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BEPS Reggio Emilia Study Tour. 2012. bepsreggiotour.blogspot.com

Mikes, T. Clay Stories: Contemporary Indigenous Ceramics from Remote Australia.

Pacini-Ketchabaw, V., Kind, S., and Kocher, L. 2016. Encounters with materials in early childhood education. Routledge.

Rice university. Yamatane.

www.youtube.com/watch?v=EbGqvjbD3vQ

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With paint, the sky is clearly the limit. When I think of paint, I think of colour and texture and brushes and rollers.

Paint by itself involves a MULTITUDE of colour. I would think of all the other material entries in this padlet, paint involves a swarm of colours. This is possibly one of the reasons that children across a range of age groups are attracted to it in the first place. They see the colour, they buzz towards it and they explore it.

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Clay is a lot different than the other materials like paper and paint.

I have noticed that when working with clay, it has the power to change very quickly into a desired outcome.

Some of the external factors that influence this shift is the pressure you put on clay - if you squish it, it flattens; if you pull it, it lengthens; if you air it, it dries up; if you bake it, it hardens. These many properties allow for clay to be used in a variety of ways.

Often clay is used as a form of sensory activity for children in early learning centres. This provides children with opportunities for regulation of emotions, sensory stimuli, creativity. It allows children to express themselves and provides for other skills such as refining their senses, enhancing sensory development, curiosity and self-motivation.

(Clay stories, 2018)

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7 children painting this piece of artwork!

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7 children painted the piece of artwork below

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7 children painted the piece of artwork below

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Paper, paper on the wall,

You're so versatile, yet can be small,

We roll you up and throw you away,

but still can use you on another day.

Paper, paper in my hand,

So useful you can be a fan,

Although the children like to play,

They come back to you on a rainy day.

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Junk materials are all around us. They exist in our homes, our schools, our libraries, our cars, our bags and other environments too. In an early learning centre, there are a plethora of materials made available for children. Of late, more emphasis is being given to loose parts play or 'junk' materials.

This is due to the fact that junk materials attracts creativity, builds on a child's imaginative mindset and is a wonderful addition to the holistic development of every child.

By creating opportunities for children to explore the materials, we open up a multitude of experiences for children.

(Beautiful stuff - A preschool project. You clever monkey.)

In the stop-motion animation above, a few objects found in a backyard have been used. These items, for me, come under 'junk' as they were going to be thrown out. These objects have been put together creatively to make an expression of feeling. It can be seen by changing the direction or movement of the objects, it changes the reality of the situation. From the sadness of the face when the 'bouquet' of flowers is empty to the happiness once the flowers and leaves make their way inside the bouquet.

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How junk can be used in an early learning centre

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How junk can be used in an early learning centre

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How light can be used in an early learning centre

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How light can be used in an early learning centre