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My artefacts allowed me to create activities that allowed children to freely communicate in meaningful ways.

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The rationale for this activity is for children to communicate and think outside the box, coming up with unique artwork. I wanted children to use boxes to create their world and story. I remember doing this activity in kindergarten. The activity was done at the arts and crafts table.

I implemented this activity, knowing it allows creative expression through box construction while promoting creativity and imagination. This activity helps problem-solving skills and shape recognition. Children can communicate with us their imagination through the construction of objects. One child created a dinosaur with sticky tape, boxes and a plastic bottle. The child enjoyed this activity; I asked her why she created a dinosaur, Child N said, "I love dinosaurs they are my favourite". This activity allowed children to communicate with us what is in their imagination.

Linking this activity to the VEYFL  Children have a strong sense of identity (VEYFL, 2009, pg 19) Children were able to communicate their beliefs and ideas while being safe. Outcome 4- Children are confident and involved learners (VEYFL, 2009, pg 26): Children are curious and involved learners. Children imagined and explored ideas. Outcome 5: Children are effective communicators (VEYFL, 2009, pg 30): Children were able to contribute ideas and implement them. I could have used other loose parts to implement them on objects children would have wanted to use on their box construction.

Box constructions aids in boosting self-esteem and confidence as children can see their creations come to life. We hung the Child N's work up. Child N felt a sense of pride and accomplishment, she was smiling and clapping her hands.

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By engaging in box construction activities, children develop cognitive and fine motor skills as they manipulate and assemble different shapes of boxes. Box construction fosters creativity, imagination, and problem-solving skills as they can build various structures. This activity enables children to be meaningful communicators as it’s a hands-on experience that encourages teamwork and social interaction, prompting communication and collaboration among peers.

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We created flowers made out of tissue paper and muffin trays and string. We stuck them onto a tree brunch to create a spring vibe. 

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We created flowers made out of tissue paper and muffin trays and string. We stuck them onto a tree brunch to create a spring vibe. 

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Nolan, A.(2015). Theories into practice. Essential resources educational publishers ltd.

State government Australia, (November, 2009). “Victoria Early Learning and Development Framework. For all children from birth to eight years.” https://www.vgls.vic.gov.au/client/en_AU/search/asset/1297733/0

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Child N painting a beautiful fairy " I wanted to paint myself" she said. 

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Child A created this masterpiece by himself. He said the red fallin from the birds were dead birds. He said the environment is creating them to die. 

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The rationale for this activity is for children to communicate their feelings, allowing creative expression through painting. My strategy for this activity is for children to use artistic expression via painting freely to create a mess by being in new scenery. The activity took place outside; we used the area children have their veggie garden, and we moved some plants to free up the space. I chose watercolour paint as the medium; I wanted the child to use their fine motor skills.
Children chose the drawing they wanted to paint on. The children were concentrated while having fun.

One child, in particular, was invested in his painting he was creating a narrative about the birds in the artwork. I asked him why he was using his hands to paint, he said, “I want to create blood, the red falling from the birds is from the dead birds. The environment is creating them to die.” I was shocked at how he used different tactics to portray and communicate his story. If you look at the photo of his work, the dolphin has a tear on his cheek. With the use of watercolours, he was able to communicate his narrative.

My main objective was to provide children with a creative experience to use their imagination and create meaningful stories they could communicate to us. Linking this activity to the VEYFL  Children have a strong sense of identity (VEYFL, 2009, pg 19) Children were able to communicate their beliefs and ideas while being safe. Outcome 4- Children are confident and involved learners (VEYFL, 2009, pg 26): Children are curious and involved learners. Children imagined and explored ideas. Outcome 5: Children are effective communicators (VEYFL, 2009, pg 30): Children were able to contribute ideas and implement them.

Some children share their artwork with others; therefore, teamwork and communication skills flourish. I would have loved to use other mediums, such as acrylic paint or a collage of old paper. Overall, this activity was a success; the children loved it.

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I decided to plan an outdoor painting activity. I wanted children to have new scenery while enhancing their creativity, create a mess freely, offer possibilities that may not be available inside due to space, stimulate brain development, and allow children to draw inspiration from the vivid colours outside. Children will use watercolour paint as it requires to be used gently with precision. It will enable children to practise use as it will facilitate and promote fine motor skills. Children can express themselves freely, stimulating creativity, imagination, emotional and self-expression, cognitive development and eye coordination. Painting outside will build children's self-esteem, confidence, language and communication skills.

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Robot by Child S. He loved this activity. Child S is a shy child. With this activity he broke out of his shell and was able to communicate with me. He said this Robot was his son, he even named it Sargon.

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Robot I designed with loose parts.

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The construction of robots with loose materials was a huge success; children enjoyed every second of it. I remember doing something similar in pre-K, and I enjoyed it. I wanted to provide this learning experience for children. A strategy implemented was coming before the children started, having time to construct my robot for children to draw inspiration from. I brought loose parts from home. I set this activity on the arts and crafts table. I moved the painting area to create more space for the children. Children would ditch the toys to construct their robots.

Children who were super-shy broke out of their shells; they would ask questions about what materials they would want and if they needed assistance. This activity enabled me to have conversations with children. I would have loved to step back and observe the children, but they were bombarding me with questions and asking for assistance. Child S is usually super timid; once the activity caught his eye, he didn't stop talking about his robot; he stuck everything he could find on it. Child S was so proud of his robot that he would parade it around the centre saying, “It's my son, my son so cool”. Other Children used robots in their role-play. Children were pretending to be robots while battling each other.

Children became meaningful communicators by expressing themselves through creativity and self-expression via role play and arts and crafts. Linking the activity to VEYFL Outcome one (VEYFL, 2009, pg 19) Children felt safe, secure, and supported; children communicated and had a  strong sense of well-being; Children listened attentively to my instructions; followed directions correctly, allowing children to further comprehension skills and process information. Children demonstrated a high level of independence and concentration. Overall, the robot activity was a huge success; the children were fully engaged, enhancing their creative and verbal skills. I would have wanted to bring more resources as the centre didn’t have much to work with. I'm so happy I was able to create an activity children love.

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Activates that I have planned to support children in becoming meaningful communicators are:

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Activates that I have planned to support children in becoming meaningful communicators are:

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Loose part construction: I created a robot made from loose parts. I showed the children my robot to allow them to draw inspiration. Children created their robots with resources I have collected from home and the centre. I gathered boxes, plastic water bottles, coke bottles, bottle caps, strings, unused cotton buds, popsicle sticks, plastic cups, disposable muffin cups, aluminium, and straws. This activity allows children to use their imagination and problem-solving skills to turn ideas into reality. My activity allowed children to use loose parts to mimic the robot’s body pieces and facial structure. Children can freely use their creativity whilst enhancing gross motor skills and cognitive development.

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What activities can support children to become more meaningful communicators?

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Jean Piaget- Cognitive Development

Jean Piaget's theory of cognitive development is evident, as according to Jean Piaget, children are little researchers (Nolan & Raban,2015). Child H was uncomfortable with the activity at the beginning but by engaging his senses through problem-solving within the activity provided, Child H conquered his fear whilst stimulating his thinking.

VEYLF

Outcome one - Children have a strong sense of identity (VEYFL, 2009, pg 19):

Child H has a strong sense of identity and well-being in the world around them. It's evident that Child H has his own beliefs. Child H's behaviour indicates how children use art to express their feelings towards something while justifying their beliefs.

Child H feels comfortable enough to tell me why he didn’t like caterpillars. He felt safe and secure within his environment with peers and myself.

Child H was able to communicate with me his concerns.

Outcome 4- Children are confident and involved learners (VEYFL, 2009, pg 26):

Child H is a curious and involved learner. He imagined and explored his ideas. Child H enhanced his critical thinking and problem-solving skills.

He initiates and contributes to his ideas. He completed his work even when he was uncomfortable.

Outcome 5: Children are effective communicators (VEYFL, 2009, pg 30):

Child H contributes his ideas and implements them.

Child H explored aspects of caterpillars. Child H was confident in his choice, as he said, "Caterpillars don't look like this" when he saw my caterpillar and other children.

Expressed ideas and feelings through creativity and verbally. Child H understood other's work and respected it.

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Frederic Skinners Socio-behaviouralist Theorist:

Child P was able to strive for satisfaction in completing her work. I used positive reinforcement of verbal praise and a reward (hanging her artwork on the art wall) to build Child P's confidence. From not believing in herself and asking for help, to listening to my positive reinforcements of, “You can do it, you got this”, "I believe you can do it, I believe in you”, and “Great job child P” allowed Child P to have optimal learning outcomes due to boost of confidence and self-esteem. Positive reinforcement is a powerful tool for creating a positive change in Child P. The bond Child P and I have enables clear communication (Nolan 2015). Enabling Child P to feel uplifted and confident, eager, and excited to learn, leading her to success. Child P grew confident by her reaction towards the end.

VEYLF

Outcome one - Children have a strong sense of identity (VEYFL, 2009, pg 19): Child P has a strong sense of well-being. Child P felt safe, secure, and supported during the activity.

Children have a strong sense of identity: Child P was confident using her fine motor skills of pasting and eye coordination as she kept looking at my artwork in the hope of mimicking it.

Child P formed a positive relationship with me; she was able to communicate her needs and asked for assistance.

Child P was able to emerge herself in reciprocal interactions verbally. Contribute her ideas and implement them. Child P felt safe, secure, and supported during the activity.

Outcome 4- Children are confident and involved learners (VEYFL, 2009, pg 26):

Child P was enthusiastic to participate in the activity. Child P demonstrated her interests with confidence and concentration.

Outcome 5- Children are effective communicators (VEYFL, 2009, pg 30):

Child P develops knowledge and confidence in self-identities. Child P communicated with me for assistance and comfort. She celebrated her accomplishment with me by saying, “I did it teacher", and also by clapping her hands in excitement.

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Vygotsky’s Sociocultural Theory:

The theory that resonates with my observation is Vygotsky’s sociocultural theory. Child A mimics my artwork perfectly by observing my demonstration while listening to me. It allowed her to construct her understanding, which allowed her to change things about her caterpillar.

VEYFL

Outcome 1 (VEYFL, 2009, pg 19) Child A felt safe, secure, and supported; Child A was able to communicate. Child A has a strong sense of well-being; Child A listened attentively to my instructions; she followed directions correctly, allowing Child A to further her comprehension skills and process information. Child A demonstrates a high level of independence and concentration.

Outcome 1 (VEYFL, 2009, pg 19) - Children have a strong sense of identity: Child A is a confident and involved learner; it was evident in the way she conducted herself during the activity Child A took charge of her making her own decisions continuously and creatively.

Outcome 4 (VEYFL, 2009, pg 26) - Children are confident and involved learners: Child A was enthusiastic to participate in the activity. Demonstrated her interests with confidence and concentration.

Outcome 5 (VEYFL, 2009, pg 30)Children are effective communicators: Contribute to her ideas and implement them.

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Number of children: One. Date: 17/10/23. Age: 4

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Child H was curious to see what we were doing at the craft table. He approached me and asked, “Teacher, what are you making?", I replied, “A caterpillar, do you want to make one”, he replied, “I hate caterpillars, they are scary”. I told Child H caterpillars were a nice kind of insect. I asked why he was afraid of them; no response was given. Child H chose his coloured circles for his caterpillar, red and black. The colours Child H chose were dark, opposite to the other children. From my observation, Child H was projecting his feelings towards the caterpillar. It was his way of expressing himself. He was using the shapes as creative expression. Child H refused to add legs to the caterpillar and what they ate. Child H said, “They do not have legs, they do not eat food”. His drawing was just the caterpillar's body with eyes and mouth. The facial expression he drew on the caterpillar resembled how he felt, uncertain and scared. Child H didn't smile while doing the activity; he did in the end once he saw his caterpillar on the wall; it was the most authentic and not make-believe. I caught him smiling once his caterpillar was stuck on the wall. Child H's caterpillar stood out compared to the rest. Child H didn’t want to spend much time on his caterpillar due to his quick glue and paste of the coloured circles onto his paper. During my observation, I could tell Child H overcame his fear of caterpillars by completing his activity. I kept asking him if he wanted to add any features to his caterpillar, as he said, "Caterpillars don't look like this" when he saw my caterpillar and other children.

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Number of children: One. Date: 17/10/23. Age: 3

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Child P saw a classmate's artwork displayed from the previous day. Child P was insistent on recreating the activity of the Hungry Caterpillar. Child P came up to me saying, “Teacher, I want to do one of these”, whilst pointing at the artwork. I gladly accepted. Child P sat next to me in the arts and craft table, so I could explain to her how to create the caterpillar. Child P chose her coloured shapes. Child P did excellent assembling the Caterpillar body with the coloured circles, gluing and pasting. I kept praising Child P; for her age, she was doing a great job of listening. When it came time to draw the facial features and body parts of the Caterpillar, Child P was hesitant. She kept asking me, “Teacher, you do it”. I would say, “Why, you can do it”. Child P responds with, “No, I can’t do it, you do it”. I encouraged Child P with positive reinforcement that she could do it. I said the following to child P as positive reinforcement “Child P, you can do it, you pasted all the circles on, you can draw everything else” “ill teach you then you can copy”. I would show her how to do it, and then she followed. She just needed me to guide her and assure her she was doing it right. Child P was ecstatic once finished. She would scream, “Teacher, I did it, I did it”. I would say, “You did it, amazing job Child P”. She smiled and clapped her hands. I could tell  She wanted me to hang her artwork on the wall. Child P kept pointing at it whilst telling the rest of the children that this was her caterpillar, whilst having a great big smile. Child P was proud of her accomplishment, as was I.

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Number of children: One.  Date: 16/10/23. Age: 5

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Child A was sitting with me at the arts and crafts table. She was excited to create her own caterpillar. Child A wanted to mimic my caterpillar; before gluing the shapes, she stopped and said, “Miss Rebecca, I change colour”. I immediately said, “Of course, you can change your colours”. I wanted her to submerge herself freely in the activity as it would allow her artistic expression to come out. It was evident that Child A was more intrigued by bright colours. Child A mimicked my caterpillar drawing whilst adding her own twist of colours. I kept asking Child A if she needed assistance in pasting or drawing; her answer was, "No, I can do it”.  She was taking actions of her own work without asking for help. Child A enjoyed this activity as she would constantly smile. Once completed, Child A said, “My Caterpillar is so Cute”. By her positive feedback, Child A has enjoyed the activity.

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I implemented a cut-and-paste activity with children. My inspiration for this activity came from the book The Hungry Caterpillar. My rationale for this activity is for children to create a caterpillar with small colour circle shapes whilst drawing the caterpillar's facial features and legs, as well as the food it way eats. I created my own caterpillar for children to draw inspiration from it. My sensory activity aims to develop fine motor skills of gluing, pasting, cutting and pincer grip.

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My three observations demonstrate the capability of children to use art as self-expression; what they can't say with words is portrayed through creative expression (ob 3) while enhancing their Cognitive development and building their fine motor skills such as cutting, pasting (ob 1) and drawing (ob 2).

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Im Rebecca Ardon, I have completed my placement at Tarcoola Preschool, located in Meadow Heights. Tarcoola Preschool is a sessional program for children aged 3-5. Tarcoola Preschool is a kindergarten that is government-funded. It has two long day sessions during the week that runs from 8:30 am till 4 pm on Tuesday and Thursday. Monday, Wednesday, and Friday are short hours, 9 am to 2 pm. On long-hour days, there’s only one room open with 21 children. On the short hour days, there are two rooms with 31 children and the other with 21. The centre lines with my emerging philosophy. The philosophy embedded in the centre are Piaget, Montessori, Reggio Emilia and Vygotsky. Curiously, Tarcoola Preschool is the same kindergarten I attended when I was little; the teachers were mean and harsh. Leaving me to have a bad experience; it was traumatic as I got taken out of kinder. I’m thrilled to see educators being more involved with children, treating them with respect, being warm and kind and creating an environment where children can have fun while learning. It was nostalgic to attend as an educator, not a student. I enjoyed my time; I honestly didn’t want my placement to end. Ebru was meant to be my mentor, due to falling sick, I was assigned Gupreet as may mentor who is the Kindergarten director.