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                                       POEM

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                                       POEM

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Oh, paper, you're more than just a sheet,
Capturing intellect, letting imaginations ride.
Oh, paper, you're the most beautiful thing in the world.

Oh, paint, You're more than just a paint,
You became, the language of colors, a universal swirl.
Oh, You speak of joy, of sorrow, how beautiful, you are.

Oh, clay, you're more than just a clay,
To serve a purpose and beauty to share.
Oh, let us celebrate you, how remarkable you are.

Oh, light, you're more than just a light,
Light, you are a storyteller, whispering tales,
Oh,Empowering dreams, helping us reach our goal.

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Light is energy made of small particles called photos and a form of electromagnetic radiatin. The source of visible light is the sun that produces heat. The first light in the vniverse was born, about 380,000 years after the big bang. The very first lightbulb was invented by Joseph Swan, alongside Thomas Edison in 1879.

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Clay is the oldest known ceramic material. Prehistoric humans discovered the useful properties of clay and used it for making pottery. Some of the pottery shards have been dated to around 14,000BC. People first began to fire clay in china and japan about !4000 BC. Clay comes from the ground, usually in areas where steams or rivers once flowed.it is made from minerals, plant life, and animals and all the ingredients of soil. Most clay minerals form where rocks are in contact with water, air, or steam.

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When i was sculpting a mug, i was recalled my childhood memories, and felt happy. As i used to play tea party with my childhood friends and lots of clay to make bowls, and cups to play with them. I also believe that clay play is positive way to express emotions and stress-reliever.

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Using a strawberry as a paint. l really like how the stawberries can turn into a beautiful colour

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The first painting was made by primitive men (Homo Neanderthalis) in the prehistoric era 30,000 years ago. The first colors of paint were Ohre and Iron oxide. Early artist mixed their pigments into paint using water, saliva, urine, or animal fats. The paints were made from coloured rocks, earth, bone and minerals, which could be ground into powders, and mixed egg or animal by products to bind the solution and make paint. Nowadays, paint is made up of four components; resin, additives, solvent and pigment. Paint is used to protect, color and primer, or provide texture.

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Drawing a classmate' portrait on the paper, on the first session(paper)

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The very first paper was invented by Ts’ai Lun in china about 2,000 years ago. The paper was made mixed mulberry bark, hemp and rags with water, mashed it into pulp, pressed out the liquid and hung the thin mat to dry in the sun. Paper was used for writing by the 3rd century CE Nowadays paper is made from softwood or hardwood trees. However, 85% of the wood pulp that makes paper in the U.S. comes from softwood coniferous.

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creating a shadow bird flying on the wall.

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creating a shadow bird flying on the wall.

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from week four learning i learned about how powerful light is and which is essential for our social life and over all. I create a bird flying's shadow using hand and admiring how the light can do. I will share this experience with the children that our own hand can create different shadows using light and different objects.

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For week four, set up a light table for children

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For week four, set up a light table for children

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Within week four about light, i set up light for the children to explore how the light table works and engage with the light table. I really loved that how the children enjoyed the light table. From this experience, i extended for their learning i added some blocks colours to recognise the colours.

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to create a light's reflection using a torch and a mirror

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to create a light's reflection using a torch and a mirror

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creating a light reflection indoor by using a torch and a mirror

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creating a light reflection indoor by using a torch and a mirror

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Folding, cutting, scrunching, and twisting that techniques i used to create a park.

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painting with hand and exploring the texture of paint

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painting with hand and exploring the texture of paint

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As i was molding a clay bowl, i was wondering what if i add coffee ground to see what would happen. Mixing up with coffee ground and clay, i sensed that i coffee coffee smell and the colour of clay was changed too.

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From week four learning, shadows are formed when light is blocked by an object, and they give us clues about the shape, size, and position of the object. I believe, by using the law of reflection, the amount of light can be easily controlled. From this understanding, i realised what if i use the material to create light's reflection. For this experiment, i used a torch and mirror. I couldn't believe how i could control the reflection of light and point it everywhere. I also believe that i can create more designs and styles of shadow by adding colour mirror and different objects.The video is attached to this padlet. That was amazing. This has reflected me that shadows allow us to explore the relationship between objects and light, encouraging us to think creatively and engage in visual problem-solving. Lighting allows people to see facial expressions and body language. The light's reflection experiment has made me realise, as an educator, we can engage children with light by providing hands-on experiences that involve exploring shadows. we can set up activities where children use flashlights or sunlight to cast shadows and observe how they change in different positions and distances. We can encourage them to experiment with objects of various shapes and sizes to see how they affect the shadows.  “Materials can become inventive languages only through a dynamic set of relationships”(Vecchi,2015,Pg.62). This reading has reflected me indeed. Yes, Material can indeed become inventive languages, when materials are combined, manipulated, and explored in various ways, they can take on new forms and meanings beyond their original purpose. The relationship between light and surfaces/objects is essential in shaping the language of light. Light often collaborates and integrates with other artistic elements such as sound, movement, to create immersive and multi-sensory experiences. For the week four, for my study I set up a light table in the room. I noticed that children naturally have a sense of wonder and curiosity about the surroundings around them. Through that exploration, children can engage with light in various ways, such as observing how it interacts with objects, experimenting with shadows, and patterns created by light.

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My understanding on the paper is very delicate material in the water and can stay long. But what if i add was wax on the paper that can make paper stay longer as i know that wax does melt in the cold water. Then, i did the experiment to see the result.

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A green leaf, avocado skin, a raspberry, a buleberry

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creating natural colour or paint by using natural colours. I was wondering what if i use the natural colours or paint instead of using artificial colours. Then, i made some colours by using natural materials. I like to extend in my practice by sharing this with the children children in the future, for an example, using natural material for painting can help to reduce the global warming where we live in. As well as to take care of the nature.

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After molding a bowl. I molded an apple but it did turn as an apple something was needed to complete. I then realise what if i add colour on it to make it real. Then it turned an artificial apple. This has made me reflect clay has endless possibilities and can allow children and adults to be expressive and creative through a range of designs and creations.

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I really never thought this deeper about paper as a material before this unit. Within from the first week about paper, I started reflecting on the paper. Paper is a very delicate material. It melts in the water. But what if i put wax on the paper to see what will happen this in the water. Then, I did that experiment with wax and without was on the paper. I have noticed that wax on the paper was stronger than without paper. from this experiment i have learnt that how we can do better giving a chance to try something different rather than doing the same way. I have attached  the video above. I was amazed that how the was paper with wax could stay in the water with melting. This has reflected me how importance of creative on the material. This has got me realise how importance of allowing or providing the children' interests and letting to try something new instead of planning what they have to learn. I started realising on the paper that paper can be used for various educational activities, such as taking notes, drawing diagrams and solving problems. As an example, taking notes or Documenting is one of the most essential for the children to improve the children’s overall development. “Paper became ordinary yet magical in its effects as educators and children joined together in movement” (Pacini-Ketchabaw, Kind, Kocher, 2016, pg21). I strongly agreed with this, as an example creating paper airplanes which activity promotes physical engagement and help children develop their fine motor skills. I believe that paper has many other practical and creative uses. Before this reading, I haven’t really never thought about paper being material that I could use in the movement. As we all know that paper use to make books, cards, gift card, money, hundreds of other items. On the other hand, I’d like to think about paper on the early childhood education. Combining movement with paper creates a multi-sensory learning. Within from the first week, I started focusing on the paper especially when I’m with the children. By doing that I have noticed movement with paper allows children to communicate their ideas, feelings, and experiences in a unique and personal way. I believe that as an educator it is very important to pay attention as the children do meaning making through their drawing on the paper. When educators and children engage in movement experiences with paper, it creates a sense of shared experiences and collaboration. I notice that paper brings a sense of joy, playfulness, and excitement to learning. From this unit, I’ve learnt that paper can be used immersive learning experiences that cater children’s diverse learning styles and enhanced motivation, and enjoyment in educational settings.

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Painting is always fun. I love painting and have beautiful memories of messy painting in my childhood. I reflect my dreams on the canvas by playing with colours. Paint enables us to express our emotions and thoughts through the power of colours.Within week two, i did paint a half lime. I was wondering what if i add lime's juice into the paint to see the result. While i was painting, i noticed smell of lime on the paint of the paper. That was my learning. “Paint capabilities compelled us, children and educators, to try to extend and expand paint assemblages with varying degrees of success”(Pacini-ketchabaw,Kind,Kocher,2016,Pg.57). I strongly believe that paint capabilities have indeed inspired children and educators to explore and enhance paint assemblages in various ways, with differing levels of success. Painting encourages cognitive development as the children make decisions about color choices, and how to represent their ideas visually while they paint. Also, painting provides children to express their creativity and imagination freely. From the second week about paint, I started realise how importance of paint for the children overall development. Painting encourages children to engage and controlled movement, such as holding a brush, dipping it into paint, applying it to the canvas or paper. These enhance their hand-eye coordination and fine motor skills. In the week two, I sensed and touched the paint, which helped me to sense the paint ( tactile experience), feeling its texture. By doing that, I believe I can share with the children the texture of paint in the future. The sensory exploration helps children develop a deeper understanding and appreciation of the world around them. Studying the paint from the week two, Paint became a tool for thinking rather than a tool for developing children's sensory skills. Exploring and reading about Paint, I feel that paint may be used for a variety of purposes, including expression, narrative, texture development. Paint allows children to explore, which made me realise how essential it is to let children to use paint in any format they want, to use their fingers or brushes, and to simply accept what they discover as art.

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Clay is a free-form natural material. It can be sliced, engraved, embellished, glazed, washed, carried, shaped, sculpted, hollowed, carved, transformed. Clay can be manipulated in a multitude of ways. Clay can be pinched, squashed, rolled, twisted, flattened, hallowed, and watered. I experienced those while I was exploring with clay. I molded an apple using clay and paint. At first, i realised what if i put red, green, and dark grey, to get an artificial apple. Then, it turned an artificial apple and was impressive. This got me how we can turn the material into the different material by adding something else, and using the cognitive skill. “The responses of clay and child are never predictable, because ecologies of practice are always emergent”(Pacini-Ketchabaw,Kind,Kocher,2017,Pg.72). This reading had made me realise on the clay. Clay, as a material that can bring out various responses from individuals. in the week tree, I set up a clay table for the children. I noticed each child brought their own unique perspectives, ideas, and approaches to working with clay and leading to unpredictable outcomes. That was incredible. Children are connected and contribute to their world (EYLF outcomes). I have learnt that clay encourages children to use their imagination and creative thing. Clay play provides a non-verbal outlet for emotional expression. Children can mold and shape clay to represent their feelings, and experiences, and stories. This has reflected me as an educator to pay attention the children clay play as the children tells things through their play. To focus on the process of working with clay rather that the final product. After working with clay and engaging with the learning material it has opened my eyes up into how incredibly versatile clay is. I found that I could mould, pinch, roll, squish, flatten, carve, engrave, make imprints and smooth it with my finger. It made me think of my practice and how I can use with clay with children. I believe by allowing them to have time and space to explore the properties of clay and what it is capable of and not just think of the end product allows for more freedom and creativity.

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Vecchi, V. (2015). Poetics of learning. In L. Gandini, L. Hill, L. Cadwell, & C. Schwall (Eds.), In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia (2nd ed., pp. 17-41). New York, NY: Teachers College Press.

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Pacini-Ketchabaw, V., Kind, S., & Kocher, L. L. M. (2016). Thinking with materials. In Encounters with materials in early childhood education (pp. 1–21). New York, NY: Routledge.

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

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Pacini-Ketchabaw, V., Kind, S., & Kocher, L. L. M. (2017). Clay: Ecologies. In Encounters with materials in early childhood education (pp. 62-72). New York, NY: Routledge.

EYLF outcomes.