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the first week was all about paper-According to my research paper was invented in China. Formation of paper was by mixing finely chopped mulberry bark and hemp rags with water, mashing it flat, and then pressing out the water and letting it dry in the sun.

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How Paper ways to be presented to children-

I have learned, paper is not just for drawing or painting. Alternatively, children’s play with large paper sheets, may invite learning around gravity, weight, and shape through movement and throwing. As children play with materials like paper, they learn not only about their physical properties and also learned, what these materials can do in the world, such as how they can be rolled, stacked, tears, covered, bends and floats. In addition to this, as per Pacini-Ketchabaw, Veronica, et al, 2016 states that  "to know paper in this way is not just to describe its properties or attributes, but to learn how it moves and to describe what happens to it as it shifts, mixes, modifies, mutates".

In my workplace  children were engaged in learning about the 5 senses. We had a group discussion about the 5 senses and then we read a book, we did a few experiments, one of them was a dry and wet paper experiment.

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In 1972, architect and artist Simon Nicholson developed the Theory of Loose Parts; the idea that loose parts, materials that can be moved around, designed and 

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(2 week)  loose parts. ( History of loose parts)

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(2 week)  loose parts. ( History of loose parts)

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  In my second week, I collected loose parts from our outside garden and did beautiful artwork with the children. Some of the children's imagination went so far to make the art of umbrellas on paper, some of them critically work on drawing letters with yoga mats pieces and bottle covers. Some of them use yoga mats pieces and small sticks and discovered a tree. some of them were interested only in decorating their large sheet with brown leaves. The most interesting part was that they enjoyed it so much and felt proud that they can be creative even with junk material.

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  In my second week, I collected loose parts from our outside garden and did beautiful artwork with the children. Some of the children's imagination went so far to make the art of umbrellas on paper, some of them critically work on drawing letters with yoga mats pieces and bottle covers. Some of them use yoga mats pieces and small sticks and discovered a tree. some of them were interested only in decorating their large sheet with brown leaves. The most interesting part was that they enjoyed it so much and felt proud that they can be creative even with junk material.

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Material
yoga mat pieces
stones
brown leaves
bottle covers
sticks

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Here children did the artwork on clay by using painted pasta.
In my third week. I have learned how to use clay with children in various ways and what are the benefits of clay. Clay stimulates curiosity, motivates to children problem-solve as they work on their projects. "Clay offers a  place  to  work  together  to  produce  something,  whether  it  be  a  sculpture,  a  performance,  or  documented  work". (Pacini-Ketchabaw, Veronica, et al, 2016)

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This week was about light and I did an experiment with children aged 2 and a half years. I brought glowing stars to experiment with the children. All we need to off the lights and put the blinds down and see if these really plastics stars are glowing in the dark. Children also learn the difference between dark and sunlight experience (natural experience).

Rhyme
Be like a star that's shine in night.
teaches me do that, what is right.

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In here I provide children few black stripes and asked them what we can do with them. I gave a few clues and did listen to the children's ideas. We all came up with an amazing idea to trace a letter and this fun activity taught them about letters. "Thinking with materials transforms early childhood education, provoking educators to notice how materials and young children live entangled lives in classrooms" (Pacini-Ketchabaw, Veronica, et al, 2016).

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                               References 

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                               References 

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Pacini-Ketchabaw, V, Kind, S & Kocher, LLM 2016a, ‘Paper: movement’, Encounters with materials in early childhood education, Routledge, New York, pp. 30–40.

Pacini-Ketchabaw, Veronica, et al, 2016. Encounters with Materials in Early Childhood Education, Taylor & Francis Group, ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/vu/detail.action

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previously, I was not aware that, as an educator, how to offer material to children, I knew only one way to invite children to introduce the material that was, putting materials in front of them on the table in a tray like clay, playdough, and lose parts but was not that creative thinker that children can move these materials somewhere else according to their choices plus I can offer them to add second material. But now I have build-up many ideas from last four weeks. How to offer children materials and how to enhance their creativity though these four materials that we discussed in this unit. Children deserve freedom to explore everything instead of stopping them to explore, as an educator, we have to be supportive in their learning.

Before I was worried that children will get dirty if I will put water in the sand, giving them paint without smocks. Providing paint in the jars and giving them big sheets and brushes is the only way to paint, but now  I know children can even paint on walls, paint on pasta, and junk materials.

Giving opportunity to children, based on their interest through observing them by the way they explore and listening to them. Being messy is totally okay for me now. and I am raising a voice now for children in my centre that they can play anywhere they want, they can mix up more than two to three materials even more, according to their own choices. We should encourage them instead of pointing them that they are doing something wrong. After doing this unit. Now I have the confidence to speak up for the behalf of children to play freely because now I know the importance of interaction with material in the life of children's life.