Making Experience - Texture Boards
Learning
Plan
Age group: intended for 1- 2 year olds
Learning outcomes the activity is going to address:
Outcome 3: Children have a strong sense of wellbeing
-Children become strong in their social and emotional wellbeing
Outcome 4: Children are confident and involved learners
-Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
-Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
-Children resource their own learning through connecting with people, place, technologies and natural and processed materials
Outcome 5: Children are effective communicators
-Children express ideas and make meaning using a range of media
-Children begin to understand how symbols and pattern systems work
Resources required/what you will need:
-Art smocks for the children if necessary
-Some sturdy cardboard or cardstock,
-glue (the runny kind),
-Scraps of paper, sequins, pom poms, buttons, googley eyes, feathers, yarn, ribbon, fabric scraps, etc. or anything you don’t mind donating to the pursuit of art. Make sure there is a large variety of materials and enough for all the children to use some if they want.
- Provide materials with a number of different tactile experiences, e.g. soft, rough, cold, furry etc.
Activity:
Put a big puddle of glue on the cardboard or cardstock
Then allow the children to stick stuff in it
That is simply all there is to this experience and is a lot of fun for a child just beginning to figure out what glue is all about. Children seem to be fascinated with glue when they first discover it, and often they will make “glue piles” where items are just glued on top of one another and sandwiched together.
Whilst children are engaging in this activity they will be experiencing the different textures of the supplies, such as sandpaper, flannel material etc. allowing them to explore new feelings.
Teacher Input:
What will the teacher be doing to support and scaffold the learning of the children?:
Ask questions such as:
"Tell me what _______ feels like?"
"Would you like me to write something on your picture?"
Some other phrases you could use are:
"I see circles in your picture."
"You filled up the whole paper."
"I feel happy when I look at your picture. The colours are very bright."
"I can see you worked hard on that."
"You used red, yellow and orange in your picture."
"You’ve got all kinds of shapes and textures in your picture."
Talking to the children in this way allows them to reflect and consider what they have created and why they have depicted certain things in different ways.
How students will meet the EYLF Outcomes mentioned above:
In participating in this activity children will explore and express dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity, as they are not forced to conform to the standard pasting activities, and they can experiment to create a completely unique piece of work. This activity can help the children develop a range of skills and processes such as problem solving, as the children may have to figure out how to place certain materials so that they stick properly and don't fall off. Children express ideas and make meaning using a range of media. This is evident as the children are encouraged to put whatever they want on their page. It could be something representational, but could also be the expression of their thoughts and feelings and other desires that they have not been able to express. Children become strong in their social and emotional wellbeing because they are able to engage with others, and express their feelings through their artwork.
Age group: intended for 1- 2 year olds
Learning outcomes the activity is going to address:
Outcome 3: Children have a strong sense of wellbeing
-Children become strong in their social and emotional wellbeing
Outcome 4: Children are confident and involved learners
-Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
-Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
-Children resource their own learning through connecting with people, place, technologies and natural and processed materials
Outcome 5: Children are effective communicators
-Children express ideas and make meaning using a range of media
-Children begin to understand how symbols and pattern systems work
Resources required/what you will need:
-Art smocks for the children if necessary
-Some sturdy cardboard or cardstock,
-glue (the runny kind),
-Scraps of paper, sequins, pom poms, buttons, googley eyes, feathers, yarn, ribbon, fabric scraps, etc. or anything you don’t mind donating to the pursuit of art. Make sure there is a large variety of materials and enough for all the children to use some if they want.
- Provide materials with a number of different tactile experiences, e.g. soft, rough, cold, furry etc.
Activity:
Put a big puddle of glue on the cardboard or cardstock
Then allow the children to stick stuff in it
That is simply all there is to this experience and is a lot of fun for a child just beginning to figure out what glue is all about. Children seem to be fascinated with glue when they first discover it, and often they will make “glue piles” where items are just glued on top of one another and sandwiched together.
Whilst children are engaging in this activity they will be experiencing the different textures of the supplies, such as sandpaper, flannel material etc. allowing them to explore new feelings.
Teacher Input:
What will the teacher be doing to support and scaffold the learning of the children?:
Ask questions such as:
"Tell me what _______ feels like?"
"Would you like me to write something on your picture?"
Some other phrases you could use are:
"I see circles in your picture."
"You filled up the whole paper."
"I feel happy when I look at your picture. The colours are very bright."
"I can see you worked hard on that."
"You used red, yellow and orange in your picture."
"You’ve got all kinds of shapes and textures in your picture."
Talking to the children in this way allows them to reflect and consider what they have created and why they have depicted certain things in different ways.
How students will meet the EYLF Outcomes mentioned above:
In participating in this activity children will explore and express dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity, as they are not forced to conform to the standard pasting activities, and they can experiment to create a completely unique piece of work. This activity can help the children develop a range of skills and processes such as problem solving, as the children may have to figure out how to place certain materials so that they stick properly and don't fall off. Children express ideas and make meaning using a range of media. This is evident as the children are encouraged to put whatever they want on their page. It could be something representational, but could also be the expression of their thoughts and feelings and other desires that they have not been able to express. Children become strong in their social and emotional wellbeing because they are able to engage with others, and express their feelings through their artwork.
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