There is paper all around us. It is present in our daily lives, whether it be in the form of books, newspapers, packaging, or office supplies. Its versatility and durability make it an essential tool for communication, organization, and creativity.

I can't remember a time when paper wasn't part of my life. The paper can be used for writing, drawing, painting, scrunching, folding, unfolding, and flapping. "Paper becomes known as receptive, reactive, pliant, absorbent, responsive to touch, to bending, folding, and crumpling," according to Pacini-Ketchabaw, V., Kind, S., & Kocher, L.L.M. (2024).

In addition to its practical uses, paper also has a rich history and cultural significance. ''Before paper was invented, people around the world used many different materials as writing surfaces. Local environments influenced the kinds of materials used: clay tablets, tree bark, or materials such as papyrus and parchment. has been used to relay messages for centuries'' (Robert C. Williams 2021).

My experiment with the paper

I began my experiment by crumpling the paper, which allowed me to experience the change in how it felt in my hands. The closed end of the paper was softer than the open ends, which felt a little sharp and pointed in my palms.

Tearing paper may seem like a simple action, but for me, it became the starting point of a fascinating experiment. I tore the paper into two parts with ease at first since it was so easy to tear. When it was in four parts, it was still easy to tear, but after a few attempts, I found it was impossible to tear it much smaller. Even though I was tearing the paper at the same time and with the same force the patterns and pieces of it were different. This experiment not only sparked my curiosity but also opened my mind to the endless possibilities of experimenting with everyday materials. I realized that even the simplest of actions can lead to unexpected discoveries and enrich our understanding of the world around us.

Reflection

Even in this digital age, there is something comforting about the tactile sensation of writing on paper. It allows for a more personal and intimate connection with the information being recorded, fostering a deeper understanding and retention of knowledge. What would the world look like in future if everything is made digital and there is no paper?

For future practices I would encourage children to experiment with recycled paper by making it wet or soaking and drying the cardboard giving it different shapes and see what could we create with it ( Inspired by Chun Kwang Young, 2024).

References:

Chun Kwang Young. (2024). Artnet.com. http://www.artnet.com/artists/chun-kwang-young/

Pacini-Ketchabaw, & Veronica, et al. (2016). Encounters with Materials in Early Childhood Education. Taylor & Francis Group, 2016. ProQuest Ebook Central,. https://ebookcentral.proquest.com/lib/vu/detail.action?docID=4649662.

Williams, R. (2021). History of Papermaking Around the World. https://paper.gatech.edu/sites/default/files/2021-04/History%20of%20Papermaking%20Around%20the%20World.pdf

The best thing about loose parts is that they're endless. According to Pelo, Ann (2016)"Found materials like these offer intriguing provocation. In a child’s hands, a cereal box is no longer a container for cereal. It becomes a tiny home for a paper doll, with a door cut into the base, tissue-paper curtains fluttering in windows." (p.115)

My experiment with natural loose parts

I decided to experiment with natural loose parts because as a child, I was always fascinated by the natural world around me. I spent countless hours exploring the outdoors, collecting rocks, soil, and other loose parts that caught my eye. These objects held a certain mystery and beauty that captivated me, sparking my imagination and curiosity.

I gathered different shaped and sized stones and rocks from my backyard along with some soil. Then I arranged the stones in different patterns around the soil.

Each stone has its own story to tell, whether it had been shaped by years of erosion or broken off from a larger formation. I found myself wondering about the journeys these stones had taken, from their origins deep within the earth to their current resting place in my backyard.

Reflection

Playing around with loose components was so much fun! I was able to fully express my creativity and connect with my inner child. In a way that felt so natural and satisfying, collecting natural items like rocks and soil let me get closer to nature.

Experimenting with various combinations of colors, textures, and shapes opened my eyes to the beauty of the environment. It was incredible to observe how something as basic as a few natural objects could inspire such happiness and creativity.

It arises a few questions as how we can create more opportunities for children to play with loose parts? What are some of the ways that we can incorporate natural materials in our daily practice in early years of learning?

In my future practices I would like to provide children with open-ended recycled materials such as bottles, scrapes of fibre, tyres, cardboard, natural wood pieces to engage with (inspiration from Boston Children's Museum, 2016)

Reference:

Boston Children's Museum. (2016). “The Land”: A Movie and Discussion about Adventure Play, Part 1 [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=vHKrH51ygok

Pelo, A. (2016). The Language of Art : Inquiry-Based Studio Practices in Early Childhood Settings,. Proquest Ebook Central; Redleaf Press. http://ebookcentral.proquest.com/lib/vu/detail.action?docID=4674378.

Clay is one of nature's most adaptable materials. As Pelo, A.(2016) describes, "Clay comes from the earth: ancient, organic, substantial. It smells cool and dark. It is grainy inside its smooth moistness. Clay requires muscle. We engage clay with our hands and feel it on our skin" (p.92).

Working with clay is so much fun. It feels different in our hands. At times it can dry out and give a powdery feel, but it softens back up when we put some water in it. It might get quite messy if we put too much water.

In early childhood settings, clay is very popular, although some educators steer clear of it because it may be messy and requires a lot of cleanup. The sensory stimulation that clay offers is one of its main benefits. Children are able to engage with their sense of touch and develop their fine motor skills through molding, squeezing, and shaping the clay. The children aren't focused on the end result but more on the process.

My inquiry with clay

I started my my inquiry with clay at home. First I held the clay in my hands just to have a feel of it. It seemed a little dry when I started to break clay in small pieces. I started to make a small bowl with clay but it kept cracking, so I added a little water to my hands to make it easier to mold the clay.

My daughter wanted to join me when she saw me using the clay, so I gave her some clay as well. As she was playing with the clay, breaking, rolling and squeezing it, some of the colour from the clay went to her and she was so happy to see her hands the same colour as clay.

Reflection

As Pacini-Ketchabaw (2016) stated, "Materials can evoke memories, narrate stories, invite actions, and communicate ideas" (p.1). I always link clay with celebrations and joy, and I have many happy memories of it. This makes me question what we are doing to provide our children with the same possibilities as parents and educators so they can interact with material in a similar way.

I would encourage children to children to explore the use of clay as a medium for artistic expression in my future practices. It is an excellent sensory experience for them. By introducing children to working with clay, we can help them connect with the traditions and learn more about different cultural practices and art forms as many cultures have a rich history of working with clay as a form of artistic expression, from pottery to sculpture

References:

Pacini-Ketchabaw, & Veronica, et al. (2016). Encounters with Materials in Early Childhood Education. Taylor & Francis Group, 2016. ProQuest Ebook Central,. https://ebookcentral.proquest.com/lib/vu/detail.action?docID=4649662.

Pelo, A. (2016). The Language of Art : Inquiry-Based Studio Practices in Early Childhood Settings,. Proquest Ebook Central; Redleaf Press. http://ebookcentral.proquest.com/lib/vu/detail.action?docID=4674378.

I have some cherished memories of experimenting with and creating different shapes on the walls at night in the artificial light using our hands. "Experiences involving light and shadow enable children to appreciate the awe and wonder of the world around them and provide a rich environment in which to develop their natural curiosity" (Thornton & Brunton, 2013).

I throughly enjoyed exploring the interaction between various objects and light. My daughter likes to play in her tent, with her soft toys creating an imaginary world. One day I put fairy lights in there to enhance her play, that she can use when its dark in the room. The lights from the tent cast a gentle glow in the room and painting the walls with a soft pink hue.

I also attempted to create hand puppets using shadows with my daughter. We had a great time experimenting with different hand positions to create various animal shapes. Together, we worked to perfect our technique in order to achieve the desired appearance of each puppet.

Reflection

As I was experimenting with light at home ,I was thinking this is one medium that I haven't had much experience in an early childhood setting. What can we do to involve light as medium t teach children?

For my future practices I would like to use natural light to help children understand the movement of the sun, that when the sun moves the shadow moves as well (Ciccone, 2024).

We can not apply the same approach for paper, loose parts, clay or light. They interact differently and spark different thoughts, ideas and memories.

Reference: Pacini-Ketchabaw, & Veronica, et al. (2016). Encounters with Materials in Early Childhood Education. Taylor & Francis Group, 2016. ProQuest Ebook Central,. https://ebookcentral.proquest.com/lib/vu/detail.action?docID=4649662.