The paper was used in two different lighting conditions: during nighttime indoors and during the broad daylight period outdoors. Mahshulah and Rachmawati (2020, p.785) discuss the significance of experimentation with light that provides the sense of freedom to children to learn about science in nature such as understanding the concept of reflection and refraction, size and colour. When we used the paper during the night-time indoors it reflected the light of the bulb emitting (dim yellow) and it also made the paper look thick. The shadow was formed which got bigger when pulled forward and smaller when pushed near to the wall and the floor. Similarly, the shadow changed its shape when the paper was folded. However, in the light during the daytime, the paper looked light weight and it reflected the light orange and yellow with no shadows at all. 

When an object (paper) is used in different lighting and moved to different settings children are aware of different shapes and colours the object can take. Mahshulah and Rachmawati (2020) claimed that it is important to integrate experimentation with light in early childhood education to clear the misconception found mostly in adolescents that light travels from eyes to the object. Moreover, the experimentation will encourage the young learners to experiment other objects with light. They will grow curious and the element of experimentation itself will turn them into young scientists. Thornton and Brunton (2010) explained the magical experiences brought by playing objects around light and dark such as elements of risk and challenges and a chance for young learners to explore ‘gratuitous fear’.

The experiment began with paper floating in water leading to sinking and almost dissolving state. Water being a floating body like air changed the structure of paper as time passed. The transition from one form to another would be an enriching showcase of how any object when encounters any natural material changes its shape, texture and feature in due course of time. Pacini-Ketchabaw and Clark (2016) explained that children need to experiment with hydro-logics of bodies of water so that they can understand its different specificities such as fluidity, murkiness, sogginess, creativity etc.

Like any other experiment, using paper with water will help children learn how something that hydrates them can also be used for many other purposes. It will broaden their horizons and give them an opportunity to critically think and predict what will happen after the paper keeps floating in the water with subtle movement. Moreover, when the paper is placed over the running tap, it quickly bends rather than when it is carefully placed above the almost still water providing them the concept of speed and pressure simultaneously. Pacini-Ketchabaw and Clark (2016) after conducting their research with water with early childhood learners in Vancouver concluded that water does both: reflection and diffraction. Such movements and modes are tools that help us to explain our everyday lives and hence it is crucial to introduce water play in early childhood education.

Tearing the paper, burning it, placing it under the water, making a paper ball and bouncing it on the floor etc. created the range of different sounds. The intensity of some sound was high whereas others were light and negligible. When children are playing with the sound they experience the differences of rhythm, tones, pitch, melody etc. and they can express it in many forms. For instance, in the research named ‘the rhythm of the heart’ carried out in many communes of Stockholm, the children were asked to illustrate and reflect on the sound made by their heartbeat, sound of talking, whispering etc. and the researchers found out that children use dots, drawings, zig-zag lines and numbers to conceptualize their understanding (Olsson 2009, p.69). Hence, using paper and creating different sound would help young learners to understand the specificity of different sounds that comes with every subtle movement.

 

The children will learn to focus and differentiate several levels of sound, get an idea about volume and penetrating effect any sound can bring. Similarly, many open-ended questions could be asked during the experimentation such as when they hear paper used with water, does it remind them of heavy pour of rain on the ground or does the hissing sound of paper when burnt remind them of the cosy fireplace etc. Sound also ignites memory and relating different sounds to different experiences gives young children a clear picture of the differences and the similarities of sounds. Olsson (2009) claims that when different sounds are created with experiments in a group of children, they share their experience and learn new strategies to express it. For instance, the researcher concluded that experiments as such opens many opportunities for children to communicate their learning in a unique way while also getting insights from the strategies they learn from other while working together.

This is a simple experiment where the young learner can simply hold a piece of paper in the outdoors. The movement of the paper with the air would provide them the concept of direction as the paper moves with the wind. They can also experience the strength of their grip required to hold a paper in their hand which will make them understand how other natural objects like trees, plants, pebbles stay still with little movements either because of their roots (grip) or their weight. Cuffaro (1995, p.16) in his book provides an instance where a young learner grabbed another child’s hat and threw it up in the air which landed on a seven foot pole which amazed all the children including the child (Michael) himself and the whole experience was termed as ‘magical moment’ in the school yard. The force that requires to throw or hold any object even as thin as a paper in air will help to create many magical moments as such and help the students learn the flow of the wind against their own weight and strength.

While the experiment is simple, the reflection with open ended questions after the experiment such as: why the paper moved more towards the air flow, was it the sound of paper or the air that was produced or why do the children stand still but the paper in their hand moves will create a valuable discussion. Experimenting paper with air can bring a lot of lessons in play and the learning might go beyond science as the children are free thinkers like free waves of air.

Considering safety of the young children, using paper with fire should be carried out only by a childhood instructor where children will play the role of audience. When they witness paper burning and turning into the ashes with change of color of fire itself, they can observe and experience the actual transformation of the paper. The element of fire will stir the emotions such as fear and excitement which is very important especially in early childhood education to prolong their attention in the experiment. Marsetyaningrum (2018) claims that the fun and exciting atmosphere is crucial while conducting experiments in early childhood as it will encourage the child to look for answers for their numerous queries. Children’s inquisitive nature is innate and everything that seems miraculous will enrich their experience of what they saw, heard and felt in their surroundings. 

Childhood is a magical period in human life and children’s witnessing simple experiments such as burning paper in fire could bring a transformative change in their creativity. The transformation of a natural element itself i.e., use of fire either to cook food, or to get warmth in a normal life to using it to turn paper into ashes can lead a child to think about the element in a creative way than just to use fire for different purposes.

This experiment also should be conducted by teacher conducting safety in mind where children will encounter how melted wax created different shapes on the paper when solidifies. This experiment will be an extension of using paper with air and fire, as movements of all three elements will begin and end the experiment. Thornton and Brunton (2010) claim that experiments like this permits young learners and children to participate in sustained mutual thinking and establish a relationship where different human emotions are open for discussion. 

The children can also learn that when we use our hands in different directions the wax moves accordingly, and the droplets of wax will absorb the paper not exactly as water does as water extends, but wax grips to the paper. The clear movement will allow children to learn how different elements of nature can react differently with the same object. Pacini-Ketchabaw, Kind and Kocher (2016, p.31) claim that ‘learning itself is movement’ as it can be felt and observed that creates curiosity while we move with the materials.