1. Large mural paper with various sized crayons.
2. Play dough with extruders, pipe cleaners, and popsicle sticks.
3. Sensory bin with dried beans, scoops, clear bottles, and funnels.
Lines, Lines, and more LINES! Our book today, Lines that Wiggle, introduced lines that we see in our world….wavy, curvy, and swirly were just a few of the vocabulary words offered for our budding artists to explore. Armed with crayons and a large area of paper on the floor, children were able to employ both fine and gross motor skills as they drew and described their actions. Moms helped encourage the vocabulary words by demonstrating drawings of the different styles of lines. The children were also given the opportunity to create lines as sculptural forms through homemade play dough. They manipulated an assortment of extruder tools to create many different lines from the dough. J noticed his curvy lines, “looks like a snake” and S added that, “a snake says, hisssss”. The back and forth dialogue among the group is fantastic as they become more aware of their world and their actions! Our sensory bin invited the children to explore dried beans as they poured, scooped, and dumped the beans into clear bottles. These clear bottles were transformed into shaker instruments! W decided he loved the feel of the beans soooo much that he dove right in the bin, “I play in beans, Mama!” C discovered he could use the lid to the bottle as a scoop and loved watching the beans rain down into the bin. Such a lovely class and the kids let me know that they enjoyed their time as no one wanted to leave! Beautiful!
1. Cloud Art with cotton balls, blue paper, and glue sticks.
2. Water sensory bin with glass beads, scoops, and pipettes.
3. Painting with various types of paintbrushes, wooden geometric shapes.
Today we welcomed our old friend, C, and our new friend, J, to our class. We began by reading the book, Sometimes it Looked Like Spilt Milk, and employed our imaginations as the children helped describe what items the cloud images reminded them of, “a bird”, “a tree”, or “a rabbit” were just a few of the items they recognized. The children were invited to make their own cloud creations. By incorporating literacy in art-making we were able to observe the children make connections and strengthen both their cognitive and language development skills as they made deliberate decisions and talked about their artwork. After observing their mamas using the glue sticks, all of the little artists decided to try out their fine motor skills and use the glue sticks on their own! As always our water sensory bin was a big hit and we began by watching the watercolor swirl in the bin as it turned the water purple. We revisited vocabulary words such as scoop, pour, dump, squeeze, splash, sink, and float as the children explored the scientific properties of the water with various tools….both inside and outside the bin! Our third provocation of the day, invited our artists to explore painting three-dimensional geometric shapes made from wood. C decided to bring the pipettes over to the painting station and created some interesting designs with water and paint on the surface of his geometric shape. W demonstrated his new knowledge of paint as he eagerly manipulated the media with his hands and the paintbrushes. S described his cloud art as, “looks like a bird”….but only after the class ended and we were cleaning up! J was thoughtful as he investigated his new surroundings and seemed to be particularly drawn to the glass beads and the water bin. Throughout the class, I witnessed our young two(ish) year olds becoming more and more social with each other as they shared paints and paintings, climbed into the sensory bin together, and talked to each other about their actions and discoveries. What a delight!
1. Easel painting with brayers....and hands!
2. Colored rice sensory bin
3. Light table with colored translucent geometric building blocks.
Today was our first class of our winter session. While reading the book, Monsters Love Colors, we focused on the action words described in the story. Vocabulary words such as squish, squash, mix, mash, drip, scribble, dribble, pour, dump, and scoop set the stage for our activities as the children explored the texture and scientific properties of paint and the colored rice in our sensory bin. The children were also able to explore the properties of light and color through the translucent magnetic tiles of different shapes and sizes. We called upon geometric shapes as we built with, sorted, and stacked the triangles, squares, and rectangles. W was delighted with his first paint experience and was in awe of his ability to turn his hand blue and then create a hand print. He also soon realized that bringing the magnetic tiles over to the rice sensory bin was a fun idea and began hiding them as well as his own feet under the rice in a game of peek-a-boo! S also enjoyed creating his own hand print and rolling the paint with the brayer on his paper. He decided that he wanted to combine crayon drawing with his painting and described drawing "a black bird, a red bird, and a cup”. W also called upon his language skills as he talked about the colors of the paint. The two boys demonstrated their developing social skills as they climbed into the rice bin together, shared materials (S asked W, “want red crayon? draw red bird?”), played peek-a-boo with the rice, shared paintings, and laughed together.