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Watercolor pens, stickers, and colorful paper - are commonly used in Early Childhood Education (ECE) settings for art and creative activities (Pelo, 2016, Chapter 3, p.76). Each material has a life and history beyond ECE, and its presence in ECE classrooms is due to its versatility, affordability, and accessibility.

1. Watercolor pens: These pens are made from water-soluble ink, dyes, or pigments, and a pen casing that includes a brush tip. Watercolor pens have become popular in ECE settings because they are easy for young children to use and allow them to create vibrant, colorful artwork with minimal mess.

2. Stickers: Stickers are made from adhesive paper or plastic, and are printed or embossed with various designs. In ECE, stickers are used for creative expression, for rewards, or for promoting fine motor skills.

3. Colorful paper: Colorful paper is made from wood pulp or recycled paper, which is then dyed or printed with various colors and patterns. The use of colorful paper in ECE is widespread, as it is an affordable and versatile material that encourages creativity, self-expression, and the development of fine motor skills.

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In ECE classrooms, these items have supported discussions on creativity, self-expression, and the value of art in education. They are capable of facilitating artistic expression, creative enquiry, and skill development (Pacini-Ketchabaw et al., 2016, Chapter 4, p. 55). They are used in a variety of activities, including painting and drawing, as well as collage and decoration. These items are instruments that allow children to express themselves, experiment with their creativity, and learn important skills. The 'rules' governing these resources differ based on the context and the activity. Children are generally encouraged to use them appropriately, cautiously, and with regard for others and their surroundings.
Describing the materials, watercolor pens offer a versatile medium that can be used for various techniques and applications. They are easily accessible and can be used on different surfaces, making them suitable for early childhood settings. Stickers provide a tangible element that engages children's fine motor skills and encourages imaginative play. Colorful paper serves as a foundation for artistic expression, inviting children to explore their creativity and experiment with different textures, patterns, and colors.

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Reflection and Inspiration for the Creation Process

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As an early childhood educator, I recently embarked on an artistic journey using watercolor pens, stickers, and colorful paper to create an artwork. Pacini highlighted that the process of paint assemblage encourages children to experiment with various materials and textures in their artwork (Pacini-Ketchabaw et al., 2016, Chapter 4, p. 61). After creating materials and exploring their broader contexts, I have gained a deeper understanding and appreciation for these materials (Pacini-Ketchabaw et al., 2016, Chapter 1, p. 11). This inspiration can serve as a foundation for engaging in new possibilities, challenging assumptions, and reimagining the material's potential uses. I found myself feeling a sense of excitement and curiosity. The vibrant watercolor pens can draw different colors. Stickers added a fun, tactile element to the artwork, while the colorful paper served as an inviting canvas that sparked my imagination.  Additionally, I had to navigate the limitations of the materials, such as the potential for colors to be created or the stickers to lose their adhesiveness. According to The EYLF emphasizes the importance of play-based learning in early childhood education. My experience aligns with the creative process allowed me to connect with my inner child, fostering a sense of belonging and identity. Furthermore, it reflects EYLF's five Learning Outcomes, particularly Outcome 4: "Children are confident and involved learners." By engaging in play and experimentation, children develop their creative and critical thinking skills, becoming more confident in their abilities. The use of these materials evoked a mix of emotions and memories, such as joy, nostalgia, and a sense of wonder. These emotional responses may be tied to childhood experiences with art and craft activities, as well as cultural ideas around the importance of creativity and self-expression in early childhood education. Watercolor pens, stickers, and colorful paper are typically used for creating visual art, but their potential extends beyond this traditional use. These materials can be incorporated into various areas of the curriculum, such as literacy (e.g., story illustration, letter formation), math (e.g., pattern creation, counting), and science (e.g., color mixing, exploring textures). By encouraging children to explore alternative uses for these materials, educators can foster a sense of resourcefulness and problem-solving skills.

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For this reflection, I have chosen to draw inspiration from the Reggio Emilia approach (Edwards, Gandini, & Forman, 2011, Chapter 13, p.234), which emphasizes negotiated learning through design, documentation, and discourse. In particular, I could also encourage children to represent their observations and experiences through art, fostering a deeper connection with the world around them (Topal & Gandini, 1999, Chapter 3, p.64). The Reggio Emilia approach values the role of the environment as the "third teacher," and emphasizes the importance of providing children with diverse and thoughtfully arranged materials (Edwards, Gandini, & Forman, 2011, Chapter 14, p.266). Reggio Emilia noted that "Children need hands-on materials to help them learn", Children are willing to create their own artwork instead of listening to teachers’ thoughts. Inspired by this philosophy, I consider the work of an artist who uses materials like watercolor pens, stickers, and colorful paper in innovative ways that challenge traditional assumptions about their use in early childhood settings. By incorporating the principles of the Reggio Emilia approach, such as valuing children's multiple languages of expression, and creating a supportive environment that promotes inquiry and exploration, we can enhance the educational experiences of young children (Edwards, Gandini, & Forman, 2011, Chapter 14, p.268) In particular, I could also encourage children to represent their observations and experiences through art, fostering a deeper connection with the world around them (Topal & Gandini, 1999, Chapter 3, p.64).

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In general, children can come up with their own unique answer (Topal & Gandini, 1999, Chapter 3, p.66). The most important thing is that we allow children to begin their creative process from beginning to end. In addition, we should spend time listening to and understanding children's thoughts from a new perspective, as well as exchanging insights. We are attempting to provide a variety of things in order to stimulate their curiosity.

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In my artwork, I embarked on an exploration of color, texture, and creative expression, inspired by the principles laid out in Pelo's (Pelo, 2016, Chapter 3, p.80) "The Language of Art". The journey began with selecting a vibrant, colorful paper as the canvas, inspired by Pelo's (Pelo, 2016, Chapter 3, p.69) emphasis on fostering a color-rich environment. I aimed to immerse viewers in an array of captivating colors, inviting them to explore the emotions and experiences evoked by these hues. Throughout the process, I let the materials guide my decisions, resulting in a fluid and dynamic exploration. I then incorporated watercolor pens and stickers, adding diverse textures and layers to the piece (Pacini-Ketchabaw et al., 2016, Chapter 4, p. 60).

Ultimately, my artwork underscores the significance of exploration, experimentation, and self-expression in early childhood education. By incorporating diverse materials and vibrant colors, I hope to inspire educators and young learners alike to embrace the joy of discovery and the power of artistic expression. My experience with watercolor pens, stickers, and colorful paper allowed me to reflect on play and experimentation in early childhood education. The creative process facilitated a connection with my thoughts, feelings, and challenges, demonstrating the value of play-based learning in fostering confident and engaged learners.

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The last photo when I finished cleaning up

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The last photo when I finished cleaning up

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The session is inspired by Pelo's Exploring Colour process (Pelo, 2016, Chapter 3, p.80). Cleaning up plays a crucial role in helping children complete a creative process from beginning to end.

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Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.

Edwards, C., Gandini, L., & Forman, G. (Eds.). (2011). The hundred languages of children: The Reggio Emilia experience in transformation: The Reggio Emilia experience in transformation. ABC-CLIO.

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

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

Topal, C. W., & Gandini, L. (1999). Beautiful stuff!: Learning with found materials. Univ of California Press.