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The technical description of an encounter is an unplanned connection. Unfortunate relationships between various components could result in an extensive range of outcomes that challenge the limits of our creativity. Early childhood environmental experiences may appear just as easy as when the coloring comes into collision with naturally occurring substances or when the paper comes to an encounter with the wind. As long as we utilize our creative skills for inquiry, then maybe an extensive set of results throughout the process.

The components themselves reveal particular opportunities and also prompt different patterns of understanding as an individual interacts and engages with them (Pacini-ketchabaw, Kind & Kocher, 2016,p13)

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What will happen when paint meets with natural materials?
My material is paint.
Assemblage is the imaginative language I'm employing to respond to this.
My artifacts outcome is "Hello Spring"

Creative Process
My activity of painting and drawing a tree on paper was the initial phase of my artistic endeavor. I believed what would occur if I merged coloring with a couple of real tree leaves. Consequently, I assembled some beautiful flowers and leaves as natural materials, and I applied them to see what could be done with paint. When I colored some grass on the bottom of the branch after setting it on the sheet of paper, it started looking more like a genuine tree branch. I subsequently began to paint flowers and plants using leaves and flowers. The scene conveyed the message that "Hello Spring" since it was vibrant and energetic.

Discussion
We tend to employ painting for representing flowers and trees since they are pleasing to the eye and could be vivid. The most vital resources, still that can be readily accessible as well as helpful for boosting children's creative and imaginative abilities go ignored. Children will be challenged to discover different kinds of trees, flowers, and numerous other things in order to learn about more aspects of how nature works at the same time. Early childhood classrooms frequently include supplies such as paint, helping to encourage the addition of extra materials. There are more things going on in this category than simply the child's intellectual ability or mind. The whole thing concentrates on the natural settings within which we reside (Pacini- ketchabaw, Kind & Kocher, 2016, p60).

Implications for Practice
These sorts of assessments, aimed at how paint combines with natural resources in early childhood education, offer children tremendous opportunities to utilize their creative skills and imaginations while making personalized "artworks" through the combination of paint and other elements. It could possibly be as straightforward as coloring on the leaves or flowers so that children are able to sense and touch the components while simultaneously improving cognitive fine motor, gross motor, and hand-eye coordination skills.

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What will happen when paint meets with sponge?
My material is paint
The artistic language I am using to respond to this is painting.
My artifacts outcome is "flowers"

Creative Process
I began cleansing dishes with a sponge when my artistic endeavor began. I observed that applying pressure with a sponge for cleaning dishes was identical to painting with a brush. I was thinking about what could take place if I painted with a sponge. I categorized the sponge into several pieces and painted on the paper using them. It showed out to be a perfect tool for painting, too. I afterward cut the sponge into square and triangle shapes so that I could use them to make lovely paintings.

Discussion
Usually, we only paint with brushes and generate little consideration to other resources. An additional easily obtainable product that may be used while working with paint is a sponge. Coloring is a key practice for children in early education to foster their fine motor skills creativity, hand-eye coordination, and sensory skills. As a consequence, children are permitted to use anything they choose as coloring equipment. Additional components can be introduced to the investigation, such as tissues, pebbles, or caps. The outcome of doing this frequently goes above and beyond our expectations.

Implication for practice
A study like this, which analyses how paints interact with sponge in early childhood education, presents children with a fantastic chance to explore their imaginative skills, promote their sensory development, improve their concentration, and sharpen their fine motor skills. Considering all that needed for children to construct their own pieces of art is paper, paint, and a sponge, the event can potentially be set up inside as well as outside.

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What will happen when light meets with hands?

My material is light.
The artistic language I am using to respond to this is a shadow.
My artifacts outcome is " Animals World"

Creative Process
When I first observed a strange shadow on my room's floor and couldn't seem to recognize the object at first sight, the process of creation commenced. I thus assumed that surprising effects may be created by light on different objects. I saw multiple shadows by employing numerous hand motions that I observed on the wall. I was astonished by the results because some of the reflections appeared like different kinds of creatures.

Discussion
Although shadow is not a real thing in our world, it is simple for us to overlook the fact that it exists. It is unable to be acquired or grasped though it appears constantly. We have the illumination of the sun throughout the day, that can cast shadows and the light from a light bulb at night. Light takes on a wide range of shapes as it strikes our hands. Children's comprehension of how light works will become better as they study various shadows.

Implications of practice
This type of research, which investigates how simple hand-on encounters in early childhood education help children recognize their sense of wonder of the universe around them, delivers a rich embarking in which to foster their inherent curiosity (Thornton. L & Brunton. P, 2010). As extended as there is illumination, children might encounter shadows as well as light both indoors and outside.

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What will happen when paper meets with wind?
My material is paper.
The artistic language I am using to respond to this is movement.
My artefacts outcome is "Dance with the Wind"

Creative Process
My artistic endeavor commenced when I witnessed the trees on my balcony dancing in the wind. I considered what might happen if I attached paper in the balcony and allowed them to move in the breeze. Considering the fact that I positioned the two identical pieces of paper on the balcony, I noticed that both of them moved in a variety of directions. Afterward, I added two more pieces of paper with ranged shapes, and I observed that the shapes individually had unique and distinct ways of shifting, generating beautiful movements in the wind.

Discussion
The more widespread the issue, the easier it is for us to overlook it. Another common incident in everyday existence that's frequently neglected in early childhood education is the wind. Despite paper being a fairly prevalent item child usually play with, we rarely employ it to observe the wind blow. Children may have a better understanding of the natural world by witnessing the dance of paper in the wind. At the exact same time, it could encourage their interest in traveling and exploring new places. At an early age, materials are often given for children to use to build something, usually under the impression that children have a richness of imaginative concepts that are simply waiting to be represented through these resources (Pacini- ketchabaw, Kind & Kocher, 2016, p33).

Implication of practice
This kind of research, which looks into the way paper interacts with the wind in early childhood education, offers children fantastic opportunities to explore the world around them more clearly. It might be as simple as having children sense the wind through their senses, or it might be as complicated as letting them fling paper and other items into the wind, such as bags made of plastic, fabric, or garments, and observe them move as they create a beautiful dance.

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What will happen when paint meets with oil?

My material is paint.
The artistic language I am using to respond to this is encounter.
My artefacts outcome is "Colorful Bubbles"

Creative Process
My research with paint and water was the starting point of my artistic endeavors. I was placing the paint in a container of water and monitored the color shift. Nothing surprised me, and I felt it to be genuinely boring because I was able to foresee the outcomes. So I began to think about applying other liquids, like the sunflower oil I frequently utilize for cooking at home. I was thinking about what could happen if I blended oil with paint. I added some of the oil on the top of the container which already had paint on it. The oil transformed the paint into vibrant bubbles, which was rather lovely.

Discussion
Water is continually utilized as an ordinary component in early childhood learning experiences. We ignore oil, a liquid that is fairly easily accessible nevertheless. Because oil and water possess varying concentrations, utilizing oil on top of the water will end up resulting in an assortment of outcomes that vary in examinations. The illustration that immediately comes to mind is the oil and paint interactions. The investigation may be extended to investigate various outcomes with water and oil or to mix water and oil. These types of events will teach children about science and spark their interest in the world since magic occurs all the time and artistry is beyond our ability to fully comprehend. Everyone may begin using the phrase "art" to refer to an exciting process of commitment with an assortment of resources as we investigate fresh opportunities for ourselves as individuals and teachers and fresh perspectives of children's abilities. This involvement is sensual and reflective, creative and deliberate, relational and expressive (Pelo, 2016, p1).

Implications for practice
Children enjoy an incredible chance to leverage their artistic abilities and existing understanding in order to unlock an entrance to a new world—a universe of science and art—by getting involved with an inquiry that investigates how the paint reacts with oil in early childhood education. A method of contemplating, experiencing, planning, interacting, and showing oneself can be through art. It may also be used as a way to express our participation in the dazzling beauty of this universe (Pelo, 2016, p.1). Due to the minimal complexity of the substances, it may be put up both indoors and outside in early childhood centers.

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What happens when paint meets with itself?
My material is paint.
I'm responding to this by utilizing color blending as my creative language.
"Make new colors" is the result of my artifact.

Creative Process
The process of development commenced when I cleaned brushes in a bottle of water and witnessed that the water in the bottle took on an entirely novel color when I combined two brushes containing various colors. I wondered what would take place if I merged two colors. I subsequently began blending colors. Orange was generated via the combination of red and yellow, green by blending yellow and blue, and purple by merging blue and red.

Discussion
The application of color in early childhood education is widespread. In general, we apply paint in carrying out a number of kinds of painting. even though paints draw in additional substances, we frequently ignore the fact that it may also interact with itself. The process of integrating colors in this way encourages children to gain knowledge about a broad range of subjects. They will gain knowledge approximately primary, secondary, and perhaps quaternary colors.

Implication for practice
Such a study, which looks at the manner in which painting behaves with itself in early childhood education, allows children excellent opportunities to develop scientific thinking skills like establishing assumptions and identifying causes and effects. Apart from enhancing their fine motor skills, children will be having a lot of fun mixing colors. By merely providing numerous paint colors for children to investigate on their own, the endeavor could easily be set up both indoors and outdoors.

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The result was unexpected to see all the outcomes that those encounter inquiries generated. All of these activities may be elaborated upon to make room for additional content experiments, which may help children to discover novel concepts and stimulate the advancement of their intellectual, social, emotional, and physical capacities.
Moreover, children are going to develop their capacity for imagination as they do research with numerous types of resources.

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Exploring Light and Dark with Early Years - Teaching Expertise. (2013, May 12). https://www.teachingexpertise.com/articles/exploring-light-and-dark-with-early-years/#:~:text=Playing%20with%20light%20and%20dark%20creates%20magical%20experiences%20that%20both

Pacini-Ketchabaw, V., Kind, S., & Kocher, L. L. M. (2016). Encounters with materials in early childhood education. Taylor & Francis Group.

Pelo, A. (2016). The language of art : Inquiry-based studio practices in early childhood settings. Redleaf Press.

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