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Fine motor skills  serving fruits, mixing Ooblecks, and painting
Use small muscles while they were playing and learning

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HOW CAN I DESIGN AN ENVIRONMENT THAT SPECIFICALLY ENCOURAGES TODDLERS TO DEVELOP THEIR FINE MOTOR SKILLS?

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HOW CAN I DESIGN AN ENVIRONMENT THAT SPECIFICALLY ENCOURAGES TODDLERS TO DEVELOP THEIR FINE MOTOR SKILLS?

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physical development - Fine motor skills and sensory exploration

place : out door age: 1 y and 8m date 28.02.24

number of children : 02

While  he was exploring outdoors, E's interest was drawn to a sensory basket that included Oobleck. He stopped to see the other children doing the same. He waited for his turn, standing next to his peers . The teacher made Oobleck with cornflour and water and  blue food colouring.

"Would you like to touch?" said the teacher. He was curious and reached out his little fingers to feel the coldness of the Oobleck. He pulled his fingers away quickly and felt something trickling from them. He turned to his friends, excited, and said, "Look,  blue!" in a loud, clear voice.

E dipped his fingers again, clearly interested in what he was doing out of curiosity. Without disturbing him, I walked over carefully and questioned, "Do you like it?" He gave an enthusiastic nod, "Yes, yes," and a smile came to our shared eyes.

Later, the teacher handed out some spoons and sticks. E took a stick, gripped it firmly, and then lowered it into the Oobleck while maintaining an attentive attitude. He gave it a  shake, totally absorbed in the sensory investigation.

E showed an interest in using a spoon, especially the one that his friend was using. He gestured at the spoon and said the word "spoon" to indicate his intention. E was given a spoon by a girl, to which he replied , "Thank you." I gave him a lot of praise and said, "I'm very glad you said thank you. Excellent work, E."

E accepted that the Oobleck was messy as he carried on exploring it. Oobleck freely used both hands to touch, squeeze, and even inhale its aroma, adorning his face and hands in the process. With his fingers bent downward, E lifted his hand and followed the Oobleck's drip with his eyes.

He used spoons and sticks, among other tools, to further his exploration. E really delighted in raising the Oobleck and allowing it to tumble between his fingers. He found using a stick difficult at first, but he persisted and managed to use a spoon. As he told his friend standing next to him about this accomplishment, his eyes glowed with joy.

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OBSERVATION 2

Number of children :01     Age:  1y 8m         Date   26.02.24

In the toddler room's outdoor area, we had arranged morning tea, utilising child-sized tables and chairs. During this time, 'A' entered the room accompanied by his mother while I was serving fruits. A's mum headed straight outdoors with him. After a brief chat, she handed him over to my care. A gazed sadly at his mother's face and began to cry. His mum  said her goodbyes, offering a final hug, and hurried out. A remained in my arms, tearfully looking through the door.

To provide comfort, I embraced him with cuddles and reassured him, saying, "I know you are sad. You want a mummy. She went to work and will be back to pick you up."

He sat on my lap for a little while, still glancing through the door, and softly said, "Bye, mummy," his voice accompanied by cold tears and a shaky tone. As time passed, he gradually settled, and I transitioned him to a small chair to partake in the morning tea.

Curious about his preferences, I asked, "Would you like to have some fruits, A?" Presenting a bowl, I continued, "What do you want in your bowl? Banana, pear, kiwi, or apple?" A turned his head towards me, offering a smile, and his eyes blinked. He nodded in agreement. With enthusiasm, he took hold of the tongs and began to serve himself apples, demonstrating a proper grasp and managing the task without dropping anything on the floor. He repeated this process several times, showcasing a commendable ability to use the tongs with delight.

He displayed a keen interest in kiwi and pear, continuing to serve them into his bowl. As A indulged in the kiwi, his facial expression underwent a change, and his eyes shut momentarily. Curious, I asked, "Is it yummy?" to which he enthusiastically replied, "Yes, yummy. I like pears."

A then squeezed a piece of orange, resulting in juice covering his hand. Undeterred, he bent his body to serve pear, engaging all his senses by smelling, squeezing, tasting, and touching the fruits. After thoroughly enjoying the fruits, he grabbed the white bowl with his right hand, transferring leftover orange pieces to another bowl, and neatly stacked his bowl for washing.

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Observation 03  Fine motor skills and sensory

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Observation 03  Fine motor skills and sensory

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OBSERVATION 3

Number of children : 03    Age : 1y to 2y         Date 24.02.24

The educator arranged a table adorned with various coloured paints and paintbrushes, fostering a group activity designed to enhance creativity and fine motor skills. A, B, and and C sat next to each other, each provided with an A3 paper .

Child A initially grabbed a paintbrush but  changed his approach. Opting for his pointer finger, he dipped it into the paint and dragged it across the paper, creating delightful patterns. His interest was evident as he repeated the process with a smile, thoroughly enjoying the activity. When he dipped his finger into red paint, he closely observed, pointing it out to the educator, saying, "Red." A demonstrated a calm demeanour, with his left hand resting on the table while he skillfully painted with his right hand.

Meanwhile, another child, she, was actively engaged in the activity. She accurately identified the colours she used for painting—red, blue, and yellow—naming them as she worked on her paper.This observation captured a dynamic and vibrant session where the children explored both creative expression and colour recognition.

I observed child C presumably "she," displaying affinity for messy play. Using all four fingers, she took a glob of paint and spread it across her paper. With enthusiasm, she dipped her fingers again, creating a handprint on the paper while wearing a big smile. Afterward, she shook her head and attentively observed what the other children were doing. After a brief pause, she repeated the handprint, showcasing her joy and engagement in the creative process.

During the process, C demonstrated her colour recognition skills by accurately naming the colours she was using. She pointed to each colour, indicating "red" and "blue" while her eyes followed the various hues on her paper. This observation highlighted C's ability to engage both tactically and visually in the creative experience, contributing to a collaborative and artistic atmosphere.

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Observation 01: Demonstrated proficient use of a spoon and stick with a proper grasp while mixing Oobleck. Engaged fingers to squeeze, touch, mix, and stir effectively.

Fine motor experience involves the development and coordination of small muscle movements, typically in the hands and fingers. This encompasses activities that enhance precision and control, such as grasping objects, using tools, or performing intricate tasks. Engaging in fine motor experiences is crucial for refining motor skills, hand-eye coordination, and overall dexterity, which are fundamental for various daily activities and academic tasks.

Observation 2: During a painting activity, the child adeptly utilized a paintbrush with a proper grasp, demonstrating controlled hand movements. The child also engaged in touching and painting with fingers, did hand print, spread his fingers,

Observation 3: Displayed fine motor skills by using tongs with a proper grasp and employing fingers and hands to partake in morning tea. squeezed tongs, pick up fruits, eating with hand, squeezed orange while he having morning tea.

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1. Observation 1:

- Fine Motor Skills Used:

- Grasping a spoon and stick with precision.

- Squeezing and mixing Oobleck using fingers.

- Link with Theories:

- Froebel's Theory: Aligns with Froebel's emphasis on creativity and self-expression through hands-on activities.

- Vygotsky's Theory: Demonstrates social interaction, especially if children were collaborating during the Oobleck activity.

2. Observation 2:

- Fine Motor Skills Used:

- Using a paintbrush with a proper grasp.

- Touching and painting with fingers.

- Link with Theories:

- Froebel's Theory: Reflects creativity and self-expression through artistic activities.

- Vygotsky's Theory: Highlights potential social interactions, especially if children are painting together.

3. Observation 3:

- Fine Motor Skills Used:

- Using tongs with a proper grasp during morning tea.

- Link with Theories:

- Froebel's Theory: Shows social participation during a daily routine, aligning with Froebel's emphasis on social connections.

- Vygotsky's Theory: Illustrates potential social interactions during the morning tea activity.

These fine motor skills align with both Froebel's focus on creativity, self-expression, and social participation, as well as Vygotsky's emphasis on social interactions contributing to cognitive development.

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EYLF OUTCOME

outcome 03: Children have strong sense of wellbeing.

Areas of development :

Fine motor

Gross motor and cognitive

outcome 04: Children are involve and confident learners

fine motor and cognitive development

these three observations link with EYLF outcomes .serving fruits, painting and OObleck. develop fine motor skills. they were involved and confident through their tasks. Approach new safe situations with confidence.

initiate interactions and conversations with trusted educators

Are open to challenges and make new discoveries.

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Observation 01: Demonstrated proficient use of a spoon and stick with a proper grasp while mixing Oobleck. Engaged fingers to squeeze, touch, mix, and stir effectively.

Fine motor experience involves the development and coordination of small muscle movements, typically in the hands and fingers. This encompasses activities that enhance precision and control, such as grasping objects, using tools, or performing intricate tasks. Engaging in fine motor experiences is crucial for refining motor skills, hand-eye coordination, and overall dexterity, which are fundamental for various daily activities and academic tasks.

Observation 2: During a painting activity, the child adeptly utilized a paintbrush with a proper grasp, demonstrating controlled hand movements. The child also engaged in touching and painting with fingers, did hand print, spread his fingers,

Observation 3: Displayed fine motor skills by using tongs with a proper grasp and employing fingers and hands to partake in morning tea. squeezed tongs, pick up fruits, eating with hand, squeezed orange while he having morning tea.

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Darshani Liyanarachchi  Student I.D :  S8077977

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Darshani Liyanarachchi  Student I.D :  S8077977

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Age group : 01 years to 2 y Date :  04.03.2024

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Artefact for plan and Implement - Painting

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Artefact for plan and Implement - Painting

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painting activity link with the large muscles and small muscle of their arms and hands as they painting. children were learning to do a hand print and mixing colours. and also ability to control part of the environment by painting .
Through painting observation, it is evident that children A,B and C  engage in shared play experience, and also according to painting experience promote fine motor skills, creativity, and learning colours. Sharing skills. All observations showed common thread of fine motor skills and sensory skills. Physicals development .

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Children were engaged in a painting activity on [06.03.24]. The environment was set up with child-sized tables indoors, accommodating Number of children 04. I provided watercolors, paints, and various sizes of paint brushes—both thick and thin.

During their engagement, I demonstrated their fine motor skills, color recognition, communication, creativity, imagination, and confidence. Additionally, they exhibited sharing and social skills. I observed conversations among the children and teachers while they painted. For instance, one child opened his hands, requesting, "Hand paint," and another asked a friend, "Blue, please. Thank you." A girl proudly displayed two paintbrushes, emphasizing "big and small."

This hands-on activity involved the use of hands, arms, and fingers to create their unique masterpieces. The children's enthusiastic participation was evident through verbal and nonverbal communication, including nods and gestures. Other educators in the room joined in, providing support by offering colors, papers, sitting with the children, and offering guidance.

The transition from the "Yaning circle" group time to the tables was smooth. Children cooperated well, sharing paints and helping each other. I observed without interfering, taking on a ninja approach. When assistance was needed, I stepped in, role-modeling and helping as required. I incorporated indigenous tablecloths for added inspiration, offering more space and freedom for children to choose watercolors or paint and brushes.

During the activity, I modified it by providing sponge paintbrushes, allowing the children to create beautiful patterns. After completion, we showcased the wonderful photos and artwork on Story Park, capturing the children's proud moments and receiving feedback from families.

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1. Extend the painting activity by incorporating natural elements such as leaves, branches, and twigs as unconventional paintbrushes, drawing inspiration from the Reggio Emilia approach. This adds a sensory and nature-inspired dimension to their creative exploration.

2. Introduce a color learning activity using wet wipe lids and various colors, linking it with sustainable practices. This not only promotes color recognition but also encourages environmentally conscious practices.

3. Explore color mixing further by allowing them to experiment with mixing colors using their fingers, sticks, or other materials, creating new and exciting color combinations.

4. Enhance the activity by incorporating a color-matching component. Encourage the children to match colors with objects found within the classroom, fostering a connection between colors and real-world items.

5. Integrate literacy into the painting experience by reading books about colors. This not only expands their vocabulary but also enhances their understanding of the concepts being explored.

6. Provide a variety of painting options, including sponges of different sizes, natural leaves for painting, and watercolors. This diversified set of materials allows the children to explore different textures and techniques, fostering a richer painting experience.

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"I implemented a painting activity with children aged 1 to 2 years in Yiaga's room (toddler). I set up two tables with paints: red, blue, green, white, and purple. White color paper and paint brushes with different shapes and sizes, including some with sponges, were provided.

During our group time, I engaged in a conversation with the children about the painting activity. I asked them if they preferred to do it inside or outside, which colors they liked, and what colors they already knew. The conversation was meaningful, and the children were engaged.

I arranged two tables for the painting exploration, equipped with different paint colors, watercolors, brushes, and white paper. Each table accommodated four children—A, B, C, and D.

Child A sat down and dipped the fingers of their right hand in the paint. They spread their fingers, put them on the paper, and moved their hand in different directions. His face was bent towards the paper, and the other hand was relaxed on the table. While Child A was painting, I approached and asked," would you like to mix two colours and see what happen?

She mixed the colors on the paper and observed the fascinating changes, expressing her wonder. Pointing to the orange color, she confidently exclaimed, "orange!" Her clear, loud voice showcased her recognition skills as she continued naming the colors.

Child B, intrigued by Child A's painting, began to imitate her, resulting in paint covering her hands. She swayed her head side to side, exploring the texture of the paint. then she took two brushes for right and left hand. while holding the brushes she said 'big and small' .

Meanwhile, Child C showed a keen interest in creating handprints. Politely, he asked, "Hand painting, please?" I agreed, saying, "Yes, let's paint your hand," and sat next to him. Demonstrating with a paintbrush, I showed him how to make a handprint on the paper. Allowing him to explore, he tried it himself, enjoying the sensation of the brush and paint on his fingers. As I painted with a brush, he giggled and attempted to retract his hand, playfully interacting.

Our eyes met, and he smiled with his blue eyes, the joy evident as he observed his red handprint on the paper. I acknowledged his excitement, saying, "Wow, I see how beautiful your handprint is."

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Yiga  is 1 to 2 years  toddler room at our centre, at Rowville  Kingkids is designed with a focus on celebrating indigenous people through its naming the room. With a capacity for 18 children, we ensure a vibrant atmosphere with a dedicated team of four permanent staff members and additional casual staff as needed.

Our center boasts a captivating natural environment outdoors, complemented by a well-constructed play area featuring a decking adorned with cafe blinds. Inside, we curate a variety of activities to engage and stimulate the children, fostering both independent play and collaborative planning sessions.

At Yiga  room  we prioritise group time, special sports days, and music days. To enhance these experiences, we bring in talented musicians and sports coaches, creating a dynamic and enriching environment for the children. The center becomes a hub of joy and learning, where every child is actively involved and thoroughly enjoys their time.

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All three observations recognised each child’s individual needs and interests, giving hands on and fine motor skills,sensory materials.prepared environment that help children to demonstrate exploration (Nalan & Rabin 2015).

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All three observations recognised each child’s individual needs and interests, giving hands on and fine motor skills,sensory materials.prepared environment that help children to demonstrate exploration (Nalan & Rabin 2015).

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These three observations demonstrate fine motor skills and sensory explanation, motor development, social interaction, about 01 to 2 years toddlers. These Aline with EYLF 2022.

And also educator’s interaction and scaffolding in learning process is very important ( Mooney, 2013) The guidance and encouragement contributed  child who try to do an hand print .Educator scaffold, role model to the child.  This will significantly enhance 01 to 2 years old children to learn and develop their skills.
And also Burner said guiding the learner to take carefully structured and supported steps in  learning  is scaffolding.

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Arc. (n.d.). Arc.educationapps.vic.gov.au. Retrieved March 10, 2024, from https://arc.educationapps.vic.gov.au/learning/resource/59FRW5?fuse=1

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Victorian Curriculum and Assessment Authority. (2020). EARLY YEARS PLANNING CYCLE RESOURCE FOR THE VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK. https://www.vcaa.vic.edu.au/Documents/earlyyears/EarlyYearsPlanningCycle.pdf

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Anglia, N. (2023, April 24). The Pedagogy of Listening. Www.nordangliaeducation.com. https://www.nordangliaeducation.com/bis-houston/news/2018/02/09/the-pedagogy-of-listening

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ProQuest Ebook Central. (2022b). Proquest.com. https://ebookcentral.proquest.com/lib/vu/reader.action?docID=820317&ppg=260

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observations capturing educator scaffolding and children interacting with each other during activities like painting and the Oobleck activity directly resonate with Vygotsky's principles.

- Educators interacting with children during activities provide support and guidance, offering assistance when needed. This aligns with Vygotsky's idea that more knowledgeable individuals can help children advance their understanding and skill

- Children interacting with each other during activities.

Three of these  observations align with The Early Years Learning Framework (EYLF) 2022, which is designed to support children's learning and development. The EYLF is an Australian framework that emphasise a holistic approach to early childhood education.

This approach fosters a rich and meaningful early childhood education environment.

The theories of Piaget ,Montessori, as mentioned by Mooney (2013), have inspired to design learning experiences that engage with developmental theory.

. *Piaget's Influence:

- The use of textured materials and a variety of textures reflects Piaget's emphasis on hands-on experiences for children. It allows them to explore and understand their environment through sensory interactions. (OObleck, paint)

Montessori's Approach:

- The incorporation of child-sized furniture aligns with Maria Montessori's emphasis on creating an environment that is tailored to the child's size and needs. It promotes independence and exploration.

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Child development (5) - one to two years - Better Health Channel. (n.d.). Www.betterhealth.vic.gov.au. https://www.betterhealth.vic.gov.au/health/healthyliving/child-development-5-one-to-two-years#physical-skills

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01) 01 years to 2 y old children are working heard on categorise , sorting the objects, the objects they see in to understand groups. they have ability to work objects together.

ex: paper and crayon. paper and paint. for fine motor

(betterhealth.vic.gov.au/.health)

picture books with colours . name the pictures. allow children turn pages with fingers, look and touch, point the pictures. or do simple puzzle recognize colours.

betterhealth.vic.gov.au/health

01 years to 2 y old children are working heard on categ
years to 2 y old children are working heard on catego
categorise

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Edwards, S., & Nuttall, J. (2009). Professional learning in early childhood settings. Sense Publishers.