This area was set up using easels and mostly paints of primary colours with brushes and paper. I have also contributed to this station on other occasions by cutting the paper into the shapes of the session theme for eg egg shapes for Easter, or if the children are choosing to paint body parts then placing tote trays of paints on the grass along with long sheets of paper to step along.
Eve was the first child to find her way to the painting after being busy at with play dough on this particular session. She was attracted to the colour blue and used large strokes up and down the paper. Eventually she moved away from the brush and used her hands, dipping them into the pottles. Eve chose to use just a limited palette.
We discussed her painting. I asked her questions about the colours she was choosing, how the paint felt, and offered connections - "blue like the sky today", and how the paint colours changed as new colours merged with others.
My daughter is going through a sensory stage with paint ( between 20 and 23 months of age) preferring to use her hands by dipping, and now using a paint brush to paint her hands, fingers or arms to then paint on the paper. I think she would enjoy body/face painting next as she is starting to notice this on others. During this sensory stage she appears immersed in the feeling and tends not to talk about it rather observes the cause and effect. During her painting time at this stage I am a listening and observing participant allowing her to enjoy that which she is focussed on.
The responses to tasks one and two of module 1.1 were completed during and up to May 19, 2011.