Planning Observation/reflection Plan/experiences Implement(ation), Equipment/materials Reflection – EYLF outcomes

documentation
cycle With Strategies learning, where
questions/analysis to next
Five Children are Food colour water Put out supplies Food colour 18/10/2022 LO 5.1
18/10/22 interested in drawing, painting. and set up areas Water LO 4.4
cutting, painting and and invite children Paint pots This morning I LO 1.1
any other arts Add colouring and to paint. Paper put out some
experiences. water to paint Add outlines as Paint brushes coloured water, Fine motor
jars, add paper to directed by Permanent markers (food dye and development
Some children have easels and supply children water). As the
expressed interest in paint brushes. children were
exploring some arriving there
painting at the art Add permanent were a few
easel station. marker outlines children that
were interested
in this
experience and
came over to
paint.
As the children
were painting
there was a bit of
run off from the
easels. To
combat this I
placed some
newspaper down
to help protect
the floor.
 Painting provides
children
opportunities to
experience
different ways of
creating using
different
mediums. It also
supports fine
motor
development.
Six To follow on from Creating a With the children Blue and yellow The children Fine motor
19/10/22 children’s interest in painting of stars in gather some blue paint dispersed off to skills
arts and crafts, space the sky and yellow paint Paper other activities
topic and from a (Spontaneous and a large piece Paintbrushes after our Outcome 2
discussion about stars experience) of paper. And discussion at the
made in playdough, some paint playdough table. LO 4.3
we decided to paint brushes. LO 4.4
some stars in the sky. Due to this and
Encourage the fact that I
The playdough star children to paint was going on
discussion initially the paper blue and lunch I advised
prompted this. A child then we’ll create my mentor
had made some the stars. teacher that the
imprints of a paddle children had
pop stick in the shape expressed
of a star. interest in
“look what I’ve made” creating their
the child said. own stars. So, if
“wow that looks like a they showed
star” I replied. From interest while I
there we talked about was out I was
where we could see more than happy
stars and what they for them to start.
look like in the sky.
From this we moved While I was on
to creating our own lunch the
stars and then where children painted
we could display the paper blue
them, (with our with my mentor
planets). teacher. What
There were many my mentor
children interested in teacher observed
this idea. was that the
children were
very focused on
covering all the
white patches.

When I came
back from my
lunch, we waited
for the blue paint
to dry and then
using a stencil of
a star we painted
on some yellow
stars.
Children were
engaging with
 fine motor skills
and creativity.
Seven Fold and cut paper As part of our Role model, Coloured paper, What I observed LO 1.2
24/10/2022 designs cultural and support, and guide Scissors today during this LO 2.1
(Spontaneous) community children to fold, Blutack for sticking activity was that LO 2.2
At the end of my first engagement we cut and unfold cut paper onto the there were LO 4.1
week myself and my have been paper. coloured windows children who LO 4.4
mentor discussed learning about were developing LO 5.1
some experiences we Diwali through their confidence
could do as a part of our educators in their cutting Scissor/fine
Diwali. This who celebrate it and those that motor
experience was a and through were already
spontaneous storybooks about confident with
experience that came Diwali. their skills.
from our discussion
about Diwali. To start we sat at Some of the
the table with children are
various coloured holding the
square paper and scissors using 2
worked together hands and not
to fold it into holding the
smaller squares paper with a
and triangles. helping hand.
Then children The more
were encouraged confident
to cut various children are
shapes into the using one hand
sides of the folded and mostly
paper. correct scissor
Once they were grip to cut paper
 finished cutting with the
we opened the assistance of a
paper to see the helping hand on
designs that we the paper.
had created.
One of the
children started
trying to hold the
scissor in one
hand, supporting
the paper with
the other hand,
after having
observed me and
another child
using correct
scissor grip.
Eight Water colour circle As part of our Have experience Paper Today we LO 4.2
25/10/22 painting numeracy plan my setup with plastic Watercolour offered the LO 4.3
mentor teacher art sheet on the Circle pots, lids, children our LO 4.4
suggest we create table. other circle water colour
some water Support children containers circle painting.
colour circles with to identify shapes
our left-over food and colours and Step by step we
colouring water they are painting. went through
paint. what to do. We
had a few
different
materials/loose
parts to create
 circles. With
these the
children
experimented
with what
worked best to
create a stamp
of a circle.
Once the
children had
stamped circles
onto their page
they painted
over with
coloured
water/dyed
water.
The effect was
various circle
pictures with
rainbows or
block colours in
the background.
Nine Shaving foam painting As many of the With a table set up Shaving foam Today we LO 4.1
26/10/22 (week2) children enjoy art- for small groups, Paint/food dye continued on LO 4.3
based support children in Tray with our colour
experiences, I small groups to Paper exploration
would like to offer create marble through a
the children the effect paintings. sensory painting
chance to engage experience.
in creating art
with a different After setting up
set of materials the trays and
and medium. colours we sat at
the table and
looked at the
items for this
experience.

I explained to the
children, using
simple language
the steps of the
experience.

The children
showed their
listening skills
through their
body language.

After observing
the
demonstration,
the children
involved
confidently
placed their
paper down in
the tray and
 gently pressed
down to create
patterns.

I observed that
children were
able to transfer
knowledge of
listening and
instruction
following skills.
When there
were very
specific
instructions of
“please do not
touch between
turns” the
children held
themselves and
each other
accountable with
this and were
very proud of
their
accomplishment
s when they
followed the
instructions.
Ten Colour mixing in bags Using some Ziploc Place on an Ziploc bags Today the LO 4.1
Week of (week 3?) bags and a splat of activity table for Tape 2/11/22 I LO 4.3
31/10/22 two colours in children to engage Paint implemented
opposing areas, with at their Table this experience.
place the bags out leisure. I found it
and encourage challenging at
children to mix Encourage first as I had lost
the colours and children to be my voice and
see what colours gentle and leave had as migraine
they make. bags on the table coming on by the
end of the day.
Despite this I was
able to
implement this
experience.
The children
were initially
asking lots of
questions about
what we were
doing and it was
challenging to
communicate to
them that I had
lost my voice and
what we were
doing. Despite
this we found a
way to
communicate
using body
language cues
and the children
had fun trying to
work out what I
was asking them.
This supported
their language
and literacy and
awareness of
other ways of
communicating.

Once I had the

bags prepared
and placed in
front of the
children and
myself I
modelled using
non-verbal
language cues
what to do and
the children
copied.
The children
became excited
as they saw the
colours mixing
and changing to
make new
colours and were
learning new
names of colours
as other
educators
supported them
verbally with
this.

The children
then created
some artworks
with their new
colours and were
very excited to
show what they
had created.
One of the
children had
created
something from
the game
brainiac. Which
her mother was
then trying to
guess.
It was a good
exercise in
different practise
styles for me as
 it made me sit
back and watch
and observe
what the
children were
going.

Plan evaluation end of week one of placement

Week one:
During my first week of placement and of implementing experiences, I engaged the children with some art-based play.
The children were at various levels of fine motor and artistic development. Some are still at the scribble stage, some still at preschematic and
some schematic. There are also some children transitioning between the stages of artistic development. Painting provides children with the
opportunity to create an image of their world and their understanding of what’s happening in their world. Painting supports children’s
understanding of knowledge and supports development of fine motor and processing skills.
Week 2 experience evaluations

This week we have been engaging with experiences that support children’s engagement with different cultures and with loose parts and fine
motor skills. Our first art experience was cutting shapes into folded paper as part of our Diwali festival. During this experience we were working
on our cutting skills. Some children were very confident with their skills, and with holding the scissors. Some children were still working at the
two-hand hold level. During this most children were able to select and name their own-coloured paper. This will be something that we will
continue working on throughout our next two weeks of plans.
To extend on children’s scissor and cutting development I aim to offer the fold and cut experience again. For those who need extra support,
role model how to hold, support and guide as appropriate.

During our circle experience, one child came over who often doesn’t engage with art-based experiences. This child is often climbing furniture
and tipping water and paints out and is a very sensory child. This child came over and sat down grabbing at everything to get started. This child
is slightly behind with verbal and cognitive development. Keeping this in mind I used simple language to communicate what we were doing
and encouraged him to observe what the other children were doing.
After this he was copying what they others were doing and confidently stamped and painted. There were a few reminders to not pour out the
paint or mix them but less than expected.
For this experience I encouraged experimentation of materials/loose parts but also through our conversations during the experience we talked
about colours and shapes.
Week three evaluation –
This week in our art experiences we have been continuing our exploration into colour through colour mixing and through painting with these
colours. On the day that I did this it was a struggle as I had lost my voice and was struggling with an oncoming tension headache and migraine.
Despite this I implemented some of the easier experiences that could be completed without a voice and with small groups.
I implemented the mixing colours and painting with these colours. The children that engaged with this experience were very interested in what
we were doing. As I couldn’t verbal communicate it was interesting trying to communicate non-verbally. The children were fantastic in trying
to figure out what I was getting at. They thought it was funny and had fun trying to work out what I was wanting. The children were very
helpful in collecting the things that I needed.

The children were very keen to do some painting after their colour mixing and we worked together to set everything up.
While I would have like to ask some questions about colour mixing it was a great opportunity to sit back and watch their excitement as they
mixed their colours and listen to their conversations.
The children engaged with more vocabulary as they used spoken word to communicate with me and to work out what I was saying through
non-verbal cues. This supported their language and literacy development and also social and emphatic awareness.
Let’s mix and see what we make.
Let’s Paint