Process over product – in the name of art!
Sue Asquith – International Early Childhood Consultant
Thinking of things for children to make and take home for various celebrations throughout the year can be stressful, so I thought that I would write this blog as some food for thought. I know that I may be preaching to the converted in many cases, but for some reason even when we are so good at responding to children’s interests for the rest of the year, the words Easter, Christmas, Diwali, Eid, Hanukkah, Thanksgiving, etc and events such as Mothers’ and Fathers’ Day can send our heads spinning into some kind of dazed, startled and bewildered panic.
Consider your intent
Is your intent:
- for you/your colleagues to make lots of cards for your key children’s parents/carers?
OR
- to provide the children with various resources and media for them to make a card for their families?
Don’t get me wrong, over the years (working in the early years since 1998), I have absolutely been the adult cutting out templates of trees, eggs, etc or trying to get just one perfect little handprint on a card or calendar (amongst dozens of failed, smudged attempts). I am not an artist, so thankfully I don’t remember ever trying to change said little handprints into an angel or turkey…but, if we are honest, many of us probably have!
Yes, parents/carers might be thrilled with their perfectly formed card or gift (which in essence is mainly created by an adult), but can we help parents to be equally as thrilled with their child’s creations? I will write a blog for parents to explore this from the parent view point for the Parents’ Hub page on my website.
So, let’s ask ourselves – what are the children actually learning from all this adult produced or adult led ’art’?
Process over product
It’s the learning that it takes to get there and not the end product that is important.
I like to use the term ‘learning opportunities’ rather than ‘activities.’ At this point I would like to acknowledge that there are certain pedagogies that follow an approach where children engage in meaningful ‘work’ or ‘tasks’ where there may be a set outcome. I think that this is fine as children also have time to follow their own interests, play and explore and be creative too.
Let’s dip into the Statutory Framework for the Early Years Foundation Stage – it says that ‘Children learn by leading their own play, and by taking part in play and learning that is guided by adults. Practitioners need to decide what they want children in their setting to learn, and the most effective ways to teach it. Practitioners must stimulate children’s interests, responding to each child’s emerging needs and guiding their development through warm, positive interactions coupled with secure routines for play and learning’.
Adult guided
Sometimes adults may need to model a technique such as dipping a paint brush into water to rub on a palette of water colour paints – this would be helpful to extend learning if children had not painted before or only experienced painting with poster or pre-mixed paints. Children may need your help to learn how to cut (this may be hand on hand cutting to model open and closing the scissors like a crocodile’s mouth or they may need you to hold the paper still, etc).
Adult-led
If you are baking with the children or making playdough, we may have to model and support children more, as at first, they may not know how to weigh or measure the ingredients – however they can soon become very skilful and independent at so many things and will not need your help.
Active learning, playing and exploring and learning through play
Sue Heard wrote the following piece as projects manager for the Worcestershire Pre-school Learning Alliance (now Early Years Alliance) – I have added some learning links in purple; however, you may see even more links!
‘What did you do at pre-school today, darling?’
‘Well, I sat at the dough table and rolled the dough in my hands. Lucy said hers was a snake but mine, mine was a worm. The lady talked about long ones and short ones, and fat ones and thin ones, and Mummy, Sarah rolled her dough so long it went right over the end of the table. And no-one said, “What are you going to make – a cake would be nice”.’ Physical development, proprioception, mathematics, expressive arts and design.
‘Yes, but then what did you do?’
‘I played on the climbing frame and, do you know Mummy, I can climb to the very top step.’ Physical development and personal, social and emotional development to try something new, knowing what her body is capable of and pride in her achievements.
‘Yes, but did you do anything today?’
‘Sarah and me went to the paint table. It was lovely; all gooey and slippery on our hands, and we made lots of patterns with our fingers and elbows. Sarah had yellow paint and I had red, and Mummy, do you know what, we rubbed our hands together and it was magic – the paint went orange! And no-one said, “What a mess you made”.’ Communication and language, personal, social and emotional development, expressive arts, sensory play and mixing colours.
‘Yes, but what else have you done?’
‘At milk time it was my turn to pour the milk and give the apples out.’ Physical development, personal, social and emotional development, independence.
‘And then did you do anything?’
‘I made lovely trailly patterns in the sand and Sarah and I had a race to see who could put the sand in the sand wheel quickest.’ Physical Development, expressive arts, literacy (making maks) and mathematics.
‘But then did you do anything?’
‘At story time I was tired so I sat on the lady’s lap and the story was about a caterpillar – and do you know what Mummy, caterpillars turn into beautiful butterflies!’ Literacy, communication and language, listening, attention, understanding, building relationships, understanding the world, the natural world.
‘So, did you do anything today?’
‘We sang ‘Happy birthday’ to Nicholas and counted the candles on his cake.’ Communication and language, expressive arts and design, understanding the world, people culture and communities.
‘But did you do anything today?’
‘Yes, when the lady said it’s time to tidy up, I quickly painted you a picture ‘cos I knew you’d say, “What did you do at pre-school today?”‘