Koji. An insignificant user of unorthodox arts. Please, treat me as you see fit. Yes.
Bond level 2	I can use the techniques of the shinobi as well. If you so desire, I can go hunting for the heads of the enemy so please give me your orders without reservation, alright?
Bond level 3	Person or mechanical puppet, just which one do you think I am, Master? ...Who knows, which one could I be? I may be neither of the two.
Bond level 4	My body, most of my flesh, has been turned into that of a mechanical puppet. My bones are all machinery. My heart, my lungs, the inside of my skull. Except for a few remnants, the only thing that has clearly retained its form is probably this left eye of mine. Even if I were to lose all of my memories, I couldn't throw away this brilliant crimson eye.
Bond level 5	Are you aware, Master? According to the old legends, a brilliant crimson eye is the mark of one's demonic nature. In that case, I am...ah...Huh? I don't have to say it? I see. ...I, see.
Bond level 5	Apologies for the inconvenience I caused you back then. And thank you. You all overlooked my selfishness. I want to repay Chaldea's kindness. Please, order anything you want from me. For example...I can exchange any part of your body for that of a mechanical puppet, you know?
Dialogue 1	Somehow, I miss the five elements. ...You do not understand? To be specific, I want to breathe the outside air.
Dialogue 2	If you give me your orders, regardless of time, place, or form, I can...
Dialogue 3	Master is my new master. Aah, actually, how many masters did I have before you...?
Dialogue 4	Yes, I am Kashin Koji. An insignificant user of unorthodox arts...Danzou has asked about that name before? Is that so, I see, I see. Do as you see fit, yes. (If you have Katou Danzou and Kashin is at least Bond 1)
Dialogue 5	Monk-sama, may I have a moment of your time? ─────I'll never forgive you bastard so keep that in mind. (If you have Ashiya Douman)
Dialogue 6	My, oh my, what a spectacle. It's a puppet, it's a wonderful mechanical puppet. Disassemble, let's disassemble it right now! ─────Eh, we can't? ...Sigh. (If you have any of the following: Frankenstein, Tametomo, Nezha, Valkyries, Babbage, Okuni, Lu Bu, Xiang Yu, Galatea, Mecha Eli-chan, Mecha Eli-chan MkII)
Dialogue 7	My, oh my, these personages are knowledgeable about the intricacies of machinery; how splendid, aah, how wonderful. By all means, I would love to create new machinery with everyone here. I do not mind if you disassemble and remodel my body to your hearts' content so by all means do so! ...Oh? Why are you making that put-off expression? ...Huh? (If you have any of the following: Tesla, Da Vinci, Babbage, Edison, QSH)
Dialogue 8	Aah...what a beautiful personage. Archetype: Earth-dono...when I see her, I feel something. What could it be...also, aah...those crimson-colored eyes... (If you have Archetype: Earth)
Dialogue 9	The representative of unorthodox arts users would be, yes, Abe no Seimei-sama. Aah...he is an object of respect to me. ...Umm...Tamamo-no-Mae-dono. Just why is she making such a disgusted face? (If you have Tamamo-no-Mae)
Dialogue 10	Usually, I have a hard time, connecting my facial expressions, to my emotions.
Dialogue 11	During the festival with Sitonai-san, I could adjust it plenty, so my facial expressions and emotions, are connected. (After clearing Winds and Clouds Karakuri Illya Castle)
Dialogue 12	Danzou, Danzou. Come here. I will take a look at your condition. I will also give you some remodeling. (After clearing Winds and Clouds Karakuri Illya Castle, if you have Katou Danzou)
Dialogue 13	Aah...Fifth Head-sama. Fuuma Kotarou-sama... Danzou carried out her duty...I'm glad, I'm so glad. (After clearing Winds and Clouds Karakuri Illya Castle, if you have Fuuma Kotarou)
Dialogue 14	Kotarou-dono, Kotarou-dono. Let me give you some steamed buns. Here, they are steamed buns, you know? P-p-please, by all means, call me Grandma...eh, you won't? depressed...Eh, you will? smile (After clearing Winds and Clouds Karakuri Illya Castle, if you have Fuuma Kotarou and Katou Danzou)
Likes	I like wonderful things. I like things that sparkle and shine so bright that they can fill my empty heart.
Likes (Bond 5)	I like wonderful things. I like things that sparkle and shine so bright that they can fill my empty heart. Danzou being together with Fifth Head-sama is truly just oh so dazzling... Gareth-dono's eyes are nice too. Voyager-dono's just...aah...aah, geez...
Dislike	There is nothing I dislike. I am being honest here, you know?
Dislike (Bond 5)	I am sure the one thing I hate is myself. So much that I can't stand being me. That has to be the reason I threw away everything like this...fufu.
Holy Grail	A cup that can grant any wish? I see so such a thing exists.
Holy Grail (Bond 5)	The Holy Grail...if I were to obtain such a thing... ...I'm joking. Yes, I have seen the records of that time. Still, Master, just to be safe, do not show me a Holy Grail, okay?
Event	Regardless of the destination, let us be off. This Kashin Koji will always do as you wish.
Birthday	I heard it was a joyous day today...it's your birthday? Wonderful, in that case, let us replace some of your body with steel. it's fine, it's fine, it will only be extremely painful. Let's add some special, powerful steel.
Summoning	My name is Kashin Koji. While this transient life persists, I will serve you. ─────Hereafter, treat me as you see fit.

Kashin Koji (Ascension 3) [CV: Seto Asami]
Battle Start 1	Please show me the brilliant and dazzling appearance of your life.
Battle Start 2	You look delicious.
Battle Start 3	Aah, what a nice smell.
Battle Start 4	I ask for permission to carry out your orders.
Skill 1	Phew...
Skill 2	Heave-ho.
Skill 3	Have we met somewhere?
Skill 4	Apologies for using unorthodox arts.
Skill 5	I can see, I can see─────
Skill 6	Fo~und it!
Skill 7	Aha, ahahahahahaha!
Command Card Selected 1	Of course!
Command Card Selected 2	Yes, yes.
Command Card Selected 3	Ye~s!
Noble Phantasm Selected 1	Standing by for the release of True Name.
Noble Phantasm Selected 2	Can you please not look at me?
Noble Phantasm Selected 3	It's only for a little bit.
Noble Phantasm Selected 4	You're quite greedy.
Attack 1	I'll catch you and kill you.
Attack 2	I won't let you escape, you know?
Attack 3	My sword has been drawn─────Yaah! [1]
Attack 4	Kashin Slashing Technique, Wisdom King.
Attack 5	Fuuma Rocket-assisted Projectile, Blaze!
Attack 6	Ufu, ahahahaHAHAHA!
Attack 7	Unorthodox Arts, Shadow Spider.
Attack 8	Apologies for striking from the shadows─────
Attack 9	Ninja Arts, Sunflower!
Attack 10	Uuu~~~...BAAHーーー!!
Attack 11	Byo~n.
Attack 12	Ninja Arts, August Thunder.
Attack 13	Ninja Arts, King Scorpion.
Attack 14	Dei! Hyah!
Extra Attack 1	Kashin Mystic Code, Great Spider Blaze!
Extra Attack 2	Kashin Cannon, shoot!
Extra Attack 3	Commencing High-Density Mana Projection.
Extra Attack 4	Apologies in case I scorch it!
Damage 1	Kyaaaaaah!?
Damage 2	Injured.
Damage 3	Damage...great...
Damage 4	I've long lost the ability to feel pain.
Defeat 1	Can't see...aah...I can't see...
Defeat 2	Master, please retreat.
Defeat 3	Am I...dying?
Defeat 4	Thank you...very much...
Victory 1	Aah, they have already disappeared.
Victory 2	Now then, thank you for the meal.
Victory 3	Slurp...just kidding. Ufufufu.
Victory 4	I have fulfilled your orders.
Ascension 3	I have shifted into my final form. If my legs get in the way, please, tell me, okay? I'll fold them up. mechanical noises
Ascension 4	I see, I see. You sure worked hard for the sake of an eccentric character like me. Could it be that...you intend to offer me 1, 2, 3, or 4 of those limbs of yours?

  Translator notes: Kashin's tone is like that of a robot or AI, but I had no idea how to give back that nuance in translation. Just picture GLaDOS talking to you, I guess.

Everything in my inventory is up for trade. The most valuable items are listed here, the rest you can find in My Inventory

Feel free to Add Me or even better send a Trade Offer. Open for any suggestions: upgrades, downgrades / knives, gloves, skins / stickers, patterns, floats.

All Buyouts are listed in cash value.

KNIVES

★ Butterfly Knife Freehand FN #1, B/O: $2500

★ Butterfly Knife Ultraviolet FT, B/O: $822

★ Butterfly Knife Scorched FT, B/O: $616

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★ Bayonet Tiger Tooth MW #1, B/O: $1300

★ Bayonet Autotronic FN, B/O: $1050

★ Bayonet Tiger Tooth MW, B/O: $629

★ Bayonet Bright Water FT, B/O: $326

★ Bayonet Safari Mesh BS, B/O: $233

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★ Karambit Lore FT, B/O: $1110

★ Karambit Damascus Steel FT, B/O: $840

★ Karambit Freehand MW, B/O: $784

★ Karambit Bright Water MW, B/O: $759

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★ M9 Bayonet Fade FN, B/O: $1801

★ M9 Bayonet Fade FN, B/O: $1801

★ M9 Bayonet Damascus Steel FN, B/O: $751

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★ Nomad Knife Fade FN, B/O: $1156

★ Nomad Knife Slaughter MW, B/O: $544

★ Nomad Knife Blue Steel WW, B/O: $318

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★ Flip Knife Marble Fade FN, B/O: $646

★ Flip Knife Doppler (Phase 4) FN, B/O: $574

★ Flip Knife Gamma Doppler (Phase 1) MW, B/O: $552

★ Flip Knife Case Hardened FT, B/O: $257

★ Flip Knife Freehand FT, B/O: $255

★ StatTrak™ Flip Knife Bright Water FN, B/O: $287

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★ Huntsman Knife Lore FN, B/O: $461

★ Huntsman Knife Gamma Doppler (Phase 4) FN, B/O: $436

★ Huntsman Knife Doppler (Phase 3) FN, B/O: $353

★ Huntsman Knife Autotronic FT, B/O: $212

★ Huntsman Knife Bright Water FT, B/O: $129

★ Huntsman Knife Forest DDPAT MW, B/O: $129

★ Huntsman Knife Forest DDPAT BS, B/O: $123

★ StatTrak™ Huntsman Knife Rust Coat BS, B/O: $127

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★ Bowie Knife Gamma Doppler (Phase 2) FN, B/O: $375

★ Bowie Knife Gamma Doppler (Phase 1) FN, B/O: $363

★ Bowie Knife Tiger Tooth FN, B/O: $269

★ Bowie Knife Crimson Web WW, B/O: $192

★ Bowie Knife Bright Water FN, B/O: $159

★ Bowie Knife Ultraviolet FT, B/O: $126

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★ Stiletto Knife Slaughter FN, B/O: $616

★ Stiletto Knife Crimson Web FT, B/O: $412

★ StatTrak™ Stiletto Knife Night Stripe FT, B/O: $227

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★ Falchion Knife Lore FT, B/O: $214

★ Falchion Knife Autotronic FT, B/O: $192

★ Falchion Knife Scorched WW, B/O: $105

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★ Survival Knife Crimson Web BS, B/O: $216

★ Survival Knife Case Hardened FT, B/O: $198

★ Survival Knife Scorched FT, B/O: $111

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★ Shadow Daggers Fade FN, B/O: $368

★ Shadow Daggers Doppler (Phase 3) FN, B/O: $228

★ Shadow Daggers, B/O: $201

★ Shadow Daggers Damascus Steel FT, B/O: $108

★ Shadow Daggers Ultraviolet FT, B/O: $105

★ Shadow Daggers Black Laminate FT, B/O: $99

★ Shadow Daggers Forest DDPAT FT, B/O: $85

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★ Gut Knife Doppler (Sapphire) MW #1, B/O: $1700

★ Gut Knife Gamma Doppler (Phase 1) FN, B/O: $223

★ Gut Knife Marble Fade FN, B/O: $203

★ Gut Knife Doppler (Phase 2) FN, B/O: $191

★ Gut Knife Case Hardened BS, B/O: $127

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★ Navaja Knife Doppler (Phase 4) FN, B/O: $199

★ Navaja Knife Doppler (Phase 4) FN, B/O: $199

★ Navaja Knife, B/O: $138

★ Navaja Knife Damascus Steel FN, B/O: $111

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★ Classic Knife Urban Masked FT, B/O: $146

★ StatTrak™ Classic Knife Stained BS, B/O: $168

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★ Ursus Knife Doppler (Phase 3) FN, B/O: $476

★ Ursus Knife, B/O: $375

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★ Skeleton Knife, B/O: $1137

★ Talon Knife, B/O: $608

★ Paracord Knife, B/O: $305

★ Survival Knife Forest DDPAT FT, B/O: $97

GLOVES

★ Moto Gloves Transport MW, B/O: $204

★ Moto Gloves Polygon BS, B/O: $142

★ Moto Gloves Blood Pressure BS, B/O: $84

★ Moto Gloves Blood Pressure BS, B/O: $84

★ Moto Gloves 3rd Commando Company BS, B/O: $63

★ Moto Gloves 3rd Commando Company BS, B/O: $63

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★ Specialist Gloves Crimson Kimono WW, B/O: $1215

★ Specialist Gloves Tiger Strike FT, B/O: $672

★ Specialist Gloves Lt. Commander FT, B/O: $305

★ Specialist Gloves Lt. Commander BS, B/O: $140

★ Specialist Gloves Crimson Web BS, B/O: $137

★ Specialist Gloves Buckshot FT, B/O: $75

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★ Driver Gloves Crimson Weave FT, B/O: $359

★ Driver Gloves Imperial Plaid BS, B/O: $229

★ Driver Gloves Overtake BS, B/O: $77

★ Driver Gloves Racing Green FT, B/O: $48

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★ Sport Gloves Omega FT, B/O: $739

★ Sport Gloves Amphibious BS #2, B/O: $733

★ Sport Gloves Arid BS, B/O: $292

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★ Hand Wraps Giraffe MW, B/O: $212

★ Hand Wraps Leather FT, B/O: $160

★ Hand Wraps Desert Shamagh MW, B/O: $101

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★ Broken Fang Gloves Yellow-banded MW, B/O: $185

★ Broken Fang Gloves Needle Point FT, B/O: $67

★ Broken Fang Gloves Needle Point WW, B/O: $59

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★ Hydra Gloves Case Hardened BS, B/O: $65

★ Hydra Gloves Emerald FT, B/O: $65

★ Hydra Gloves Emerald BS, B/O: $62

WEAPONS

AK-47 Case Hardened BS, B/O: $130

AK-47 Bloodsport MW, B/O: $79

AK-47 Fuel Injector BS, B/O: $76

AK-47 Fuel Injector BS, B/O: $76

AK-47 Bloodsport FT, B/O: $70

AK-47 Neon Rider MW, B/O: $60

StatTrak™ AK-47 Aquamarine Revenge FT, B/O: $72

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AWP Fade FN, B/O: $1039

AWP Asiimov FT, B/O: $139

AWP Asiimov FT, B/O: $139

AWP Wildfire MW, B/O: $95

AWP BOOM MW, B/O: $93

AWP BOOM MW, B/O: $93

AWP Duality FN, B/O: $81

AWP Asiimov BS, B/O: $79

AWP Asiimov BS, B/O: $79

AWP Chromatic Aberration FN, B/O: $60

StatTrak™ AWP Hyper Beast FT, B/O: $68

StatTrak™ AWP Hyper Beast FT, B/O: $68

StatTrak™ AWP Electric Hive FT, B/O: $55

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Desert Eagle Blaze FN, B/O: $623

Desert Eagle Emerald Jörmungandr FN, B/O: $241

Desert Eagle Cobalt Disruption FN, B/O: $81

Desert Eagle Cobalt Disruption FN, B/O: $81

Desert Eagle Cobalt Disruption FN, B/O: $81

Desert Eagle Printstream FT, B/O: $54

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M4A1-S Blue Phosphor FN, B/O: $434

StatTrak™ M4A1-S Bright Water MW, B/O: $55

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M4A4 Poseidon FN, B/O: $1465

M4A4 Asiimov BS, B/O: $55

M4A4 Hellfire MW, B/O: $50

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USP-S Kill Confirmed MW, B/O: $72

USP-S Printstream FT, B/O: $69

StatTrak™ USP-S Kill Confirmed FT, B/O: $139

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AUG Flame Jörmungandr FN, B/O: $234

P90 Run and Hide FT, B/O: $147

Five-SeveN Candy Apple FN, B/O: $61

Trade Offer Link - Steam Profile Link - My Inventory

Knives - Bowie Knife, Butterfly Knife, Falchion Knife, Flip Knife, Gut Knife, Huntsman Knife, M9 Bayonet, Bayonet, Karambit, Shadow Daggers, Stiletto Knife, Ursus Knife, Navaja Knife, Talon Knife, Classic Knife, Paracord Knife, Survival Knife, Nomad Knife, Skeleton Knife, Patterns - Gamma Doppler, Doppler (Phase 1, Phase 2, Phase 3, Phase 4, Black Pearl, Sapphire, Ruby, Emerald), Crimson Web, Lore, Fade, Ultraviolet, Night, Marble Fade (Fire & Ice, Fake FI), Case Hardened (Blue Gem), Autotronic, Slaughter, Black Laminate, Tiger Tooth, Boreal Forest, Scorched, Blue Steel, Vanilla, Damascus Steel, Forest DDPAT, Urban Masked, Freehand, Stained, Bright Water, Safari Mesh, Rust Coat, Gloves - Bloodhound Gloves (Charred, Snakebite, Guerrilla, Bronzed), Driver Gloves (Snow Leopard, King Snake, Crimson Weave, Imperial Plaid, Black Tie, Lunar Weave, Diamondback, Rezan the Red, Overtake, Queen Jaguar, Convoy, Racing Green), Hand Wraps (Cobalt Skulls, CAUTION!, Overprint, Slaughter, Leather, Giraffe, Badlands, Spruce DDPAT, Arboreal, Constrictor, Desert Shamagh, Duct Tape), Moto Gloves (Spearmint, POW!, Cool Mint, Smoke Out, Finish Line, Polygon, Blood Pressure, Turtle, Boom!, Eclipse, 3rd Commando Company, Transport), Specialist Gloves (Crimson Kimono, Tiger Strike, Emerald Web, Field Agent, Marble Fade, Fade, Foundation, Lt. Commander, Crimson Web, Mogul, Forest DDPAT, Buckshot), Sport Gloves (Pandora's Box, Superconductor, Hedge Maze, Vice, Amphibious, Slingshot, Omega, Arid, Big Game, Nocts, Scarlet Shamagh, Bronze Morph), Hydra Gloves (Case Hardened, Emerald, Rattler, Mangrove), Broken Fang Gloves (Jade, Yellow-banded, Unhinged, Needle Point), Pistols - P2000 (Wicked Sick, Ocean Foam, Fire Element, Amber Fade, Corticera, Chainmail, Imperial Dragon, Obsidian, Scorpion, Handgun, Acid Etched), USP-S (Printstream, Kill Confirmed, Whiteout, Road Rash, Owergrowth, The Traitor, Neo-Noir, Dark Water, Orion, Blueprint, Stainless, Caiman, Serum, Monster Mashup, Royal Blue, Ancient Visions, Cortex, Orange Anolis, Ticket To Hell, Black Lotus, Cyrex, Check Engine, Guardian, Purple DDPAT, Torque, Blood Tiger, Flashback, Business Class, Pathfinder, Para Green), Lead Conduit, Glock-18 (Umbral Rabbit, Fade, Candy Apple, Bullet Queen, Synth Leaf, Neo-Noir, Nuclear Garden, Dragon Tatto, Reactor, Pink DDPAT, Twilight Galaxy, Sand Dune, Groundwater, Blue Fissure, Snack Attack, Water Elemental, Brass, Wasteland Rebel, Vogue, Franklin, Royal Legion, Gamma Doppler, Weasel, Steel Disruption, Ironwork, Grinder, High Beam, Moonrise, Oxide Blaze, Bunsen Burner, Clear Polymer, Bunsen Burner, Night), P250 (Re.built, Nuclear Threat, Modern Hunter, Splash, Whiteout, Vino Primo, Mehndi, Asiimov, Visions, Undertow, Cartel, See Ya Later, Gunsmoke, Splash, Digital Architect, Muertos, Red Rock, Bengal Tiger, Crimson Kimono, Wingshot, Metallic DDPAT, Hive, Dark Filigree, Mint Kimono), Five-Seven (Neon Kimono, Berries And Cherries, Fall Hazard, Crimson Blossom, Hyper Beast, Nitro, Fairy Tale, Case Hardened, Copper Galaxy, Angry Mob, Monkey Business, Fowl Play, Anodized Gunmetal, Hot Shot, Retrobution, Boost Protocol), CZ75-Auto (Chalice, Crimson Web, Emerald Quartz, The Fuschia is Now, Nitro, Xiangliu, Yellow Jacket, Victoria, Poison Dart, Syndicate, Eco, Hexane, Pole, Tigris), Tec-9 (Rebel, Terrace, Nuclear Threat, Hades, Rust Leaf, Decimator, Blast From, Orange Murano, Toxic, Fuel Injector, Remote Control, Bamboo Forest, Isaac, Avalanche, Brother, Re-Entry, Blue Titanium, Bamboozle), R8 Revolver (Banana Cannon, Fade, Blaze, Crimson Web, Liama Cannon, Crazy 8, Reboot, Canal Spray, Night, Amber Fade), Desert Eagle (Blaze, Hand Cannon, Fennec Fox, Sunset Storm, Emerald Jörmungandr, Pilot, Hypnotic, Golden Koi, Printstream, Cobalt Disruption, Code Red, Ocean Drive, Midnight Storm, Kumicho Dragon, Crimson Web, Heirloom, Night Heist, Mecha Industries, Night, Conspiracy, Trigger Discipline, Naga, Directive, Light Rail), Dual Berettas (Flora Carnivora, Duelist, Cobra Strike, Black Limba, Emerald, Hemoglobin, Twin Turbo, Marina, Melondrama, Pyre, Retribution, Briar, Dezastre, Royal Consorts, Urban Shock, Dualing Dragons, Panther, Balance), Rifles - Galil (Aqua Terrace, Winter Forest, Chatterbox, Sugar Rush, Pheonix Blacklight, CAUTION!, Orange DDPAT, Cerberus, Dusk Ruins, Eco, Chromatic Aberration, Stone Cold, Tuxedo, Sandstorm, Shattered, Urban Rubble, Rocket Pop, Kami, Crimson Tsunami, Connexion), SCAR-20 (Fragments, Brass, Cyrex, Palm, Splash Jam, Cardiac, Emerald, Crimson Web, Magna Carta, Stone Mosaico, Bloodsport, Enforcer), AWP (Duality, Gungnir, Dragon Lore, Prince, Medusa, Desert Hydra, Fade, Lightning Strike, Oni Taiji, Silk Tiger, Graphite, Chromatic Aberration, Asiimov, Snake Camo, Boom, Containment Breach, Wildfire, Redline, Electric Hive, Hyper Beast, Neo-Noir, Man-o'-war, Pink DDPAT, Corticera, Sun in Leo, Elite Build, Fever Dream, Atheris, Mortis, PAW, Exoskeleton, Worm God, POP AWP, Phobos, Acheron, Pit Viper, Capillary, Safari Mesh), AK-47 (Head Shot, Wild Lotus, Gold Arabesque, X-Ray, Fire Serpent, Hydroponic, Panthera Onca, Case Hardened, Vulcan, Jet Set, Fuel Injector, Bloodsport, Nightwish, First Class, Neon Rider, Asiimov, Red Laminate, Aquamarine Revenge, The Empress, Wasteland Rebel, Jaguar, Black Laminate, Leet Museo, Neon Revolution, Redline, Frontside Misty, Predator, Legion of Anubis, Point Disarray, Orbit Mk01, Blue Laminate, Green Laminate, Emerald Pinstripe, Cartel, Phantom Disruptor, Jungle Spray, Safety Net, Rat Rod, Baroque Purple, Slate, Elite Build, Uncharted, Safari Mesh), FAMAS (Sundown, Prime Conspiracy, Afterimage, Commemoration, Dark Water, Spitfire, Pulse, Eye of Athena, Meltdown, Rapid Eye Move, Roll Cage, Styx, Mecha Industrie, Djinn, ZX Spectron, Valence, Neural Net, Night Borre, Hexne), M4A4 (Temukau, Howl, Poseidon, Asiimov, Daybreak, Hellfire, Zirka, Red DDPAT, Radiation Hazard, Modern Hunter, The Emperor, The Coalition, Bullet Rain, Cyber Security, X-Ray, Dark Blossom, Buzz Kill, In Living Color, Neo-Noir, Desolate Space, 龍王 (Dragon King), Royal Paladin, The Battlestar, Global Offensive, Tooth Fairy, Desert-Strike, Griffin, Evil Daimyo, Spider Lily, Converter), M4A1-S (Emphorosaur-S, Welcome to the Jungle, Imminent Danger, Knight, Hot Rod, Icarus Fell, Blue Phosphor, Printstream, Master Piece, Dark Water, Golden Coil, Bright Water, Player Two, Atomic Alloy, Guardian, Chantico's Fire, Hyper Beast, Mecha Industries, Cyrex, Control Panel, Moss Quartz, Nightmare, Decimator, Leaded Glass, Basilisk, Blood Tiger, Briefing, Night Terror, Nitro, VariCamo, Flashback), SG 553 (Cyberforce, Hazard Pay, Bulldozer, Integrale, Dragon Tech, Ultraviolet, Colony IV, Hypnotic, Cyrex, Candy Apple, Barricade, Pulse), SSG 08 (Death Strike, Sea Calico, Blood in the Water, Orange Filigree, Dragonfire, Big Iron, Bloodshot, Detour, Turbo Peek, Red Stone), AUG (Akihabara Accept, Flame Jörmungandr, Hot Rod, Midnight Lily, Sand Storm, Carved Jade, Wings, Anodized Navy, Death by Puppy, Torque, Bengal Tiger, Chameleon, Fleet Flock, Random Access, Momentum, Syd Mead, Stymphalian, Arctic Wolf, Aristocrat, Navy Murano), G3SG1 (Chronos, Violet Murano, Flux, Demeter, Orange Kimono, The Executioner, Green Apple, Arctic Polar Camo, Contractor), SMGs - P90 (Neoqueen, Astral Jörmungandr, Run and Hide, Emerald Dragon, Cold Blooded, Death by Kitty, Baroque Red, Vent Rush, Blind Spot, Asiimov, Trigon, Sunset Lily, Death Grip, Leather, Nostalgia, Fallout Warning, Tiger Pit, Schermatic, Virus, Shapewood, Glacier Mesh, Shallow Grave, Chopper, Desert Warfare), MAC-10 (Sakkaku, Hot Snakes, Copper Borre, Red Filigree, Gold Brick, Graven, Case Hardened, Stalker, Amber Fade, Neon Rider, Tatter, Curse, Propaganda, Nuclear Garden, Disco Tech, Toybox, Heat, Indigo), UMP-45 (Wild Child, Fade, Blaze, Day Lily, Minotaur's Labyrinth, Crime Scene, Caramel, Bone Pile, Momentum, Primal Saber), MP7 (Teal Blossom, Fade, Nemesis, Whiteout, Asterion, Bloosport, Abyssal Apparition, Full Stop, Special Delivery, Neon Ply, Asterion, Ocean Foam, Powercore, Scorched, Impire), PP-Bizon (Modern Hunter, Rust Coat, Forest Leaves, Antique, High Roller, Blue Streak, Seabird, Judgement of Anubis, Bamboo Print, Embargo, Chemical Green, Coblat Halftone, Fuel Rod, Photic Zone, Irradiated Alert, Carbon Fiber), MP9 (Featherweight, Wild Lily, Pandora's Box, Stained Glass, Bulldozer, Dark Age, Hot Rod, Hypnotic, Hydra, Rose Iron, Music Box, Setting Sun, Food Chain, Airlock, Mount Fuji, Starlight Protector, Ruby Poison Dart, Deadly Poison), MP5-SD (Liquidation, Oxide Oasis, Phosphor, Nitro, Agent, Autumn Twilly), Shotguns, Machineguns - Sawed-Off (Kiss♥Love, First Class, Orange DDPAT, Rust Coat, The Kraken, Devourer, Mosaico, Wasteland Princess, Bamboo Shadow, Copper, Serenity, Limelight, Apocalypto), XM1014 (Frost Borre, Ancient Lore, Red Leather, Elegant Vines, Banana Leaf, Jungle, Urban Perforated, Grassland, Blaze Orange, Heaven Guard, VariCamo Blue, Entombed, XOXO, Seasons, Tranquility, Bone Machine, Incinegator, Teclu Burner, Black Tie, Zombie Offensive, Watchdog), Nova (Baroque Orange, Hyper Beast, Green Apple, Antique, Modern Hunter, Walnut, Forest Leaves, Graphite, Blaze Orange, Rising Skull, Tempest, Bloomstick, Interlock, Quick Sand, Moon in Libra, Clean Polymer, Red Quartz, Toy Soldier), MAG-7 (Insomnia, Cinqueda, Counter Terrace, Prism Terrace, Memento, Chainmail, Hazard, Justice, Bulldozer, Silver, Core Breach, Firestarter, Praetorian, Heat, Hard Water, Monster Call, BI83 Spectrum, SWAG-7), M249 (Humidor, Shipping Forecast, Blizzard Marbleized, Downtown, Jungle DDPAT, Nebula Crusader, Impact Drill, Emerald Poison Dart), Negev (Mjölnir, Anodized Navy, Palm, Power Loader, Bratatat, CaliCamo, Phoenix Stencil, Infrastructure, Boroque Sand), Wear - 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Digital technology in the early years: The importance of everyday learning opportunities to build young children’s digital technology skills

This factsheet will support early childhood professionals to:

• broaden their understanding of the inclusion of digital technology in the early years
• explore effective strategies to embed play-based digital practices
• support children’s concept development of digital technologies

As a co-author of the Early Childhood Australia (ECA) Statement on young children and digital technologies, can you explain the rationale for creating this statement? How can it support educator practice with regards to building children’s digital technology skills?

The ECA Statement on young children and digital technologies was created to support adults to make decisions about technology use ‘with, by and for’ young children. Increased recognition in the sector that young children use a range of technologies at home and in their communities, for playing, communicating and accessing online content, suggested that digital learning in early childhood settings was timely. The statement highlights four main areas of children’s learning and development: relationships, health and wellbeing, citizenship, and play and pedagogy. It also invites educators to think about how they understand technologies and the role of technologies in the lives of children and families.
This includes thinking about what is known as ‘philosophy of technology’ (Gibbons 2010). Philosophy of technology is a body of knowledge that proposes different ways of thinking about the relationship between people and technologies. Just as there are theories of play and learning that educators can refer to, there are philosophies of technology educators can draw on to think about using technologies with children. Three of the main philosophies of technology are technological determinism, substantivism and critical constructivism. Technological determinism is the most commonly held view. This view suggests that technologies cause or determine what happens to people. Some people hold a negative view of determinism: for example, thinking that technologies reduce the quality of children’s imaginative play. Other people hold a positive view of determinism, believing that technologies support children to communicate with others. Substantivism considers how technologies shape practices, or what people do in their daily lives over time. Critical constructivism posits that technologies are always designed and used by people according to human values. This view suggests that people can make active choices about how and why they use technologies that are relevant to their lives, such as people using videoconferencing during the pandemic to connect with family and friends.

The Victorian Early Years Learning and Development Framework (VEYLDF) refers to five Learning and Development Outcomes for children. Outcomes 4 and 5 explicitly mention the inclusion of digital technologies in children’s learning. What are some effective learning experiences that explore everyday opportunities to build children’s understanding and use of digital technologies?

Technologies are part of children’s lives; however, not all educators are comfortable with using technologies in children’s learning. Rather than focusing only on the technology in digital learning, think instead about the ways in which technology creates opportunities for meaning-making. For example, making meaning using technologies may involve taking photographs, creating videos or slideshows, co-sharing digital content, or coding with robotics. Meaning-making can also be about understanding how we live with and use technologies in our daily lives. Meaning-making for understanding does not have to involve using working technologies. Children can create their own non-working technologies from available materials (such as boxes, blocks or paper) to participate in sociodramatic play that provides opportunities for talking about how and why technologies are used. For example, children might make their own mobile phones and use these in their play to send messages to each other and take calls. Educators can help children in this play by inviting children to use technologies in ways that are respectful of relationships. Are the children having a pretend meal together? Can educators invite children to put their phones away while they eat? Or if children are taking pretend photographs of each other, educators can be sure to model asking for consent. Educators can also create representations of technologies that help children learn about the internet and how information and data are shared over a network: for example, using string to ‘connect’ non-working devices in a home or office corner to help children learn about the internet as a network of connected technologies. Children can ‘send’ messages, emails or content to each other as paper notes attached to the string. Educators can invite children to consider if they know who is sending them messages or where the content has come from. This provides children with an everyday opportunity to learn about the internet and safe online behaviours.

The VEYLDF states ‘Assessment is designed to discover what children know, understand, and can do’. What does this look like in terms of children’s trajectory of learning around digital technology? How might educators connect their observations of children engaging with digital technology to children’s learning and development across other domains?

Children are likely to follow a developmental trajectory when using technologies due to their experiences using technologies at home and in the community, with their family, friends and peers. Children’s experiences with technologies are variable and so they will come to early childhood education and care settings with a range of technological knowledge and skills. This can depend on the access children have to devices, reliable internet and opportunities for adult engagement during technological activity. Educators can observe how children build their capacity to use devices over time. This is important because some basic operational knowledge with technologies is required of children as they enter formal schooling. For example, do children know how to turn technologies on and off? Can children point, touch, swipe and resize using a tablet? Pre-school aged children may also exhibit technological language, such as download, upload, click and save, and will probably know the difference between still and moving images. This language helps children communicate and share information with other people, including family members and peers. When children use technologies, educators can also support connections with digital media or content that supports children’s identity. For example, which programs or games do children enjoy at home and how are these recognised in the classroom? This can be achieved by providing children with access to pretend technologies and apps, such as a cardboard box representing a touchscreen device, with cut-outs of their favourite applications. Other examples include learning about digital media interests alongside children, examining and sharing storylines, or providing opportunities for children to express digital media interests through more traditional play, such as box construction, drawing or painting. Using internet-connected technologies also provides opportunities for children and educators to access information to resource play and learning, such as through video content, or well-curated resources from reputable early learning providers in topic areas including science, mathematical thinking, history, music and visual or performing arts.

The VEYLDF identifies eight Practice Principles that illustrate the most effective ways for all early childhood professionals to support children's learning and development. One of these Practice Principles is ‘Partnerships with Families’. What are some effective strategies to engage families in discussions about digital technologies and young children?

Families are central to children’s learning and development. When educators engage in discussion about technologies with families, they can help adult caregivers facilitate positive digital learning opportunities for children at home. The VEYLDF states ‘Early childhood professionals … actively engage families and children in planning for ongoing learning and development in the service, at home and in the local community’ (VEYLDF, p. 9). Many organisations in Australia are involved in promoting and supporting young children’s safe and productive engagement with technologies, with tip sheets, videos, infographics and games. Educators can invite families to use these materials with children to explore topics such as staying safe online, being active with technologies, using technologies to support social relationships, and fostering children’s digital play.

What would be some final key messages for educators who want to support children’s digital skills and understanding?

Two key messages are important for educators thinking about supporting children’s digital skills and understandings. The first message is to start involving children in digital opportunities that feel achievable within the service. Not all services have access to technologies and not all educators feel comfortable using technologies with children. Programming can involve using non-working technologies in children’s play, such as using a block in pretend play as a mobile phone, or teachers creating representational technologies for children to use in the home corner (for example, printed life-size copies of tablet devices). Working technologies do not need to be complicated. While coding, robotics, digital microscopes and augmented reality provide highly engaging learning opportunities, children can also learn from educators modelling appropriate technology use on more accessible technologies, such as touchscreen: for example, by asking permission to take photographs or fact-checking information online. It may also be helpful for services to complete a technology audit – such as the eSafety checklist for early learning services – to see which technologies are available for children and where these might be integrated with ongoing learning opportunities in the service. For example, digital music can be incorporated into rest times, or children can be provided with opportunities to create digital drawings alongside traditional mark making.
The second message is to understand that young children today are part of a digital world. At any one time there are more than 8000 satellites around the earth that are sending and communicating information and data. It is becoming harder and harder to isolate children from technologies because so much of the world is now digital. It may be more helpful to think intentionally about supporting children to live within a digital world. The VEYLDF states ‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well-considered and identified goals’ (VEYLDF, p. 15). This shifts the pedagogical focus from trying to keep children away from technologies to thinking about the purposeful use of technologies with children, allowing children to develop the knowledge and skills they require to participate in a digital world.

Questioning and listening

Asking questions and then listening to the answers can propel children’s learning, and it is this approach that is at the heart of an inquiry model. Questioning and listening are essential in any learning relationship, and they are both part of an active process where you do not just listen and question children but also interpret, respond to and make meaning of their thinking and learning processes.
The pedagogical strategy of listening can provide educators with a new framework in which to consider their role in children’s learning and development. When educators look deeply at what holds children’s attention, the result is that children and adults are able to recognise capabilities and qualities in each other.
Do not always rely on asking questions and trying to provoke answers as a way of engaging with children. Educators who give children the time, space and resources to think long and deeply are often rewarded with rich responses.

‘The right question at the right time can move children to peaks in their thinking that result in significant steps forward and real intellectual excitement. Although it is almost impossible for an adult to know exactly the right time to ask a specific question of a specific child – especially for a teacher who is concerned with 30 or more children – children can raise the right question for themselves if the setting is right.’ (Millikan, et al 2014, p. 69)

The value of questioning cannot be overstated, particularly when working with a pedagogy of inquiry. You need to consider what directions you are leading children with your questions, as well as what type of questions you ask children. Are they ‘thick’ questions or ‘thin’ questions? That is, are they questions that are open ended and encourage children to think broadly or do they close off children’s thinking?

Wonder and uncertainty

Wonder and uncertainty are necessary dispositions for learning. Both of these dispositions are considered important when working with a pedagogy of inquiry. As Moss says, ‘Such learning is also more likely to happen and be welcomed when wonder or amazement are valued’ (Moss 2019, p. 74).
Rich learning opportunities can happen when you include these dispositions in your daily practice. This is not a closed-off, linear way of working but rather one that allows you to remain open to the ideas of children, their families and your colleagues.
When you work with dispositions of wonder and uncertainty, it encourages a flexible way of thinking and working in which hypotheses might be made but are also subject to change. This is not an approach that has pre-determined outcomes.

Top tips for working with a pedagogy of inquiry

• Read, listen or watch something that might shift your thinking or that supports you to develop a growth mindset. Learn something new to bring back into your work with children. This does not need to be related to early learning. Learn something that fires up your neural pathways. An educator’s area of interest or enthusiasm can have an inherent trickle-down positive impact on children.
• Adults can often anticipate difficulties and resolve them for children, and this does not give children the opportunity to think for themselves and provide solutions. Educators should aim to create a culture of ideas rather than a culture that provides all of the answers.
• Design your environments carefully, with attention paid to the intentional use of resources, materials and provocations, and provide children with extended periods of time to re-visit these.
• Educators need to follow children’s footprints – that is, the directions of their learning. This is only possible through a process of reviewing and reflecting on your documentation materials. It can be useful to consider what you know, what you don’t yet know and what you would like to find out more about. Gathering clues about children and then asking rich, deep questions adds great value to the development of any inquiry project.
• Give children time to be curious, to wonder, and to discuss and adjust or change their opinions.

This fact sheet was developed by the Early Years Unit at VCAA

This fact sheet was developed by the Early Years Unit at the Victorian Curriculum and Assessment Authority (VCAA) and supports information presented in the VCAA on-demand webinar ‘A pedagogy of inquiry to support integrated teaching and learning approaches’. Watch A pedagogy of inquiry to support integrated teaching and learning approaches webinar video.

References

Duckworth, E 1996, The having of wonderful ideas and other essays on teaching and learning, Teachers College Press, New York
Edwards, C, Gandini, L and Forman, G (eds.) 2012, The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd edn, Praeger, Santa Barbera
Moss, P 2019, Alternative Narratives in Early Childhood, Routledge, Oxfordshire
Touhill, L 2012, ‘Inquiry-based Learning’, NQS PLP e-Newsletter, No. 45

Using the VEYLDF to inform your practice

As part of the Education and Care Services National Law (National Law) and the National Quality Standards, the Victorian Early Years Learning and Development Framework (VEYLDF) is an approved learning framework. As an approved learning framework, it has the potential to make you a better educator and your practice more contemporary.
The VEYLDF allows us to reflect on learning and development outcomes for children. As educators, we can reflect on our own practice in supporting all children by considering if our work aligns with the Practice Principles. The VEYLDF provides us opportunities to inform our pedagogical decisions and to critique or challenge our existing practices.
The VEYLDF also provides a shared language and understanding for all early childhood professionals and can inform conversations with families, colleagues and other professionals working with young children.

Additional resources that might be useful

Download copies of VCAA early years resources.
Keep up to date with new resources and professional learning opportunities by subscribing to the VCAA Early Years Alert.
A pedagogy of inquiry to support integrated teaching and learning approaches
Download the fact sheet

‘The hands lead us to learning’: Enhancing and extending children’s fine motor development through playful learning experiences

This fact sheet is for educators who want to better understand:

• how educators can think more broadly and deeply about fine motor development in infants and children
• the interplay between fine motor development occurring in play and in relationships with adults, caregivers and peers
• the importance of routines as learning experiences with embedded fine motor learning opportunities.

Introduction

Children’s fine motor skill development – that is, their ability to use their hands – is strongly connected to their play.
Infants’ efforts at motor control commence early. An example of this is the infant who actively reaches towards the face of a person who is physically close to them and engaged in a responsive and attuned relationship with them; the adult, carer or older sibling is perhaps smiling and ‘cooing’ while they are focusing their gaze on the face of the child, who reaches out towards their face.
We understand, in general terms, that the progression of motor development occurs from the centre of the body to the periphery, known as proximodistal progression, or from larger motor control to finer movements. However, over time we have gained a more balanced and nuanced understanding of motor development and we can now see early fine motor development before trunk control is consolidated. Gross motor development leading to core stability and support remains foundational, but earlier attention is now given to fine motor endeavours of infants, with an appreciation that ‘the hands lead us to to learning’.
We understand that gross motor development and fine motor development occur simultaneously and in the context of responsive relationships and purposeful learning spaces. Adults engaging in contingent and attuned interactions with infants provide ‘serve and return’ opportunities and rich responsive learning experiences. Children actively engage, using their growing fine motor dexterity and strength alongside their learning in other developmental domains such as language and cognitive capabilities. It is the interplay between these supportive relationships and children’s growing capabilities that fosters children’s wellbeing. This is now understood to increase the likelihood that infants will confidently explore their world and this exploration is in large part through their hands.

Can you explain the relationship between gross motor skill development and fine motor skill development? How does one support the other?

When we consider that gross motor skill development and fine motor skill development occur simultaneously, we can see the importance of early childhood professionals providing positive and responsive interactions and relationships throughout the day. The way the early childhood professional engages with the infant or young child provides opportunities to progress development.
The early childhood professional who ensures regular ‘tummy time’ is providing opportunity for infants to strengthen muscles, leading to greater core stability. This core stability is foundational to the later skills of sitting up, crawling and walking. These are important skills indeed, however, there is a need to balance this ‘tummy time’ with opportunities for the infant to be positioned on their back, or in a supported sitting position, where they are freely able to explore with their hands.
Thinking of fine motor development at its beginning stages helps us to actively create opportunities for children to explore with their hands. This in turn promotes children’s sense of agency and wellbeing, which is often associated with using their hands. The more children actively do, the more they feel that they can build, create, explore and express themselves.
We are often quite mindful of assessing children’s physical skills progression. Learning experiences, including playful routine times, provide golden opportunities to assess children’s sequential fine motor development from reaching and releasing, from palmer grasping to pincer gripping and so on. Progression along trajectories of learning (including motor skill learning) becomes apparent and provides the basis for tailored learning experiences.
It is important to consider children who require additional support with gross and fine motor skills. Thoughtful planning ensures we set up environments in which all children can feel confident in developing their gross and fine motor skills and feel a sense of agency and control. As we delight in their endeavours, with thoughtful planning we can build children’s sense of wellbeing, identity and connection to their world. Children become able to confidently explore and engage with social and physical environments through relationships and play.

What kind of playful fine motor learning experiences should educators consider when setting up early learning environments for children three to five years old? What are some effective playful strategies for supporting fine motor development?

Three to five years is a fabulous age for more complex play scenarios, with children using multiple learning domains simultaneously and in increasingly sophisticated ways. Again, ‘the hands lead us to learning’ and this is expressed in so much more than just writing and drawing. Indeed, children are extending and consolidating an increasing range of skills at this age.
The work of researchers Susan Knox (2008), and Karen Stagnitti and Louise Jellie (2006), can be used here to consider planning for play in reference to four elements: Space management, Materials management, Pretend play and Participation. This research, while based in occupational therapy, aligns well with the Victorian Early Years Learning and Development Framework (VEYLDF) and places children’s wellbeing at the centre of play. Practitioners are encouraged to consider how to promote participation by all children, inclusive of all abilities, through careful consideration of the environment, materials and pretend-play opportunities. This research provides a thorough and holistic view of children’s learning, recognising that children bring increasing cognition, language, social skills, fine motor development, creativity and agency to their play. Child-led play is key, but the educator must also consider how to promote play opportunities that take children beyond their most frequented play spaces. This requires a more creative use of learning environments, inviting children to participate in spaces and skills they may not have previously sought out independently.
One example is to set up a restaurant, where children are invited to navigate the space and engage with a variety of fine motor skills during a complex pretend-play scenario. This embeds learning in meaningful ways, with multiple learning areas at play. Children can take on various characters while engaging, negotiating and problem-solving. Fine motor skills are practised purposefully as children take written orders, write or draw a menu, cut up paper to make money, set up a cash register, dress up as waiters, pour drinks, prepare food and set up tables. The opportunities are endless and can be tailored to children’s interest and skills to provide challenge, practice and delight. For example, bi-manual skills are promoted in this scenario when opening containers and stirring bowls of food, where hands undertake different tasks at once – one hand holding and stabilising while the other hand turns or stirs.
Educators need only a creative mind in planning for all four elements, and the learning opportunities are endless (‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well considered and identified goals’ [VEYLDF p. 15]). Inclusive thinking may see this play space provided outdoors, inviting in children who may be less likely to engage indoors (intentional support strategies also promote equitable participation in play for all children and meaningful ways to demonstrate learning [VEYLDF p. 12]).
A creative and inclusive approach asks us to consider the environment in numerous ways, offering a wide variety of materials, setting up play spaces that invite self-management and challenge, and following the increasingly complex play scripts or pretend-play scenarios of young children.

What are some everyday routines for children that might provide opportunities for supporting fine motor development?

Routines and transition times offer a wealth of fine motor experience and abundant opportunities for promoting children’s agency and self-responsibility. Additionally, they are highly repetitive daily experiences – treasures for practising fine motor skills. Encouraging independent skill development during these times, with warmth and high expectations for children, can turn a range of daily tasks into important learning rituals.
These rituals connect children to their peers and to their space, building confidence, connection and wellbeing. Children’s active participation provides many and varied fine motor movements at different times, such as taking care of their belongings at entry and departure times, dressing and undressing, setting up for meals, toileting and setting up play or rest areas.
Regular communication with families allows the progression in children’s skills to be shared between educators and families. This can reveal collaborative opportunities across home and the early years setting, and align our expectations for children. Playful and routine practice opportunities abound, with partnership between educators and families building children’s confidence and capacities (VEYLDF p. 9).

‘To play or not to play’: The role of the adult in understanding and collaborating in children’s play

This fact sheet is for educators who want to better understand:

• the role of the adult in supporting children’s learning and development through play
• how to build reciprocal relationships where children and adults are co-contributors to the creative process.

When we think about play within the early learning context, we often think of it as being ‘fun’ and occurring naturally – it is often referred to as being universally understood. Is this the case, or is it more complicated than that?

Children’s play encompasses many ways of being and becoming. Play is linked to fun, but this is just one way of being and does not speak to the complexity of play. Fun is fleeting. Parts of play can be joyful, frustrating, exciting, annoying, challenging, hilarious and, at times, uncomfortable. Play includes many emotions and experiences. Sometimes children are excluded from other children’s play – is this fun? What children are doing in play is complex – navigating limbs, expressing ideas, listening to others, creating novel worlds and negotiating with peers. Therefore, the emotions and feelings that children experience are varied.
Children are experimenting with and expressing their worlds, and the collaborative activity of play requires many skills. Ebbeck and Waniganayake (2016) tell us that in play ‘children are constructing an identity – who they are, what they know and what their joys and fears are, as well as their sense of belonging to a family and a community’ (p. 3). This understanding captures the richness of play, which is not limited to one way of being. Seeing children’s play as multifaceted allows educators to holistically understand children in the early childhood context.
Play is a universal activity that children engage in, as reflected in the United Nations Convention of the Rights of the Child (UNCRC, 1989). But while there are similarities that occur in children’s play across the world, when we look at and hear what children are doing and expressing in their play, we see that it is also informed by their culture. For example, in dramatic play, being ‘Bluey’ or making cakes in the sand pit are activities that are directly taken from the child’s day-to-day culture. The people, places, objects, practices and rituals in the child’s culture fuel their play, and play is thus an expression that reflects the culture the play is taking place within.
Children bring into the early childhood setting individual, family and community experiences that reflect their culture, giving educators a rich tapestry to understand the child’s perspective of their world. Roopnarine’s (2011) quote is helpful to understand the links between play and culture: ‘A fundamental problem with universal claims about play is that they basically ignore contrasting realities of childhood experiences and cultural forces that may help shape caregivers ideas about play and early learning, and children’s role in their own play.’ (p. 20)

Given that there are many different theories that inform our approaches to children’s learning and development, does the role of the adult vary in supporting children’s development in play?

Theories can inform teaching practice, as being able to hold other ideas and perspectives allows us to see things differently. Theory is helpful for understanding the world around us, and in the early childhood education and care (ECEC) context, theories can inform and change our practice.
Developmental theories are varied and vast, and contemporary framings have become quite different from the more foundational knowledge, reflecting the diversity of our societies. The field is not stuck on linear and fixed stages. Practitioners work with the children in their care, taking into consideration their contexts, environments and families, and using various theories and research to inform their practice.
Teaching practice varies, and theory and research can assist educators’ practice. For example, contemporary theories remind us that children’s play is not simply something that happens naturally; these theories consider group dynamics, equity, social justice, advantage and disadvantage, and the way power moves between the players. They also explore the ways that understanding children’s lives outside the early childhood setting can inform teaching and program planning. Contemporary theories can open us up to other views, and while many of these have existed for a very long time, they haven’t always been prioritised to think about children, context, difference and learning.

How can we ensure that the play opportunities we create for children help build collaborative and reciprocal relationships between adult and child?

The following diagram from page 15 of the Victorian Early Years Learning and Development Framework (VEYLDF) shows the three aspects of integrated teaching and learning, and holds great clues about the educator’s role in children’s play.
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This diagram can be used by educators and teams to reflect on their practice. Guided play and learning prioritise the educator responding to spontaneous learning opportunities. Reciprocal two-way exchanges create a balance of children guiding adults, and adults guiding children in dialogue and action. This becomes an improvisation that follows unknown paths, opening up opportunities to collaborate by creating something that did not exist before. When adults are playful with children, multiple perspectives are valued in the collaborative space.
Thinking of educators as co-contributors to the creative process of play speaks to the notion of responding to children’s interests. However, it is useful to adapt this slightly to instead think about responding to the child’s learning. Interests can be transient and surface-level; focusing on children’s learning is more expansive and process-orientated, as learning involves both thinking and enacting through play. This way of working asks educators to respond to spontaneous opportunities that arise, and play affords this responsive practice. Play is a relational activity between children and place, children and objects, children and children, and between children and adults.
Educators are respectfully cognisant of not wanting to take over too much control of children’s play, and when they improvise with children, finding a balance of following and leading, they can incorporate multiple children’s ideas and wonderings in the embodied play narratives. When teachers make use of children’s expertise, it supports children’s agency as their decisions influence the current events within the play. The playful interactions between the educator and children are fluid and unpredictable, mirroring drama pedagogue’s use of an improvised inquiry. Of course, we would not advocate that the educator enters children’s play all the time; this does not align philosophically with play and the ECEC context. However, at times, being a co-player with children speaks to a responsive pedagogy where creative collaborations can occur in play.

What is the relationship between play and learning?

When adults engage in play with children, they can incorporate formative assessment to develop their understandings of the children and inform their planning. Socio-dramatic play is one way children express their imagination. When educators are with children, they are hearing and seeing children’s imaginations enacted, giving rich information about their learning. In play, children are also blocking out other distractions to problem-solve in the moment, and taking on other perspectives, both from other players and in their own role-play. These are all skills that are linked to our executive function, which is the ‘process of how we learn’ (Yogman et al. 2018, p. 6).
When educators are respectfully engaging with children in play, they are part of the collaboration, co-creating something that is novel and only exists between the people in this activity. If educators are only observing from the outside, how can they understand this process? When educators are part of children’s play, they are in the heart of the learning, and it can open up opportunities for understanding children’s working theories and learning processes. What the educator notes when they engage in the play can be documented as part of the planning cycle, and analysed so that understanding the child’s learning within play is extended through planning.

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Incense burning for meditation and prayer is an ancient tradition. Burning incense for meditation decreases stress, and it is believed that different types of incense – frankincense, sandalwood, and sage – have the power to cleanse negative energy, ease tension, and elevate your meditative state.

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I've been refining my photo setup for years but I still procrastinate like it's my job when it comes time to photograph my art.
Anyone relate? What do you do to make it not the worst?
Fine tuning the lighting, the color correction - please, noooooo. I wish I could just hire a studio to handle it. I'm a painter for a reason.

Julia Holdom New Zealand Tertiary College

Practitioner Research： Vol 5, No 3 - May 2018

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A personal reflection

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Figure 1: Children at Little Einstein’s Educare in Cambridge lead the design, planning, and execution of the construction of a hut made out of tree branches after recent stormy weather.
When introduced to the acronym STEM (which stood for science, technology, engineering and mathematics) learning in early childhood education (ECE), I was immediately intrigued. Having been a kaiako (teacher) in rural New Zealand and growing up on a dairy farm, natural, hands-on, child-lead, and inquiry-based learning was my passion. It always sat well with me that Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whāriki) (Ministry of Education [MoE], 2017) backed by decades of research and literature supports a play-based approach to learning in the early years in New Zealand. It did not come as a surprise to me then that STEM learning, a term for the learning areas of science, technology, engineering and mathematics, a buzz phrase making its way around the international academic world, was something I recognised as intrinsically woven throughout early childhood curriculum and programs in Aotearoa/New Zealand. As a result, I presented on STEM learning in ECE with Fiona Woodgate, at the 2017 New Zealand Tertiary College symposium and have since been speaking with kaiako from different regions in New Zealand to get a broader idea of how STEM learning is integrated into their ECE programs.
Due to a rapidly evolving, complex and technologically advancing society, it is now well recognised that future societies are going to need to be equipped with a range of problem solving and creative thinking dispositions, rather than specific skill sets (Allen, 2016; Smith, 2016; Rodriguez, 2016; Wise Lindeman & McKendry Anderson, 2015). The young children of today need to be involved in real world, contextually relevant learning, in order to support their communities, preparing them for educational opportunities in the future, as well as a wide range of careers that may not currently exist (Allen, 2016; Draper & Wood, 2017). This realisation has resulted in a strong international focus on the concept of STEM learning in today’s varying education settings. Science, technology, engineering and mathematics (STEM), whilst a relatively new term in the early childhood education sector in New Zealand, is not a new concept. Its focus is to support children in learning problem solving, creative thinking, investigation skills and design, through multi-content curricula (Sharapan, 2012; Boston Children’s Museum, n.d.; Gartrell, 2016).
This reflective article begins to explore the concept of STEM through the lens of Te Whāriki (MoE, 2017). The world renowned curriculum document is well known for its focus on dispositional, play-based learning, and the weaving of multiple curriculum content areas throughout daily and ongoing learning experiences. Te Whāriki (MoE, 2017) not only focuses on skill acquisition, but on dispositions and attitudes that support learning throughout a lifetime. This article presents an explanation of how teachers can support STEM concepts and experiences from ECE settings inAotearoa/New Zealand are shared to provoke thinking and reflection.

Science, technology, engineering and mathematics – An introduction

In ECE, recognising individual aspects of STEM learning can be relatively simple. Children are naturally curious, and begin to explore the world around them from infancy, developing their own working theories about how the world works through the people, places and things that they interact with (MoE, 2017). In this sense, they are natural born scientists, investigating, questioning, exploring, and experimenting. As they explore, they are often confronted with simple scientific and mathematical concepts, such as learning about gravity, force and motion, quantity, number, weight, space, and time through play (Boston Children’s Museum, n.d.; Sharapan, 2012; Hamlin & Wisneski, 2012; Bosse, Jacobs & Anderson, 2009).
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Figure 2: Building a relationship with Papatūānuku (Mother Earth) is seen as an essential aspect of early childhood in Aotearoa/New Zealand, which can lead to increased environmentalism and sustainability in years to come. Children are encouraged to be involved in the care of the natural environment, and here, they are engaged with centre family members in exploring the garden, utilising and leaning valuable STEM concepts in the process.
Working theories are the evolving ideas and understandings that children develop as they use their existing knowledge to try to make sense of new experiences. Children are most likely to generate and refine working theories in learning environments where uncertainty is valued, inquiry is modelled, and making meaning is the goal” (MoE, 2017, p. 23).
Often within children’s play arises the opportunity to use varying tools to support their learning. Utilising tools with a purpose for design or problem solving can be understood as technology (Dietze & Kashin, 2012; Young & Elliot, 2003). Technology in ECE is often viewed by kaiako as digital technology, and the use of information communication technology (ICT) (Wise Lindeman & McKendry Anderson, 2015), however it is imperative to recognise that technology is anything that has been designed for and is used for a purpose, generally being to make a task easier, quicker, or more productive (Young & Elliot, 2003; Fleer & Jane, 2011). In my experience, engineering is perhaps the more challenging notion to identify as part of young children’s learning and development, in part due to some teachers’ lack of content knowledge in this area, but also the complexities of this concept for children in the early years. Much of the literature on STEM learning focuses on engineering for children from preschool age onwards (3+) without mentioning the infant and toddler years. Perhaps this is due to the perception of what design and engineering is for differing ages. Is a toddler not engineering when they are constructing with sand in the sandpit? Is an infant not designing when creating art with finger paints or food on different surfaces during experiences every day?
“The day-to-day programme and environment are organised in such a way that children can initiate purposeful, problem-solving activities and devise and solve problems to their own satisfaction using a variety of materials and equipment” (MoE, 2017, p. 49).
Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations (MoE, 2007, p. 26).Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical, and creative.... Technology is never static. It is influenced by and in turn impacts on the cultural, ethical, environmental, political, and economic conditions of the day (MoE, 2007, p. 26).Engineers design technology using a combination of science and math (Pantoya, Aguirre-Munoz & Hunt, 2015, p. 61). Engineering is solving problems, using a variety of materials, designing and creating, and building things that work (Boston Children’s Museum, 2013, p. 3).Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but different ways of thinking and of solving problems. Both equip students with effective means for investigating, interpreting, explaining, and making sense of the world in which they live (MoE, 2007, p. 26).
Whilst internationally, the concept of STEM focuses on inquiry and project-based learning, often planned for, facilitated and led by adults, I see this concept being represented in a range of educational settings, woven through a range of pedagogical approaches and philosophies of teaching in New Zealand. In line with the vision of Te Whāriki (MoE, 2017), STEM learning occurs naturally in children’s play, need not be teacher-led or project focused (Gartrell, 2016; Draper & Wood, 2017) and can effectively be supported in a socioculturally relevant context for individual learners and their learning communities (Hamlin & Wisneski, 2012; Moomaw & Davis, 2010; Neill, 2009).
Science, technology, engineering and mathematics learning is important for all children, individually, and within social groups of learners. The common theme within the four STEM concepts, is that they are all content areas that occur naturally through play. When children are natural learners, curious in nature, they do not require adults to give them answers to questions, and do not benefit greatly from this method of teaching (Allen, 2016; Sharapan, 2012). Instead, children develop life-long dispositions of inquiry, curiosity and independent thinking by having inquiry skills scaffolded or modelled to them. Often children embrace the opportunity to investigate for themselves, experimenting, exploring, making mistakes, and using trial and error. In this sense, STEM learning is a way of being, a way of playing and a way of learning (Boston Children’s Museum, n.d.). So where do kaiako fit into STEM learning?
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Figure 3: Through their natural urges, infants and toddlers explore mathematic and scientific concepts through play with the support of their kaiako, as well as through environmental prompts, provocations and play invitations.

The science, technology, engineering and mathematics environment

There are a number of areas worth considering when planning for and facilitating learning in diverse and unique education settings. One of the most obvious in play-based, child-led settings is the physical environment. Those familiar with the Reggio Emilio approach will have heard of the notion of the environment as the third teacher (Delany, 2011) and providing opportunities for child-led learning through the design of and resources available in the child’s physical learning environment. It is imperative that the environment supports STEM learning so that children may engage in STEM learning experiences both independently, as well as with peers and kaiako (Hamlin & Wisneski, 2012). Long gone are the days of including a science, mathematics or technology corner in your classroom or setting (Neill, 2009; Delany, 2011), instead the emphasis is on saturating the environment in resources that encourage authentic, real-world, familiar and culturally relevant ways of exploring. These resources do not need to be expensive and single purpose, and can easily be found in our natural environments. As New Zealand makes more of a move towards environmental sustainability, and eco-schools become more popular (Vincent-Snow, 2017; Enviroschools, n.d.), reusing and recycling materials becomes an exciting way to make the most of what we have available to us, and supports children’s creativity.
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Figure 4: Uninterrupted play allows these tamariki time to work together to create, design, problem solve, and imagine. Here, children in the Tui room of Little Einstein’s Educare have created a structure to protect themselves from the ‘Lava’ beneath.
Another popular move in recent years appears to be the inclination to get out into nature to support real life, hands on learning. Emphasis has been made on preventing a generation of children with Nature Deficit Disorder, a term coined by Richard Louv (2005) in his book Last Child in the Woods. Kaiako and children are venturing out into whatever natural environments they have available to them, such as local parks, reserves or forests to make the most of natural learning that occurs when children are empowered to explore, question, and discover. science, technology, engineering and mathematics learning could not be more evident in these opportunities to explore and build a relationship with Papatūānuku.
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Figure 5: Nature Days are becoming increasingly popular in ECE settings that can accommodate such expeditions. Children are empowered to use a variety of tools to explore, create and design, and developing working theories through the relationship they are building with the natural world around them.

Reflective Prompts

Consider the ECE settings and environments you are familiar with.Does your environment invite exploration? Are there spaces, in which children can taste, touch, smell, listen and look?Are there gardens and natural spaces for children to independently explore nature science, earth science and opportunities for children to play with different matter to build working theories about the natural and physical world?Are there loose parts provided both inside and out for children to construct, build, design, create and begin to develop theories around science and mathematics through size, weight, height, gravity, momentum, trajectory and more?Do you have pen, paper, clipboards, scissors, cameras and other technological tools available to children in different areas that they can easily access and use to document, plan, take notes and draw about their learning and discoveries – inviting engagement in the concept of engineering?
“Children have opportunities to explore how things move and how they can be moved by, for example, blowing, throwing, pushing, pulling, rolling, swinging and sinking. Children have access to technology that enables them to explore movement, for example, wheels, pulleys, magnets and swings. Children have opportunities to develop spatial understandings by fitting things together and taking things apart, rearranging and reshaping objects and materials, seeing things from different spatial viewpoints and using a magnifying glass” (MoE, 2017, p. 49).

Science, technology, engineering and mathematics books

Books are an essential resource for any STEM learning environment (Bosse, Jacobs & Anderson, 2009; Boston Children’s Museum, n.d.). Not only is it important for children to access reference books with correct images and names of items, something Fred Rogers found instrumental in supporting children’s language acquisition and development (Sharapan, 2012), but also fictional and non-fiction story books about people and characters whom are investigators, explorers, inventors, designers and problem solvers themselves (Pantoya, Aguirre-Munoz & Hunt, 2015). Children’s scientific and engineering identities are supported as they explore literature that introduces concepts, dispositions and attitudes children recognise within themselves, and they are able to develop deeper understanding of STEM concepts as they explore these in context through stories, characters and the arts (McLean, Jones & Schaper, 2015; Sackes, Trundle & Flevares, 2009).
In addition to this, Kathy Trundle’s work on inquiry-based learning emphasises the opportunities that arise through purposeful interactions between kaiako, children and books to scaffold children’s inquiry skills.
Fictional children’s books to support STEM learning and identity in the early years:Inventor McGregor by Kathleen T. PelleyThe Grandma McGarvey series by Jenny HessellOh the Things they Invented by Dr SeussRosie Revere, Engineer; and Iggy Peck, Architect by Andrea Beatty and David RobertsAnything is Possible by Giulia Belloni

Risk taking

Wise Lindeman and McKendry Anderson (2015) emphasise that children need real-world experience and real-world problems in order to have a chance at developing solutions to these. Pawlina and Stanford ( as cited in Wise Lindeman & McKendry Anderson, 2015) add that educators must view mistakes as opportunities to grow children’s brains. Here, teachers must consider both physical risk taking, as well as emotional and mental risk taking. In today’s society, maintaining the physical health and safety of the children in our care settings seems to have counterbalanced the human need to take risks in order to learn. Kaiako are finding themselves challenged beyond comfort when it comes to children’s safety, and the balance between safe and calculated risks, children learning from experience, and adults protecting children from physical injury is out of sync. However, research shows that children need these experiences to learn for themselves, and that without these risk-taking experiences, children will not be adequately prepared for challenges they will face in the future, both physically and mentally (Brynes-Swiatek, 2017; Curtis, 2010; Gramling, 2010; Warden, 2010). When it comes to emotional and mental risk taking, we must consider how we are supporting children to try new things, supporting them to push themselves out of their comfort zones, and risk making mistakes and being wrong, all whilst remaining confident that their holistic wellbeing needs are being met to maintain a safe learning environment.
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Figure 6: When the tolerance for risk is zero, children don’t really risk loss of life or limb, but more often than not, they risk losing valuable experiences with the world they inhabit. (Gramling, 2010, p. 51).
Te Whāriki (MoE, 2017) supports this through its sociocultural approach to learning, outlining the need for children to learn in culturally and socially relevant contexts. In addition to this, aspects of dispositional learning such as perseverance, persisting with difficulty, and facing challenges or uncertainty (MoE, 2017), are outlined as important for life-long learning. Risk taking is highlighted as a desirable learning outcome throughout the Exploration strand of Te Whāriki (MoE, 2017), particularly for toddlers and young children. Risk taking, mistakes, failure, trial and error are all significantly important in STEM learning and developing perseverance, inquiry skills, attitudes towards exploration and creative thinking.

Reflective Questions

Does your learning environment, both material and otherwise, provide opportunities for children to take risks physically, cognitively and emotionally?Are children encouraged and supported to experiment, to trial, to make mistakes, to fail or succeed, and to revisit their learning?Do your environments allow for independent and group creative thinking and problem solving?

Time

Providing children with not only the space and resources needed for exploration and enquiry learning, but the time to discover at their own pace, and the opportunity to document or revisit their learning is crucial. Gifting children the time to figure things out for themselves, without interrupting their learning with a quick answer, supports an attitude and disposition towards creative thinking and problem solving. Dr. Emmi Pikler (as cited in Christie, 2012) emphasised the importance of slowing down one’s practice and interactions to deeply engage with the children during interactions. Toni Christie (2012) states that the practice of taking adequate time deepens teachers’ awareness and knowledge of each child. The same concept can be applied to children’s interactions with the world around them. Can giving children the time to explore, think and discover deepen their awareness and knowledge of the world around them, teaching them more about science, mathematics, engineering and technology in real-world, contextually relevant and authentic ways?
“The learning outcomes in each strand are broad statements that encompass valued knowledge, skills, attitudes and dispositions that children develop over time” (MoE, 2017, p. 22).
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Figure 7: Hands on Science in action! Many New Zealand ECE settings are making a move to embrace children’s natural inclination to get messy during their exploratory play. Science occurs in many forms, why not through mud and water play?
In addition to giving children the time needed to learn, do teachers support children to stay on task and be focused on the interest they have taken, or do they interrupt this learning with routines? In Carr and Lee’s (2011) research on children’s learning wisdom, they highlight the importance of teachers adopting strategies to support children to revisit their learning. One strategy suggested is that “Teachers can document the changes in children’s understanding” (Fleer, 2008 as cited in Hamlin & Wisneski, 2012, p. 85). This allows children to deepen their engagement, and develop an openness to experiences and a capacity to reflect, in order to make sense of their learning.
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Figure 8: Working together as a team to solve problems, think creatively and develop theories about how things work. Science, technology, engineering and mathematics all evident through child initiated play experiences.
Reflective Questions:Are children gifted the time needed to explore, design, create and learn in uninterrupted environments?Do the routines of the day disrupt this learning or do they support busy learners to continue their work?Are children given the tools and strategies required to support them to document and revisit their learning? Are kaiako skilled in the art of observation, knowing when to step in, and when to step back?Are kaiako gifted the time to support children’s learning in this way, or are they too busy with the organisational tasks of the day?Do teacher - child ratios support quality STEM interactions?

Purposeful, intentional teaching

Once we have decided as kaiako whether we should step back to observe, or step in to add value to the child’s learning experience, the responses we provide must consist of high quality, purposeful, thoughtful interactions with children (MoE, 2017). In these moments, teachers need to be highly sensitive and aware of what the child needs from them – more often than not, it is not an answer they need, but stimulating investigation habits and behaviours being modelled to them (Sharapan, 2012). Kaiako must embrace opportunities to model moments of wonder, using questions that may prompt curiosity within children, and the opportunity to co-construct ideas and working theories in collaborative settings (Allen, 2016; Boston Children’s Museum, n.d.; Sharapan, 2012).
The key to these experiences is not to make the mistake of answering children’s questions with an answer, but to provide intentional, open-ended questions and comments that get the children thinking (Boston Children’s Museum, n.d.; Sharapan, 2012). Equally as important, is the need to model and introduce the use of varying tools to support their enquiry, so that they may seek their own answers independently in future.
Modelling STEM language is crucial to a child’s ability to learn STEM enquiry and thinking themselves. In addition to questions, modelling scientific, mathematical and investigative language is important to support children’s inclination to develop their own working theories. Supporting children by modelling language, describing using scientific, mathematical and technological words will give them the tools to use to do the same in future experiences. This will also normalise STEM concepts and learning for children (Sharapan, 2012).
It is important to support children’s scientific enquiry in new ways too – perhaps in ways they had not thought of themselves. This is where we are scaffolding their learning, in that they are learning new ideas and knowledge in a social situation from others. Part of STEM learning is how children understand investigative thinking and processes. Imperative to science, engineering and design are STEM process skills (Neill, 2009). The Ministry of Education supports this by adding that children should have opportunities to demonstrate “curiosity and the ability to enquire into, research, explore, generate and modify working theories about the natural, social, physical, spiritual and man-made worlds… [and the] ability to represent [these] discoveries using expressive media, including digital media” (2017, p. 47).
“Kaiako are the key resource in any ECE service. Their primary responsibility is to facilitate children’s learning and development through thoughtful and intentional pedagogy. This means they require a wide range of capabilities [including being] knowledgeable about play-based curriculum and pedagogy and able to conceptualise, plan and enact curriculum that is motivating, enjoyable and accessible for all children, [and] able to integrate domain knowledge (for example science and arts knowledge) into the curriculum” (MoE, 2017, p. 59).

Conclusion

The rapidly changing world that we live in, is providing us with many new and exciting technologies that make our lives easier, more enjoyable, and enable quick access to new information at a rate never seen before. However, with these new and exciting changes, also come challenges for children’s natural, enquiry learning. More and more ECE centres, particularly in city environments are designing spaces with little-to-no large open natural spaces for children in the outdoors, and are resorting to man-made environments of turf, concrete and other year-round, all-weather materials to support indoooutdoor play. Does this mean that these children miss out on the opportunity to learn natural science? Or can nature be woven through the environment and program in other ways? Children are also more inclined to want to be engaged with digital media, as their parents and society are modelling the use of these in everyday interactions. Is this cause for concern in the ECE setting, or can children be empowered to use technology in constructive ways? Are kaiako equipped with the understanding of STEM learning and child development that they need to support life-long learning dispositions of enquiry, problem solving, risk taking and perseverance, or are current pedagogies failing tamariki (children)? As learning and information consumption grows exponentially to the highest it has even been, it is now more than ever that children need teachers to be the facilitators of learning, the models of curiosity, the inspiration to learn, explore, discover, think, design and to be leaders of the future. Dispositions, rather than skills, are what tamariki need to succeed in the future. A final question for reflection therefore asks are educators preparing tamariki adequately for life-long success?

Acknowledgement

Special thanks to Jo, Jade and the entire learning community at Little Einstein’s Educare Ltd in Cambridge for giving permission to publish their inspirational photographs, and shared understanding of STEM learning in action. Special thanks also to Catherine at Hobsonville Point ELC, and Jen at Changepoint ELC, Tauranga for your wisdom and input on STEM learning in your ECE learning communities.

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the game was to get these cute round mochi-looking characters from one part of the screen to get sucked into a spiral portal to complete a level. there were different levels (and different worlds if I recall). I think the first world was a grass world and I also remember an underwater world. single player and it used pastel colors and the art style was cute and had pretty backgrounds.
I used to play this game as a kid (I was born in the early 2000s), on my grandmother's old ipad, but I can't remember the name of it. I've been trying to remember for the longest time and I'm not even sure if I can still download and play it. any clues would be greatly appreciated

I like the webtoon “Boyfriends” by Refrainbow and I’m tired of pretending it’s bad. I completely understand not liking the creator. Some of the things he did are really shitty. However, on the other hand, completely slandering the webtoon is pandering at best.
People say they are becoming homophobic from the webtoon are close minded as hell. “No polyamorous couple is that cringy” that’s not true and you know that. “They have no personality” that’s not true either, there are plenty of people who act the way they do. “Nerd is a child and he’s weird for acting like one” he’s over the age of 18, and he doesn’t act like a child, little space at best. Which if you don’t know how age regression works, learn about it. It’s a coping mechanism and it’s very obvious that character has childhood trauma which in a later chapter we see that he is the oldest child and was expected of a lot. Let him be a little childish. Half of you all who are slandering the comic are the same people who wear ahaego makeup and watch My Hero Academia, Steven Universe, Owl House, and other “childish shit”. The comic is good, is it silly? Yes. Does it need to make sense all the time? No it’s in a fucking pastel world where shit is different from real life. It’s a slice of life comic. It’s not meant to be deep.
And for everyone saying no polyamorous relationship is like that, not all polycules are the same. They don’t follow a mold. Just let it be silly and stop slandering it just because you have a hard time realizing that the creator of the comic can change as a person from being a literal teenager to an adult. Like…being mad about their online presence and what they said is one thing, being mad that they said a certain word is one thing. Being mad that they made NSFW art of fucking k-pop idols is one thing. But don’t forget that at one point we all made cringe fanfic/art of our favorite characters/actors as underage fans(looking at you Stranger Things fans). You are not better than he is. You are just an asshole who posts how you wanna off certain characters and how they “deserve to have bad things happen to them”
Do better.

Noida which is located within the Indian state of Uttar Pradesh, has emerged as a popular commercial center over the last few years. Because of its central location as well as a great infrastructure and an enviable business climate, Noida has become a popular destination for companies looking to make their mark within the region. The city has a broad selection of commercial properties which offer cutting-edge designs and architectural solutions to meet the changing demands of today's companies. In this piece, we'll look at the role of architectural design and design within Noida's commercial buildings, with an emphasis on a few notable initiatives.
World Trade Tower (WTT):
The most famous commercial structures located in Noida include The World Trade Tower. It is located in Sector 16. the WTT is an example of contemporary architecture and design. The sleek and modern appearance makes it an outstanding attraction in the city. With its strategic location as well as high-end facilities, WTT offers businesses a perfect environment in which to flourish.
World Trade Center (WTC):
A different notable project located in Noida can be found in Noida's World Trade Center, located in Sector 132. This WTC complex is well-known for its sleek style and modern architectural design. Through its interconnected business facilities as well as global connectivity The WTC Noida has become a top choice for large companies and multinational businesses.
Bhutani Cyberthum:
Bhutani Cyberthum, which is located in Sector 140A is a commercial development with a futuristic look that has been gaining immense acclaim in the past few times. Its unique style of Cyberthum which is influenced by the digital age, set the Cyberthum apart from other commercial properties. The Cyberthum project is a unique blend of elements like Skywalks, an infinity rooftop pool, and helipads. This makes the Cyberthum an architectural masterpiece.
Bhutani Experience:
Bhutani Experience situated in Sector 32 is a commercial building focused on creating a lively and dynamic work space. Its concept is focused on creating a space for collaboration that encourages creativity and efficiency. Thanks to its contemporary amenities as well as flexible office spaces Bhutani Experience has become a favorite destination for startup companies and new businesses.
Bhutani 62 Avenue:
Bhutani 62 Avenue, situated within Sector 62, is the perfect mix of practicality and beauty. The architectural style of the project is focused on maximizing natural lighting and maximizing space utilization. Bhutani 62 Avenue has a wide range of commercial areas, such as commercial spaces, offices, and entertainment zones creating a perfect space for a variety of businesses.
Bhutani Techno Park:
Bhutani Techno Park situated in Sector 127, is a cutting-edge commercial venture that addresses the ever-changing needs of contemporary companies. The design of the project includes sustainability concepts and energy-efficient facilities, creating a healthier and eco-friendly workplace. Bhutani Techno Park offers state-of-the-art facilities and infrastructure that will aid the expansion and development of business.
Bhutani City Center:
Bhutani City Center 150, located in Sector 150 is a project for commercial development that redefines the idea of integrated development. It combines commercial areas along with retail, residential, and recreation zones to create an ecosystem that is self-sustaining. Bhutani City Center is designed to offer a complete service to residents, businesses as well as visitors.
Spectrum Metro:
Spectrum Metro Mall, located within Sector 75 is an exciting commercial hub located in Noida. The design of the project is focused on providing a lively and stimulating environment for both businesses and customers. The mall's mix of workplace spaces and entertainment choices, Spectrum Metro Mall offers the best experience for both customers as well as tenants.
Sky Bhutani Alphathum:
Sky Bhutani Alphathum, situated in Sector 90 is an ultra-modern commercial space that combines contemporary design and practicality. The design of the building highlights open space as well as greenery as well as natural light. This creates an energizing and rejuvenating workspace. Sky Bhutani Alphathum provides a variety of facilities and amenities that meet the varied demands of companies.
Bhutani Cyber Courtyard:
Bhutani Cyber Courtyard, which is located in Noida, is a business venture that is focused on creating an interactive and vibrant area for people working in the technological and information technology industries. The design of the project incorporates collaboration spaces, recreation areas as well as modern facilities to encourage the development of ideas and increase productivity. Bhutani Cyber Courtyard offers an ideal environment for companies to flourish.
Bhutani Cyber Park:
Bhutani Cyber Park, situated in Sector 52, is a business property catering specifically to the tech and information industries. The design of the project is focused on providing an advanced technological and environmentally sustainable workplace. Bhutani Cyber Park offers spacious offices, modern infrastructure, and top-of-the-line amenities that meet the needs of businesses that are driven by technology.
Bhutani Etherea:
Bhutani Etherea, which is located in Noida is a commercial project offering high-end office spaces as well as coworking alternatives. The design of the project is focused on providing a sleek and flexible work environment that fosters efficiency and collaboration. Bhutani Etherea has a wide range of services and amenities to meet the requirements of businesses as well as professionals.
Conclusion:
Architecture and design have a major role to play in commercial property success located in Noida. The above projects show the city's dedication to building new and contemporary workplaces that can meet the various needs of business. It doesn't matter if it's the famous World Trade Tower, the modern Bhutani Cyberthum, and the combined Bhutani City Center, each initiative reflects the city's plan to create a vibrant commercial environment. Noida's commercial spaces provide a mix of practicality as well as aesthetics and top-of-the-line facilities, which makes these the ideal option for companies who want to establish a presence in the area.
For further information about the projects mentioned above, call +91 909009728.

Inspired by the great Booze Cube and this version of Strip Magic featuring all dead links, I embarked on a fool's errand to produce my own take on Strip Magic. Based on the duel decks and planeswalker decks of old, it consists of two themed decks of almost all custom cards, one blue and one black.
Here's the complete set for the blue deck, and here's the black one. Just slap those dot png images into Tabletop Simulator and you're good to go. There's also a Google Drive folder containing individual card image files, a .pdf for printing and Magic Set Editor files.
The following design maxims were used in the creation of this experience:

• The game should be balanced around starting with 7 pieces of clothing.
  
• Less clothes must nearly always be considered a negative. If cards that get stronger the less clothing you are wearing exist, people not want to make their opponents strip, defeating the purpose of the whole endeavor.
  
• Ideally, players steadily lose clothing, and run out of clothes just before the game ends. Losing all of your clothes in one turn should not be possible.
  
• Cards should not be too complex, so that I can pretend that people who don't normally play Magic will play this.
  
• No mechanics should force players to do anything in real life other than removing clothes, and maybe putting clothes back on. This should reduce consent overhead and make it easier to convince people to play.
  
• Playing should be fun.
  

I'd like to eventually make decks for the other three colours for the full Game Night experience, and maybe add actual art so that I could post this in /custommagic. It turns out that AI art tools are completely incapable of making a Dominos Pizza™ logo.
If anyone is insane enough to actually play this, please tell me how it went in great detail, as believe it or not I haven't had many opportunities to playtest this.

Hey there, great question! LED lights have gained immense popularity in recent years due to their energy efficiency, longevity, and versatility. They are indeed compatible with the majority of homes, but there are a few scenarios where LED lights might face limitations. Let's dive into it!
Dimmer compatibility: LED lights often require specific dimmer switches designed for LED compatibility. Older homes with outdated dimmer switches might not be compatible with LEDs, resulting in flickering, buzzing noises, or inconsistent performance. In such cases, upgrading the dimmer switch to an LED-compatible version usually solves the problem.
Electrical infrastructure: Certain older homes might have outdated electrical systems that aren't equipped to handle the power requirements of LED lights. LED lights generally have lower wattage compared to traditional incandescent bulbs, but it's important to ensure that the electrical infrastructure can handle the load. In some cases, upgrading the electrical system or consulting an electrician may be necessary.
High-temperature environments: LED lights are sensitive to heat, and excessive heat can affect their performance and lifespan. In environments where the temperature regularly exceeds the manufacturer's recommended range, such as enclosed fixtures or recessed lighting in a tightly sealed ceiling, LED lights may experience reduced lifespan or failure. In such situations, it's advisable to opt for LED bulbs explicitly designed for high-temperature environments or consider alternative lighting options.
Voltage compatibility: While most residential homes operate on standard voltage (120V or 240V), some properties, especially older ones, may have unconventional electrical systems with different voltage levels. It's essential to ensure that the LED lights being used are compatible with the voltage supplied in your home. Mismatched voltage can cause damage to the LEDs or pose a safety hazard.
Specialized lighting requirements: Certain specialized lighting applications, such as UV lighting or specific color temperatures for photography or art installations, may require specific types of bulbs that might not be readily available in LED form. In such cases, alternative lighting technologies might be more suitable.
All in all, LED lights are versatile and can be used in most homes. However, some homes may require additional consideration and modification to accommodate LED lighting. Voltage compatibility, dimming requirements, wiring infrastructure and complex lighting systems are factors that may limit the direct implementation of LED lights. It is always recommended to consult a professional electrician or lighting specialist at WOSEN Lighting to determine the best way to integrate LED lights into a particular home setting, ensuring optimum performance and safety.
Remember, LED lights offer numerous benefits, so exploring their compatibility with your home is definitely worth it. They can help you save energy, reduce electricity costs, and provide long-lasting illumination.

Introduction:
Gurgaon, known as Gurugram, has established itself as a prominent commercial property in gurgaon, drawing businesses from diverse industries. Positioned strategically, with modern infrastructure and a flourishing economy, Gurgaon presents an ideal setting for investing in commercial property for sale in Gurgaon. This article aims to delve into the reasons why Gurgaon is widely regarded as the top location for commercial property in Gurgaon. Additionally, we will showcase the exceptional commercial projects in Gurgaon offered by Elan Developers, a renowned real estate developer in the region, and discuss how these projects align with the city's growth and investment potential.
Rapid Economic Growth:
Gurgaon has experienced rapid economic growth in recent years, driven by the presence of numerous multinational corporations, tech companies, and thriving industries. The city's strong economy, coupled with its close proximity to the national capital, Delhi, makes it an attractive destination for businesses. Investing in commercial property in Gurgaon allows entrepreneurs to tap into this vibrant economy and benefit from its growth potential.
Excellent Connectivity:
Gurgaon boasts excellent connectivity, with well-developed road networks, metro rail services, and proximity to the Delhi International Airport. The city is connected to major highways and expressways, facilitating smooth transportation and logistics for businesses. This connectivity advantage enhances the accessibility of commercial property in gurgaon and ensures easy connectivity for customers, clients, and employees.
Thriving Commercial Infrastructure:
Gurgaon is renowned for its state-of-the-art commercial infrastructure, including modern office spaces, shopping complexes, and entertainment centers. The city offers a range of commercial property for sale in gurgaon catering to different business requirements. Elan Developers, a trusted name in the real estate industry, has developed several commercial projects in Gurgaon, aligning with the city's growing demand for premium commercial property for sale in gurgaon.
High Footfall and Customer Base:
Gurgaon's growing population and thriving corporate culture create a substantial customer base for businesses. Investing in commercial property in high-traffic areas ensures maximum visibility and footfall, which translates into increased customer engagement and potential revenue. Elan Developers' commercial projects in Gurgaon are strategically located in prime areas of Gurgaon, attracting a diverse range of customers and ensuring a thriving business environment.
Amenities and Features:
Elan Developers' commercial projects in Gurgaon offer a host of amenities and features designed to meet the needs of businesses. These projects include plush food courts, premium dining options, double-height retail shops for maximum visibility, and modern architectural designs that create an inviting ambiance. The amenities provided by Elan Developers enhance the overall experience for customers, creating a welcoming environment for businesses to thrive.
Rental Income Potential:
Investing in commercial property in Gurgaon can provide a reliable source of rental income. The city's growing demand for commercial property for sale in gurgaon ensures a steady stream of tenants, offering an opportunity for long-term rental returns. With Elan Developers' reputation for delivering high-quality commercial projects in gurgaon, investors can benefit from professional management and maximize their rental income potential.
This Article is also published on medium.com
https://medium.com/@pranilshah053/the-future-of-commercial-real-estate-in-gurgaon-elan-groups-projects-leading-the-way-41aec600275c

Hey there, gorgeous. I'm a 35-year-old risk-taker living in the heart of San Francisco, a city as wild and unpredictable as I am. If you're reading this, then you're looking for something...something a little exciting, a little dangerous, and a whole lot sexy. Picture a man who doesn't just live life, but devours it. I'm a lover of the arts, but not the stuffy kind. Think underground music gigs in basements, street art that sets the city ablaze with color, and films that push boundaries. Outdoors? Hell yes, but not your typical picnic in the park. We're talking high-speed motorcycle rides across the Golden Gate Bridge, moonlit hikes in the untamed wilderness, and sailing on the choppy waters of the Pacific. I've been called charming, but in a rogue kind of way. I’ve got a quick wit that will keep you on your toes, and a body that's as rugged as the hills of the Marin Headlands. I don't just sip on fine wine, I savor it, just like I'd savor the moments we might share. I can talk, but I prefer to communicate in other, more tantalizing ways. What am I looking for? A bold, audacious woman who isn't afraid to let her hair down, to laugh loudly, to desire and be desired. You're not just looking for someone to pass the time with - you want someone who will set your world on fire. So, if you’re ready to venture into the unknown, to explore the city and each other, let's light this fuse. Reach out, and let's see what kind of sparks we can ignite. Eagerly waiting!