# data[].attributes.body
Exploring natural connections with light,reflection and shadow. (2016). Nicole Halton, Natasha Treveton & Nikki Buchan.

J. Roxanne Young. (2018, July 30). Multiliteracies? [Video]. YouTube. https://www.youtube.com/watch?v=G6Ob8T6dcT8

Montessori, M. (1949). The absorbent mind. https://ci.nii.ac.jp/ncid/BA08006773

Pacini‐Ketchabaw, V., Kind, S., & Kocher, L. (2016). Encounters with Materials in Early Childhood Education. In Routledge eBooks. https://doi.org/10.4324/9781315743257

The Hundred Languages of Children. (2012). Edwards, C., Gandini, L. & Forman, G.

Richman-Abdou, K. (2018, May 5). 11 Innovative Ceramic Artists Breathing New Life into an Age-Old Art. My Modern Met. https://mymodernmet.com/contemporary-ceramic-artists/

Widewalls. (n.d.). https://www.widewalls.ch/junk-art-history-artists-politics

Centro Internazionale Loris Malaguzzi. (2014, November 29). Centro Internazionale Loris Malaguzzi [Video]. YouTube. https://www.youtube.com/watch?v=W-R5oXaqs0U

Reggio Children - The Secrets of Paper Atelier. (n.d.). Reggio Children. https://www.reggiochildren.it/en/rc/ateliers/atelier-in-presenza/the-secrets-of-paper-atelier/

# data[].attributes.body
Children are encouraged to learn about sustainability and the environment by working with rubbish materials. Teachers may assist kids grasp the value of responsible resource management by facilitating conversations about recycling, repurposing, and cutting waste. Children learn about resourcefulness, conservation, and environmental stewardship via practical interactions with trash.

Development of Fine Motor abilities: As youngsters pick up, sort, stack, and arrange items, they are strengthening their fine motor abilities. This is achieved through manipulating and organising finding objects. The hand-eye coordination, finger dexterity, and grip strength that are necessary for writing, sketching, and other tasks demanding precise hand movements are supported by these exercises.

Cognitive Development: Playing with trash materials helps kids develop their ability to observe, categorise, and solve problems. Children practise their perceptual abilities and get a fundamental grasp of classification and categorization as they inspect and sort finding things according to their attributes. Additionally, junk activities provide a hands-on, physical approach to understand mathematical concepts like shape, size, and quantity.

Cultural and Historical Connections: Children can learn about historical and cultural customs surrounding recycling and reuse by investigating rubbish. Teachers have the opportunity to expose students to a variety of cultural viewpoints on resourcefulness and sustainability, ranging from modern upcycling initiatives to old customs of reusing found materials.

# data[].attributes.body
I was so surprised when I saw Children how actively they were engaging in the risky play using hammer, nails, wood etc. As using this material they used to do it.

# data[].attributes.body
As my personal experience with the junk or we can say loose parts was so good. Children were playing and exploring a lot from loose parts which is the best way for them to connect with the nature and they are also learning how we can reuse the material without throw them which is good for our nature too.. While playing with the junk children can use their problem solving skills and gross motor skills how they can explore, manipulate and being more creative with all the loose materials.( Recycled Materials: A Resource for young children's creative Expression and design Thinking, Bing Nursery School,2020)

# data[].attributes.body
In early childhood education, investigating "junk" or discovered objects provides a special and worthwhile channel for learning and creativity. Here's how early childhood education and junk food are related:

Sensory Exploration: For young children, found objects offer fascinating sensory experiences. They are able to investigate and feel the different materials' textures, shapes, and sizes. Playing with rubbish encourages the development of fine motor skills, cognitive abilities, and sensory integration.

Creative Expression: Children can play imaginatively and express themselves in countless ways with junk things. Children work with found objects in a process-oriented, open-ended manner as they repurpose them. Divergent thinking, creativity, and problem-solving abilities are fostered by these encounters. Kids can use rubbish to convey their ideas, tales, and feelings through sculptures, collages, and other artwork.

# data[].attributes.body
Children were engaging to write their names on the clay which helps to improve their communication skills while talking with their peers and educators.

# data[].attributes.headline
Creating their stories according to their interest.

# data[].attributes.subject
Creating their stories according to their interest.

# data[].attributes.body
They are creating their own stories according to their interest using clay and different materials.

# data[].attributes.body
This is one of the example where children are exploring and learning with clay , as we can see in the photo they are learning about different shapes, texture of the clay, how they can mould it accordingly their interest and they can create whatever they want.

# data[].attributes.body
In early childhood education, working with clay provides a wealth of chances for learning and growth. The following explains the relationship between clay and early childhood education:

Sensory Exploration: For young children, clay offers a tactile sensory experience that stimulates their touch, sight, and even smell senses. Children learn about the texture, malleability, and temperature of clay via practical experimentation. Playing with clay enhances fine motor skills, cognitive abilities, and sensory integration.

Expression & Creativity: Children can use clay as a medium for their imagination and creative expression. Children create open-ended, process-oriented art as they shape, mould, and work with the clay. Divergent thinking, creativity, and problem-solving abilities are fostered by these encounters. With clay, children can express their thoughts, feelings, and tales through sculptures, models, and other artwork.

Development of Fine Motor abilities: As youngsters pinch, roll, flatten, and mould clay into a variety of shapes and forms, they are strengthening their fine motor abilities. As mentioned in "Encouters with materials in early childhood" p- 65, The hand-eye coordination, finger dexterity, and grip strength that are necessary for writing, sketching, and other tasks demanding precise hand movements are supported by these exercises.

Social and Emotional Learning: Playing with clay encourages youngsters to cooperate, communicate, and engage in social interactions. Children learn social skills like sharing, taking turns, and problem-solving as they work together on projects, share supplies, and share ideas. Moreover, children can explore and express their emotions via their artwork by using clay to express themselves and learn about emotional management.

Cognitive Development: Children learn planning, sequencing, and spatial reasoning skills through clay play. Children develop their creativity, memory, and executive function as they imagine, plan, and build their clay creations. Additionally, clay activities provide chances for the hands-on, concrete exploration of mathematical concepts like shape, size, and volume.

Cultural and Historical Connections: Children can learn about historical and cultural practices related to ceramics and pottery by experimenting with clay. Teachers have the opportunity to teach students to a variety of cultural viewpoints on clay creativity, ranging from traditional pottery-making methods to modern ceramic artists. An appreciation of historical legacy and cultural variety is fostered by these experiences.

Early childhood educators can foster holistic development in children by incorporating clay into their lessons and giving them meaningful, hands-on learning opportunities. Clay activities incorporate social connection, artistic expression, sensory exploration, and cognitive engagement to enhance children's learning and cultivate a lifetime appreciation for art and creativity.

Reference:

Rice University. (2014, November 10). Geologist explains painting with soil at Rice Gallery’s “yamatane” [Video]. YouTube. https://www.youtube.com/watch?v=EbGqvjbD3vQ

Pacini‐Ketchabaw, V., Kind, S., & Kocher, L. (2016). Encounters with Materials in Early Childhood Education. In Routledge eBooks. https://doi.org/10.4324/9781315743257

# data[].attributes.body
Examine how children's physical and emotional health as well as their connection to nature are enhanced by exposure to natural light in outdoor settings, in line with the ideas of holistic development and environmental education.

I would definitely embed these types of creation in my future practices where children learn through from the nature and natural material.

Ref:- Exploring natural connections with light,reflection and shadow. (2016). Nicole Halton, Natasha Treveton & Nikki Buchan.

# data[].attributes.body
wherever the word light comes shadow word also comes after it. Here is the example where I am trying to make a camel eating food, which all I ca do with the help of light. so we learn and explore a lot through light. Its not only a word, it carries a lot of things in it.

# data[].attributes.body
According to Regio Emillia approach the Atelier of light which is useful for children and educators to know more about the concept of light in a creative way. The educators set up the room so that light may enter, pour light through the objects on the light table and from below, and use an overhead projector to cast shadows on the wall and the floor.

In their book The hundred languages of children, Carolyn Edwards, Lella Gandini and George Forman highlight the importance of light in the educational settings of Reggio Emillia.

Ref:- The Hundred Languages of Children. (2012). Edwards, C., Gandini, L. & Forman, G.

# data[].attributes.body
Exploration and Discovery: Make connections between theories of cognitive development, such as Piaget's theory of schema and assimilation, and the significance of providing early childhood classrooms with well-lit surroundings. Talk about how children's exploration and curiosity are encouraged by natural light, which also helps them grow cognitively and enhances their awareness of their surroundings.

Sensory Experiences: Connect theories of sensory integration and experiential learning to light-based sensory experiences. Examine how light-based activities help youngsters build their overall sensory development and preparation for learning by engaging their senses and supporting their ability to process sensory information.

Art and Creativity: In early childhood education, relate theories of creativity and aesthetics to light-based art activities. Talk about the ways that light-based art experiences inspire kids to express themselves artistically, investigate aesthetics, and cultivate a feeling of beauty and appreciation for art.

# data[].attributes.body
MY REFLECTION:-

Here is the few examples how children are busy in their creative world, where they are using their imagination skills and encouraging with their own artefacts and doing better day by day. Upon contemplating today's paint exploration, I am impressed by how powerfully colour and texture can transform. Each brushstroke captures the spirit of my creative journey, symbolising a moment of inquiry and discovery. I can't wait to keep experimenting with paint and learning new techniques for artistic expression in the future.

# data[].attributes.body
I started experimenting with paint as a medium for artistic expression today. I thought about how many colour and texture options there were in paint, and it gave me the want to play and create.

MATERIAL INQUIRY:
Different acts, movements, and ways of being and being are invited by paint on the floor, easels, walls, bodies, and brushes. As each material and child engages in the process, their reactions to paint's provocations also vary. Nothing is fixed or predictable. The options are countless. with the paint they can dab it, mix it, stab it, laugh with, explore with, stroke it. Paint always invite and attract others so they can create something accordingly their interest.

INQUIRY STORIES

We had a great time exploring today, and trying out different abstract painting styles was one of the highlights. I let go of inhibitions and followed my instincts, letting go of inhibitions when applying paint and letting the colours interact and melt together on the canvas. The technique brought back the thrill of creative expression and felt liberating and energising.

# data[].attributes.body
MY DAILY REFLECTION

I started looking at using paper as a medium for artistic expression today. I thought about how different kinds of paper feel to the touch and how they could be used for experiments and manipulation.

MATERIAL INQUIRY
I collected a wide range of paper samples, from thick cards Stock to tiny rice paper. To investigate the paper's texture and flexibility, I tried folding, tearing, and crumpling it. Every manipulation method produced different outcomes that affected the paper's tactile and visual characteristics.

INQUIRY STORIES

The exploration's high point of the day was making a paper sculpture with origami methods. The accuracy and complexity needed to turn a flat piece of paper into a three-dimensional figure captivated me. Through this technique, I was able to recognise the potential and adaptability of paper as a medium for sculpture.

MY REFLECTION
My exploration about paper helped me to understand its expressive possibilities and adaptability on a deeper level. The tactile properties of paper and its capacity to capture shadow and light drew me in. I can't wait to keep experimenting with paper and discovering all of its creative possibilities in the future.

# data[].attributes.body
where we learn paper is a good source of communication or any documentation. when I start this unit the first experience was, we have to draw our peer photo without lifting our pen.

# data[].attributes.body
ECE2006

ASSESSMENT TASK 3

DIGITAL VISUAL JOURNAL