This time of the year there are spider webs everywhere. We stopped to watch a spider devouring a fly on our walk home from school and one has built a web right outside our window, so we watch his antics everyday. If your children are interested in spiders or you are looking for spider activities for Hallowe’en, here are a few we have tried.
Tie sticks together into a star shape and weave a web with wool or string around them, wrapping around each stick as you go.
Weave a spider web inside a hula hoop for a large-scale decoration.
Turn a round table upside down and give the children a ball of string or yarn to make a web around the table legs.
Make a Velcro web and bugs from old socks or pairs of tights. Throw the bugs at the web and see how many get stuck.
Sing the elephant and the spider web song
Pipe an icing spider web onto a plate and make spider cakes to fit inside.
This time of the year my garden is covered in a blanket of leaves. The girls enjoy helping to rake them up but it is a never-ending task. When leaves are plentiful there are many activities that you could take advantage of. Here are a few of our favourites.
Leaf Man by Lois Ehlert is illustrated with photocopies of leaves that have been arranged to make pictures. We studied the way Ehlert uses coloured paper to create a layered background and leaves and natural materials for the main body of the picture.
We created our own pictures, starting with the background and adding leaves. The leaves work better if they are pressed beforehand using a flower press or a heavy book. Preserve them by laminating before the leaves dry out.
Young children enjoy printing with leaves or painting on larger leaves. You could also try painting with different types of leaves or dipping the stalks into paint to make marks. Dried leaves crumbled into paint could also make an interesting texture.
Leaves are perfect for investigating colour mixing. Give each child a leaf and ask them to try to mix the matching colour. Younger children could paint the colour onto their leaf, print it on paper or paint around the outline, older children may like to try an observational painting of their leaf. Small square canvases or watercolour paper would make them extra special.
Sometimes young children find this difficult so experiment with different colours and materials, like crayon, pencil, chalk, pastels or charcoal to decide which makes the most effective rubbing.
Leaf Mosaics, Patterns and Sculptures
Use leaves to create mosaic patterns and pictures. These could be individual or large group projects.
The girls collected leaves on a camping trip and used them to thread onto sticks to create clothes for their stick people.
Leaves make interesting imprints in clay or they can be used as a template to cut around. Clay leaves make great bowls, tiles or mobiles.
Sensory Play and Loose Parts
Collect leaves and put them in a sensory bin – investigate what happens to them over time. Add interesting objects hidden amongst the leaves or toy woodland animals and bugs for small world play.
If you have leaves outside how do the children use them as loose parts?
My children built a bonfire……
Buried their feet….
and added them to a potion.
Use them as a Filler
Last Halloween we made spiders to hang on the bushes outside. The bodies were made from black bags stuffed full with leaves. You could also use leaves to stuff scarecrows or guys for bonfire night.
Over a period of time we collected interesting leaves and laminated them. They looked great on the window and I challenged the girls to find out which trees they belonged to. I think they would also make an eye-catching mobile. This year we are using the laminated leaves to see if they can find matching leaves in the neighbourhood. Laminated leaves could be used for all kind of things. We have used them as gift tags, to play matching pairs and they look great on the light table.
If you collect leaves gradually from the same tree or bush as they change colour you can make a leaf rainbow.
Before you decide to rake all the leaves away, take a look at this face, I think it says it all.
Regular readers will remember that when I moved to the US, I struggled to find a preschool that I was entirely happy with. I became so disillusioned that I decided to home preschool for a year. I’d lost faith of ever finding a preschool that valued play, independence and individuality above academics and rigid schedules until a friend told me of a preschool situated on a farm. The preschool shared my belief that children learn best by doing things that have relevance in their lives through exploring, discovering and creating.
The school is so popular that it was a whole year before I had a chance to visit and see the school for myself. Children were busy pulling apart sunflower heads on the covered deck area whist others moved freely between the different activities indoors and outdoors. The teacher’s enthusiasm and passion for both the children and the setting was evident immediately and a bubble of excitement rose up within me. Our name was put on the waiting list for Sept 2015 but before Christmas a place became available in the co-op class so finally my youngest daughter had the chance to attend. This was perfect as I also had the chance to be involved in this wonderful experience as a parent helper.
There was little doubt in my mind that this was the perfect preschool for my outdoor loving daughter. My expectations were high. I have been fortunate to teach at a highly acclaimed nursery in the UK and to visit the best preschools in my local authority as an advisory teacher. My experience of this school has surpassed all my expectations, I couldn’t have hoped for a more perfect preschool for my daughter and I am only sad that my older daughters didn’t have a chance to go there. After she started, it just seemed to get better. Regularly she would come home covered from head to toe in mud. To some parents this would be horrific but to me it meant she had the freedom to be herself and have fun.
Being a part of the co-op class means that I get to help out once a month. This is the most exciting part for me as I get to join in. I love the covered deck area which enables the children to play outdoors all year. The children explore the whole farm for the 2nd part of the session, mud, water, animals, climbing and balancing. They are actively encouraged to take risks.
What makes it so perfect?
1. Children are individuals
Small classes and the dedication and experience of the teacher, mean that she understands each child as an individual. My daughter who is uncomfortable speaking in a group or to unfamiliar adults is given time to think about what she wants to say, often being presented with a question at the start of a session and returning for a response later. The child who hates to get his hands dirty is offered alternative tools and all the materials are open-ended so that children can use them as they see fit.
2.Children are competent
Children are always encouraged to try things for themselves, even when they ask for help they are first encouraged to try. The children are trusted to use adult tools for woodworking and tinkering, peeling vegetables and cooking. The teacher shows them how to use the tools safely and responsibly and thereon in they are trusted with them. The children cook their own green eggs and ham on the tiny stove, they dig with metal shovels, they observe candle flames and peel carrots with a peeler. Outside they are permitted to climb trees, feed the animals, hold guinea pigs and dig in the mud. The children are trusted to handle precious materials like birds eggs, chicks and nests.
This tinker table is always available. I regularly see children sawing pieces of wood placed in the clamps, hammering nails or taking apart electronics with a screwdriver. In the nursery I taught at we had a tool bench with real tools but we weren’t confident enough to leave it out all of the time. I have never seen a child have an accident or do anything dangerous with the tools.
3. The Preschool fosters understanding and respect for nature.
Many of the activities involve the natural rhythms of the farm, collecting the produce, understanding the cycles of the plants and learning about the animals and creatures they find.
After the first few sessions, my daughter told me they had unicorns at preschool but that it was too small to have grown a horn yet. A preschool with unicorns? Could it get anymore magical?
4. Children’s thoughts and opinions are important
Each session the children are asked a question and the answers are recorded for parents to read on the wall outside. The children listen to each others responses and discuss them with respect. The children’s choices are respected as they are presented with a number of activities to choose from at leisure. They also have opportunities to choose the songs they will sing and are confident at asking for things. The children are offered a snack, they choose when and if they would like to eat it .
5. They have fun.
Best of all, I feel that my daughter experiences something here that she would never have the chance to experience elsewhere. I feel so fortunate to have found this preschool and that my daughter has one more year there. When our time is over I will be so sad but I hope I can remember her teacher’s words of wisdom.
I don’t make assumptions about what my children will learn from an activity. I don’t presume that they will learn anything, I’m happy if they are absorbed and having fun.
Sometimes a simple activity can unexpectedly become a rich learning experience full of questions and discoveries. These for me are precious moments. I have recently become aware that the simplest craft activities lead us unexpectedly into an exploration of scientific concepts. For example,we recently acquired a movie reel canister, perfect for paint rolling . I gave the girls a small box of marbles and small balls (a ping-pong eyeball and a golf ball) and a few pots of paint. The discussion that ensued was interesting.
Child 1 : 5-years-old Child 2 : 3-years-old.
Child 1: The eyeballs go much slower. I think because the eyeball is bigger it goes much slower but the marble is smaller so it goes faster.
Child 2: It’s too sticky
Why do you think it is sticky?
Child 2: Maybe there’s too much paint.
Child 1: This one is not as sticky as the other one but it is much bigger. Maybe it’s because I didn’t put as much paint on.
What makes the 2 balls different?
Child 1: One is bumpy and one is smooth…………..but that would make it slower.
It gets stuck and the other one goes really fast. Maybe the material it is made from is sticky but now that we don’t have as much paint on, it goes fast. Perhaps the paint sticks to the material and stops it slipping and sliding.
Maybe because the golf ball is hard it doesn’t stick to the paper, maybe the paint doesn’t like it and slips off.
When we went to wash the balls we checked to see which would float.
Child 1: The golf ball and the marble sink and the eyeball floats. This one floats because it is all filled up with air.
Child 2: This one sinks because it is bigger…………………….. but what about the marble, that sinks?
Child 1: It is because it is heavier.
The connection between the mass of the ball and how fast it travelled did not register but there are many other projects we can explore to help them work it out.
These incidental science experiments happen a lot. There was the time I left an empty milk carton outside and they turned it into a tap by inserting a straw. The girls decided they needed to find a way to turn it on and off. Further experimentation helped them work out how to get the tap to drain all of the water. My role as teacher was not to give them the answers but to ask questions like ‘How could you make it better?’ What could you use to…? or what would happen if…?
Having open-ended materials readily available makes it easy for them to instigate projects . This week, I put pieces of foam in the water table soaked in bubble mixture and showed them how to squeeze the foam to make bubbles. I knew my eldest would love this. She had another idea, taking a piece of plastic tubing she blew into it creating lots of foam. The children’s ideas are always the best! She asked me for test tubes and filled them with bubble mixture and opened her own beauty parlour with potions that made your hair soft or skin younger.
In the TED talk, Science is Play , Beau Lotto views Science as a way of being. He explains,
“We normally walk through life responding. If we ever want to do something different, we have to step into uncertainty…. Science lets us step into uncertainty through the process of play.”
Our youngest children are full of uncertainty so they are naturally questioning things all of the time. Isn’t that the foundation of science? Our skill as teachers is not to feed them the answers but to give them the tools to make their own discoveries. Do we need to plan specific science lessons? Isn’t science and discovery the very essence of childhood?Children don’t call it science, they call it play and in play they work things out for themselves.
‘When I grew up, every kid put in some serious sandbox time, and it often involved building (what seemed like) complex sand structures around which fantasies were composed and competitions took place with neighborhood kids. The organic chemistry labs (at Yale during the junior year) were fun in the same way. We constructed molecules and competed with each other in the class on speed and yield. We mixed things up, and chemical transformations took place. We separated, we isolated, we analyzed. The odors were pleasant, and the physical process of working with our hands, as with sand, was satisfying. The biweekly organic labs became the high points of my week. By the end of the year, I knew that I wanted to be an organic chemist, as I realized one could play in the sandbox for a living. (Joseph B Lambert)
Playing in the sandbox for a living? ‘Isn’t that what I do?
Once children are helped to perceive themselves as authors or inventors, once they are helped to discover the pleasure of enquiry, their motivation and interest explode. – Loris Malaguzzi.
We’ve had a few rainy days so I decided to leave the lid off the water table to catch the rain. We’ve had so much rain that it was nearly overflowing. My girls looked out at the rain and decided to play in the water. They know from experience that rain water is very cold so my youngest put on her waterproof gloves so that she could tolerate the cold water for longer.
I gave her a bottle and a funnel to add to the other materials. I have recently noted her eagerness to transport things from one place to another and predicted she would probably use the bottle to empty the water from the table. True to form she filled the bottle, carried it to the bench and poured the water through the slats before returning for more.
Her sister is less eager to play outside but loves umbrellas so when I suggested she take her umbrella outside, she was out like a shot. Of course her sister needed her umbrella too.
It looks like winnie the Pooh’s boat
Bob needs to stay dry
I can’t quite reach…
Here you go
I want to make an invention
What kind of invention?
Like we made before for serving drinks.
Last summer the girls had inserted a straw into a hole in a milk carton and made a drink dispenser. They worked out how to turn the tap off and where to place the tap so that they could drain the container of all the water.
What do you need?
A cup – this will be good (finding a coffee container) a tube or something and some small cups.
I found a piece of plastic tubing and plastic wine glasses.
I need another pipe. One to blow into and the other one for the water to come out of.
I gave her another piece of tubing that her sister had been using to make a contraption the previous day.
It’s not working mummy, when I blow nothing happens.
Are there any bubbles coming when you blow.
The air isn’t getting through the pipe.
We put the container onto the floor so that she could keep the pipe straight without any kinks and still reach to blow into it.
I have to be honest I didn’t expect it to work but look what happened.
You have to blow so, so hard to make it work that it hurts your mouth, but that’s okay.
Meanwhile her sister was trying to catch floating objects with the tongs.
As adults, artists are generally referred to in terms of the product they create – painters, sculptors, musicians or dancers. When we create ‘art’ we might think about what we are going draw or make before we begin.
When children explore art there is much less emphasis on the finished product – they might say they are going to draw or make something specific but often this evolves into something else during the process.
As I watch my children involved in what we may traditionally term ‘art’, I find that creative expression isn’t their only interest and there is certainly very little focus on the finished product. Sometimes they are practising skills. My youngest for example likes to snip paper into tiny pieces but if I suggest she might like to make a picture with the pieces, she isn’t interested. As children get older the finished product becomes more important. My pre-schoolers will often remark that they don’t know what it is going to be yet, whereas my 9-year-old often has an idea before she starts. Does this change occur naturally or do adults teach them that this is what ‘art’ is?
My younger girls’ ‘art’ is about exploration. They ask questions like ‘what happens if?’ Through this exploration they see themselves as competent in the knowledge that there is no right or wrong way to do things. This give them the confidence to explore further.
The Salad Spinner Project
An example of a process oriented art project was inspired by a visit to the Children’s Museum where the children made pictures using a salad spinner. The directions were simple:
1. Put paint onto a paper plate
2 .Place the plate inside the spinner and put on the lid. Place the spinner onto a cloth or newspaper, the holes in the bottom of the spinner allow the paint to come through.
4. Check results
They watched as the pictures took shape changing according to the colours chosen and how much paint they put on.
There is potential for this activity to become a product oriented if the adult takes over. The key to making it process oriented is to offer choice and allow the children to freely explore the materials.
How the Project Evolved
The pictures the girls had made at the museum had colours that ran into one another producing a marbled effect but the paints we used at home were thicker so produced very clear lines with little mixing.
They explored all the possibilities:
I’m choosing two colours.
What if I just put a bit of paint on?
I’ve put lots of paint on this one.
Which one is your favourite?
The next time we got the salad spinner out I suggested they might like to add things to the spinner to see what happened.
I know lets put balls in.
First they tried a golf ball
They put it back in a number of times spinning the spinner at different speeds to see how the pattern evolved.
Next they tried marbles. The marble made tracks across the plate
The next attempt came out differently
Hmm, Maybe if I spin it faster
Still no change.
I could try more marbles
Still no change.
Suddenly my 5-year-old had an idea
I know; it’s because I used too much paint. The one with tracks on didn’t have so much paint on so I need to use less paint.
The learning and creative thinking in this project is clearly evident so why would we plan art with a finished product as our starting point?
Process v Product
Sometimes as early educators and parents it is difficult not to plan art projects in terms of the finished product. Certainly years ago when I worked with older children we would often plan workshops and sessions in terms of what we would make. We all like our children to come home from preschool with something they have made. Teachers sometimes argue that parents expect their children to come home with something at the end of the day. It is difficult to be enthusiastic about yet another drippy painting or cardboard box construction.
This is often given as a justification for producing heavily adult directed arts and crafts. Starting from an adult viewpoint in this way often means that the children don’t do very much themselves. I have observed teachers presenting children with pre-drawn templates, ready cut outlines and telling them what they need to stick where – sometimes the child isn’t even allowed to do the sticking themselves. The children may come home with something pretty to put on the wall but what have the children learned, how much enjoyment have they had and have they actually made it themselves? Furthermore, if we show children at a young age that there is only one way to do things we destroy their enthusiasm to do things for themselves. Is this why we often hear older children say ‘I can’t draw’, ‘ I don’t know what to make’ or ‘It doesn’t look right’.
When you allow children to freely explore materials they begin to understand the properties of media, they learn that art can be a series of explorations and they are allowed to become absorbed in the joy and relaxation of the artistic process. Sometimes they will want to make something specific but allow them choice in the materials and tools they use and encourage them to try out things for themselves.
Creative thinking isn’t neat and tidy. An artist will paint many sections of a painting exploring colour texture and shape before finally coming up with a finished product. Think about the work of an author who writes and rewrites many times with crossings out, arrows and notes all over the paper. A finished product will come eventually but it is a long way off. Allow children to explore in this way, let them make a mess and do things their own way.
As Peter Dixon puts it
Your children are at a stage where the process of doing things
LOOKING, SEEING, FINDING, FEELING, INVESTIGATING etc.
is far more important than the end product sought by some parents. …The process of their work – might look messy, scribbly or completely unrecognisable to us but to your children it is utterly meaningful and an essential part of their mental and physical growth and development. Please honour – please respect your child’s own way of thinking. It might seem unusual but it is their birthright. It is the foundation upon which they will build all future understanding.
The Adults Role
Process oriented art doesn’t mean that you leave children alone with a huge amount of materials. The adults role is to organise the materials so that the children can find what they need easily. Sometimes this means setting out particular materials for example you may want them to explore with charcoal and erasers. It can also mean setting up an organised art station with neatly labelled pots and drawers that the children can choose materials from.
If the adult works alongside the child creating their own projects then they can inspire children and demonstrate techniques. They will be able to encourage children to develop their projects by asking questions
What happens if…..?
Have you tried this……?
What else could you add?
persuading them to try different materials and techniques.
If you log children’s comments and questions, displaying them alongside finished pictures and photographs of the process, it will help to show the value of process oriented art.
A few weeks ago we filled up my baking tins with water that we coloured with powder paint and dropped all manner of things into them. Shells, berries, leaves, sequins, buttons and even a stone were placed inside to make ornaments for our tree. The weather unfortunately instantly became warmer, so we had to wait some time before they were ready to hang. Even then, only the top layer of ice had frozen and within an hour of hanging them on the tree they had melted. We also discovered that if you colour water with powder paint it separates once it begins to freeze, so most of the ornaments were not the lovely colour we had hoped for.
The girls have been peeking outside every morning to check if there is any ice. This week they were rewarded with below freezing temperatures. The ice ornaments were finally ready! We hung them on the tree. The sun was shining and the tree stands in the sun until mid afternoon. I wasn’t sure how long they would stay this time as ‘plop’ one fell down from the tree.
Let’s put it by the door. That’s in the shade – it might make a nice present for Father Christmas.
As we went inside I asked the girls to watch the ornaments from the window.
They are melting.
How do you know?
They’re wet and they’re dripping down.
What do you think will happen as they melt?
I don’t think it will fall off the string because the string is attached. It will just melt and the floor will be wet.
When we went out later there were more interesting observations
Look this one has holes in it. It might break not melt.
Can I touch one?
Within an hour or so the tree was in the shade and the temperature was beginning to drop. We noticed that the drips were starting to turn into little icicles.
The girls thought this was really cool and the next day even more so when we saw large icicles had formed.
They rushed outside to feel them, touching them gently so that they didn’t break off.
A Winter Pirate Treasure Hunt
The weather was so cold that during the late afternoon I sneaked into the garden with a jug of water and some pirate coins. I put the coins in various containers and poured a little water on the top.
In the morning I invited the girls on a pirate treasure hunt. First they needed to make a map. I had some coffee stained and singed paper that in true Blue Peter fashion I had prepared earlier.
Next they needed their pirate toolkit:
A pot of pirate sea salt
Out they went and quickly found coins. The hammers were their first choice. They weren’t very successful so then they tried the salt. They found that if they used the spoons and the salt they could gradually get down to the coin and hook it out.
This could take ages, if we got a jug of hot water it might be quicker.
The ice is still there you just can’t see it.
Drop it in the water
We were talking about the sea salt later in the day.
How do the pirates get salt from the sea?
Good question. The salt is in the water so how do you think they could get it out?
I don’t know.
Shall we try it?
What do we need to do to make the salt disappear into the water?
We need to dissolve it
How? Do you remember how we made jelly dissolve or the sugar water we make for the hummingbirds?
We put hot water on it. Let’s be scientists and do an experiment.
The girls helped to stir the mixture until all the salt had dissolved. We poured the mixture into a pan and put it on the stove.
What happens to water when it gets cold?
It turns to ice
What about when it gets hot?
I don’t know.
Watch. What can you see.
If I put this spoon over the steam what can you see on the spoon.
It’s wet – water.
Yes the water is turning to steam. Now look what’s happening in the pan. What do you think the white stuff is?
I don’t know. Is it steam.
No. The water has gone now so what is left?
We had another idea for an experiment. If we put the salt back in water and then left it outside would it freeze?