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Materials such as paper, paint, clay, and light are defined as foundational agents in an early childhood curriculum. Children develop skills, attributes, and rich contributions to their learning when they explore materials with their hands and imaginations (Carter & Curtis, 2007). Also, Pacini-Ketchabaw et al.  (2016) explained that how we think about the material world is now relatively comparable to how the material world influences our thinking.

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Paper is a simple yet vital part of our daily lives. It has existed for generations and has been used in various ways. When discovered by Chinese men during the Han Dynasty (Cai, 105 CE), papermaking became so popular that it increased production in other countries, such as Japan and Korea.

Reflection

Today, paper is not just a product; it's a solution. It can be made from recycled materials, ensuring its sustainability. Its uses are diverse, from stationery and packaging to construction and hygiene products. It can even be used as fillers and in the production of biodegradable items. This versatility, affordability, and sustainability make the paper indispensable.

As I immersed myself in various paper experiments, I was continually amazed by the flexibility and usefulness of this material. I got a piece of paper, twisted it, crunched it, and crumpled it. As I continued to experiment with it, my imagination increased intensely.  Reflecting on how the material world influences our thinking, I can recognize the significance of our individual connections with paper. As an emerging teacher, understanding paper’s importance widely impacts my practice, allowing children to delve into every opportunity to explore what paper can do and how they can utilize it for their learning.

Paper is vital in early childhood education. It benefits the children, fostering fine motor skills, creativity, and cognitive development (Smith & Johnson, 2019).

Engaging with paper through various experiences, such as folding, cutting, and tearing, promotes the development of fine motor skills and hand-eye coordination. Through hands-on interaction with paper, children learn to be aware of their spatial environment and solve problems. ‘Paper’ engages multiple senses. Depending on the type of paper, it also engages children’s olfactory senses. Paper becomes a stimulus to children’s brain development and supports their connection with the world they live in. Paper is a versatile material from writing to industrial world paper.

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Paint is one of the most common materials used in the classroom. Its significance is emphasized in my teaching practice. What changed my experience was seeing paint as something alive and trying to understand how it communicates. As I delved into applying layers of paint, I could see how it flowed with the movements of my hands. I noticed how the paint made me feel and how I could change it, too! This made me intensely reflect on what the paint might be telling us and whether what we do with it is just us or both of us working together. As I think about becoming a teacher, I'm considering how I can create a space where kids can freely explore and play with different materials, like paint, to help them learn and create.

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I immersed myself in using different types of paint. I realized that each painting has its unique texture, allowing me to explore different techniques. I used a paintbrush, my fingertips, and scrunched-up paper. I realized I could invent something by brushing different paint colours on my paper and folding it in half. As I unfolded the paper slowly, I could feel the thickness of the paint weighed on the paper. I took my time to enjoy the process and saw that I had created a new masterpiece. Paint truly promotes creativity and encourages reflection of artwork, leading to self-awareness (Gandini, Hill, & Cadwell, 2015)

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Painting is one of the fundamental experiences in early childhood education. It offers exploration of imagination, fosters creativity, and offers self-expression opportunities (Berger, 2013). Paint has unique benefits, and thoughtfully implementing experiences with paint encourages children to contribute effectively to their learning.

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The history of clay extends back to ancient civilizations. It was for pottery, sculpture, and construction (Smith, 2008). Clay was valued for its flexibility and durability, using it to create artifacts and architectural designs intricately by ancient cultures such as Greeks, Mesopotamians, and Egyptians (Jones, 2015). Pottery techniques and kiln firing processes have improved over time. This has made clay a versatile artistic medium that inspires creativity and innovation today. (Brown, 2019).

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In my experimentation, I encountered challenges, such as discovering that water alone wasn't sufficient to moisten the clay, prompting me to incorporate dry clay. This setback prompted me to explore alternative materials, leading me to gather natural elements from my surroundings. Curiously, I began experimenting with spreading clay onto leaves, using clay tools to imprint them. Transitioning my experimentation outdoors, under the warm autumn sun, I observed the clay's reaction to the environment, noticing its tendency to crack. Despite my efforts to smooth out imperfections, the clay resisted, compelling me to reshape and restart the process.

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Pacini-Ketchabaw et al.  (2016) explained that the role of art in children’s learning strongly affects their social, emotional, physical, and intellectual development. Expanding my perception of light beyond its typical association with a lightbox in our kindergarten classroom, I ponder how light and shadow infiltrate our surroundings and how children can harness their potential through shadow tracing. This prompts me to question whether we provide children with sufficient opportunities to explore and benefit from these elements or if our limitations inadvertently stifle their experiences.

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As I delved into this unit, I struggled with thinking of light as something you can touch. Most teachers in training don't usually talk about light as much as they do about paint or paper. However, our classroom discussions highlighted light's influences on our emotions and how it shapes our daily lives, being our means to see.

As I engaged with the material, I was able to relive my childhood memories, such as my fear of light and the days I play imaginatively. Moreover, it made me consider the scientific aspects of light. My readings helped me understand the crucial role of art in children's learning.

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I often confine children's exposure to untidy mediums such as clay and paint. Upon reflecting, it became evident that art plays a pivotal role in children's learning process. I concur with Pacini-Ketchabaw et al. (2016) regarding the centrality of art in children’s learning, as it enables them to explore and scrutinize their environment.

As an emerging teacher, incorporating paper, paint, clay, and light into my daily practice benefits children’s learning and development. I become an effective teacher when I provide open-ended art experiences. When children have opportunities to manipulate and explore the materials freely, they enhance their self-expression and exploration of ideas. Allowing children access to paper, paint, clay, and light in the classroom enriches the efficacy of our learning environment and empowers the children to become confident learners.

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Berger, R. (2013). An ethic of excellence: Building a culture of craftsmanship with students. Heinemann.

Brown, A. (2019). The Art of Clay: A Historical Perspective. Artistry Press.o

Cai, L. (105 CE). Invention of Paper, Ancient Chinese Innovations, 1(2), 45-52.

Gandini, L., Hill, L., & Cadwell, L. (2015). Making learning visible: Children as individual and group learners. Reggio Children

Jones, B. (2015). Ancient Civilizations and Clay: Exploring Artistic Traditions. Archaeological Journal, 25(3), 102-115.

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

Smith, A.B., &  Johnson, C.D. (2019). The Importance of Paper in Early Childhood Education. Journal of Early Childhood Development., 6(2), 45-52

Smith, C. (2008). The Origins of Pottery: An Archaeological Perspective. Ancient History Review, 12(2), 45-62.