E.Y.L.F. Overview No.
Rose³ Learning Experience
Goal: For children to explore different painting techniques and media.
Materials
Painting ―easels‖*
Different size paint brushes
Pots of Paint (Wallpaper paste based paint or acrylic,
invest in some good paint pots for easel paint )
Large sheets of cardboard or paper
Felt pen for writing name (encourage children to write
their own name)
If easels don’t have to be free standing type. If space
is an issue use clip boards hooked to a fence or patio
rail. Larger boards and bulldog clips can be used!
Early Years Learning Framework Outcomes*
Outcome 1: Children develop-
 emerging autonomy and sense of agency by
influencing and impacting their world through painting.
Outcome 2: Children develop
 sense of belonging to a group through shared
activity and discussing with others.
Outcome 3:Children develop
 social and emotional wellbeing through shared
experience and taking turns.
Outcome 4: Children develop:
 cooperation, confidence and curiosity through
working with others and new experiences.
 skills and processes such as creativity, enthusiasm,
hypothesising and investigating
 ability to resource their learning, connecting with
processed materials.
Outcome 5: Children-
 interact verbally and non-verbally with others by
discussing process and outcomes.
 Express ideas and make meaning using a range of
media.
Linking Activities
All painting experiences
* ©Commonwealth of Australia 2009. Adapted by permission 2010. See www.rose3.com.au for full details
Easel Painting Date:
Instructions
1. Setup easels with paper and paint, ensure paint is
easily accessible by all children.
2. Encourage children to write their own name on the
page. (it maybe just their mark, have name cards
available for children as ready reference)
3. Observe for opportunities to discuss, however,
let children initiate. Intervention may disrupt
their experience. Discuss after if child wishes.
Key Learning Areas Skills and Knowledge
Pre-Numeracy (Mathematics)
Patterning— Are patterns forming from paint?
Shape— What sort of shape is made on the page?
Literacy/Vocabulary (English)
Encourage children to talk about and describe their
work. The vocabulary opportunities here are endless!
Health and Physical Education
Fine Motor Skill - Manipulating the paintbrush
- tactile experience
The Arts
Medium and texture—discuss how paint looks on the
page.
Subject— Have children represented people and
objects or have they explored the feel and colour of
brush painting on the page?
Colour– discuss colour mixing, light, shade and tones
of colour. Primary, Secondary, Tertiary, Shades
(black/white added)
―What do you think will happen when you roll this
colour over that one?‖ (prediction/hypothesis)
Extension Ideas
 Brush paint as a mural using a wide variety of brush
sizes.
 Use large brushes with coloured water in buckets
so children can ―harmlessly‖ paint their world.
 Fine brush painting on a table to vary experience.
 Add select collage materials to easel area: sand,
glitter, leaves, wool etc.
Copyright Rebecca Rose Perkins 2010