Vancouver Career College

EARLY CHILDHOOD EDUCATION PROGRAM

ECE 1170 – ART AND CREATIVE DEVELOPMENT

Assignment: Art Resource File

Name: AMRIT KAUR JAGDEV Student No.:

504309018

Date: 18/ 03 /2022 Instructor’s Name

COLES, ROBERTA
 PAINT

Name Of The Activity

Handprint (Rainbow)

List of Materials

Washable various colors of paint (such as red,

yellow, blue, green (mix yellow and blue), orange
(mix red
and yellow), purple (mix red and blue), small bowl of
water, different shapes of brushes/sponges, any
sized
construction paper.
 What is the Activity about ?

Using brushes and small tools to paint helps to develop

children’s small muscle control and hand - eye
coordination as well as helping mental health, such as low
stress leading to children being happier. To build fine motor
skills The children will build their finger, wrist, and hand
strength, while improving their hand-eye
coordination.

To promote cognitive skills The children will recognize colours

and shapes.
To experience creativity The children will explore process and
anticipate the outcome.
Activity Planning Sheet Student Name:

1 Student #:
 Module: ECE1170- Art and Creative
Development
Date of Presentation:

How does this activity connect to the Strength, Needs and Interests, or other observation, of this
group or specific child?
Using brushes and small tools to paint helps to develop children’s small muscle control and hand - eye
coordination as well as helping mental health, such as low stress leading to children being happier.

Curriculum area, centre location of the activity and time of Name of the activity
day
Creative Art – Paint, Free play, Outdoor play, PM. Handprint (Rainbow)

Materials needed before, during and after the activity

Washable various colors of paint (such as red, yellow, blue, green (mix yellow and blue), orange (mix
red and yellow), purple (mix red and blue), small bowl of water, different shapes of brushes/sponges,
any sized construction paper.

How will children be involved before and after the activity?

The children will wash their hands before and after the activity. The children will assist in clean-up
after they are done the activity.

Goals Objectives
To build fine motor skills The children will build their finger, wrist, and hand
strength, while improving their hand-eye
coordination.
To promote cognitive skills The children will recognize colours and shapes.

To experience creativity The children will explore process and anticipate the
outcome.

Procedures: How will the educator introduce the activity to children, and provide instructions? What
open ended inquiries will be asked? What is the group size? What is the anticipated amount of time
children are expected to be involved? What are the children expected to do?
Group size: 2-3 children. Age: 3-5. 10-20 minutes. The teacher will set up all the materials on the
table. The teacher will allow the children to paint on their hands what they want to paint. The teacher
will ask questions like, “what do you want to paint on your hands? what do you think it looks like?”
The children will paint freely on their hands, print on the paper, and they will anticipate the outcome.
Which positive guidance strategies will you consider using?
Ensure that the children are sharing the materials.
The teachers must supervise the children to avoid water spilling, slipping, and the paint getting in their
eyes or mouths.

BC Early Learning Framework Connection

Which Living Inquiries, Pathways and/or Principles in the BC Early Learning Framework does this
activity promote?
Living inquiry: Engagement with others, materials, and the world – Pathway: space, objects, and
materials. Children will be engaging with new materials like different colour paints and different
shapes of brushes/sponges while they are painting on their hands.

Student evaluation
- What went well about the activity, and explain how you know
- What did not go well about the activity, and explain how you know
- What would you change or add when children revisit this?
- Demonstrated the process by which colours are mixed to form other colours such as green
(mix yellow and blue), orange (mix red and yellow), purple (mix red and blue) and it helped
children understand colours.
- Lacked expression of encouragement for the children.
- Will prepare a larger piece of paper so that more children can participate.

Now that you have presented this activity, what did you learn about the children?
I learned that letting children paint freely helps their creativity.

How can you extend this idea or concept to another curriculum area to further enhance the
experience?

Science – Children can see the process by which colours are mixed to form other colours.
Outdoor – Playing with paint outdoors provides an opportunity to express themselves freely.

Sponsor teacher evaluation:

- What went well about the activity? What makes you say that?
- What changes would you recommend to the student?

Bibliograply

Search from pintreset and google arts

Paper
 Name Of The Activity

Creating My Dog

List of Materials

Assorted color paper

Large rectangle paper/ Long rectangle paper/Triangular paper
Glue stick
Decoration sticker (optional)
Activity Student Name:

Planning Student #:
Sheet # 2
Module: ECE1170 Art and Creative
Development
Date of Presentation:

How does this activity connect to the Strength, Needs and Interests, or
other observation, of this group or specific child?
Children enjoy creating things. This activity will promote children’s imagination
and creativeness with fun way.
Curriculum area, centre location of the Name of the activity
activity and time of day
Art and Creative Development/free play Creating my dog
time/morning
Materials needed before, during and after the activity
  Assorted color paper
 Large rectangle paper/ Long rectangle paper/Triangular paper
 Glue stick
 Decoration sticker (optional)
How will children be involved before and after the activity?
  Children will help bring the basket of materials to their assigned spots
 After they finish the activity, they can clean up around the table and display
their creation at the designated place
 Wash their hands
Goals Objectives
To enhance Fine Children will hold small pieces of papers, glue and stick
Motor Skills them using their fingers
To promote Creative Children will make their own dog with given shapes of
Development papers and it develops their imagination and creativity
To increase Cognitive Children will count numbers of shapes they will be using
Skills

Procedures: How will the educator introduce the activity to children, and
provide instructions? What open ended inquiries will be asked? What is the
group size? What is the anticipated amount of time children are expected to be
involved? What are the children expected to do?
Teacher will
 Introduce what the activity is about
 Provide the materials
 Explain how we are going to create our own dog with the given shapes of
papers

Children will
 Create a dog using 1 large rectangle, 6 long rectangle and 3 triangle
 They will be required to glue all the shapes onto a paper to create their art
piece.
 After done they can decorate their paper with the given decoration materials

Anticipated amount of time: 10-15 minutes

Group size 4-6children

Which positive guidance strategies will you consider using?

  Glue is meant for the papers, not your skin or desk.
 What is the Activity about ?

Children enjoy creating things. This activity will promote children’s

imagination and creativeness with
fun way. To enhance Fine Motor Skills Children will hold small pieces of
papers, glue and
stick them using their fingers
To promote Creative Development Children will make their own dog
with given shapes
of papers and it develops their imagination and creativity
To increase Cognitive Skills Children will count numbers of shapes they
will be using

Play Dough

Name Of The Activity

Play dough cupcakes
 List of Materials

Playdough
Cupcake liners
Playdough molds
Decorations: beads, buttons, gift filling, ribbons (any other small items can also
be used)

What is the Activity about ?

 Play dough invites children to use their hands to feel and shape the dough
into endless ideas.
 While children are molding play dough into different shapes, they are
building up strength in their hands.
 Motions of squeezing, rolling, flattening will help further develop muscles
in their hands
 fine motor movements such as holding a pencil or using scissors.

To build perceptual development

Children will use hand-eye coordination when picking up small objects, decorating
and placement of the toppings on the dough.
To encourage social skills
Children will interact with others, share ideas and personal preferences such as
what flavor of cupcakes they like, what toppings they enjoy.
To enhance cognitive skills
Children will mold the dough and apply the amount of toppings they desire. This
will help children build concepts of size and shape, and improve counting skills
To support emotional development
Children will use symbolic thinking when molding a formless piece of dough to
create something new.
Activity Planning Student Name: Amrit kaur

Sheet # 3
Student #: #504309018

Module: ECE 1170 Art and creative

(Dough)

Date of Presentation: March 11, 2022

How does this activity connect to the Strength, Needs and Interests, or other observation, of this
group or specific child?

 Play dough invites children to use their hands to feel and shape the dough into endless ideas.
 While children are molding play dough into different shapes, they are building up strength in
their hands.
  Motions of squeezing, rolling, flattening will help further develop muscles in their hands
 fine motor movements such as holding a pencil or using scissors.

Curriculum area, centre location of the activity and time of Name of the activity
day

Art and creativity development/ Activity table/ morning Play dough cupcakes
time 9 am

Materials needed before, during and after the activity

 Playdough
 Cupcake liners
 Playdough molds
 Decorations: beads, buttons, gift filling, ribbons (any other small items can also be used)

How will children be involved before and after the activity?

 Children will be seated at the activity tables.

 After the activity, children can place their cupcake creations on a table set up by the educator
for display then wash their hands.

Goals Objectives

To build perceptual development Children will use hand-eye coordination when picking up
small objects, decorating and placement of the toppings on
the dough.

To encourage social skills Children will interact with others, share ideas and personal
preferences such as what flavor of cupcakes they like, what
toppings they enjoy.

To enhance cognitive skills Children will mold the dough and apply the amount of
toppings they desire. This will help children build concepts
of size and shape, and improve counting skills

To support emotional development Children will use symbolic thinking when molding a
formless piece of dough to create something new.

Procedures: How will the educator introduce the activity to children, and provide instructions? What
open ended inquiries will be asked? What is the group size? What is the anticipated amount of time
children are expected to be involved? What are the children expected to do?

 Teacher will introduce the cupcake activity using playdough and the materials being used for
toppings.
 She/he will also explain the process of the mold being made into a cupcake shape.
 The shape can be a ball, a pointy shape, anything they would like a cupcake’s shape to be,
decorate them with toppings they like.
 More toppings can also be made by hand or the playdough
 molds.

 Children will use the dough to create a cupcake shape they desire then place it inside the
cupcake liner.
Afterwards, they can use any of the topping materials to decorate the top. They can also use the mold
or their hands to make more shapes.

Open ended questions:

1. What kind of food do the beads look like?
2. What is your favorite flavor?
3. What flavor could this playdough be?

 Group size: 8 - 16 children

 Anticipated amount of time: 15-20 minutes

Which positive guidance strategies will you consider using?

 Ensure that children do not eat the playdough

 They wash their hands after the activity
 Use redirection if a child is not engaging, behaving inappropriately or is overwhelmed and needs a
less stimulating area to do the activity.

BC Early Learning Framework Connection

Which Living Inquiries, Pathways and/or Principles in the BC Early Learning Framework does this
activity promote?

Engagement with others, materials, and the world - Children construct meaning as they engage with
materials, other children and adults, the environment, the community, and the world.

Well-being and belonging - Emotions, thoughts, and views. Joy in relationships with people, place,
materials and ideas

Vancouver Career College and CDI College © July 2021

Vancouver Career College and CDI College © July 2021

Bibliograply
Search from pintreset and google arts

Natural Material

Name of The Activity

 Build a face story stones

Material

A variety of shapes of rocks ;

Different kinds of washable paints
A sheet of paper with “face” (oval) on it
paint brushes

What is Activity About

Good at painting and drawing and use their imagination
Enhance social skills, interacting with others and develop
their emotional skills, identifying their feeling and
emotions Nature lovers, interested in outdoors, plants,
animals, and almost any natural objects.
To improve fine motor skills Children will use fine motor
skills to grab, pincer grasp . to paint, and draw on the
rocks To enhance emotional skills Children will label and
identify their emotions. To develop perceptual skills
Children will touch and feel the different textures, such
as rocks and paint and paintbrushes To increase
Language and speech skills Children will label and speak
out their feelings.
Activity Planning Sheet # Student Name:
4
Student #

Module: ECE 1170

Date of Presentation:

How does this activity connect to the Strength, Needs and Interests, or other observations, of
this group or specific child?

Strength: Good at painting and drawing and use their imagination

Needs: Enhance social skills, interacting with others and develop their emotional skills,
identifying their feeling and emotions
Interests: Nature lovers, interested in outdoors, plants, animals, and almost any natural
objects,

Curriculum area, centre location of the activity and time Name of the activity
of day

Curriculum area: Creative Art Build a face story stones

Learning Center: Arts and Crafts
Time: Art activity time

Materials needed before, during and after the activity

 A variety of shapes of rocks ;

 Different kinds of washable paints
 A sheet of paper with “face” (oval) on it
 paint brushes
How will children be involved before and after the activity?

Before:
 Educators can read OR review books which are related to emotions to children
 Children can choose any shapes of rocks, paint colors, and brushes
 Draw “face” on the paper
After:
 Assist children to label their feelings which they made
 Introduce the second feelings, such as guilty, frustrated

Goals Objective

To improve fine motor skills Children will use fine motor skills to grab, pincer
grasp to paint, and draw on the rocks

To enhance emotional skills Children will label and identify their emotions.

To develop perceptual skills Children will touch and feel the different textures,
such as rocks and paint and paintbrushes

To increase Language and speech Children will label and speak out their feelings
skills

To develop social skills Children will interact with peers and educators

To enhance self-help Children will clean all the materials and put them
away
Procedures: How will the educator introduce the activity to children, and provide instructions?
What open-ended inquiries will be asked? What is the group size? What is the anticipated
amount of time children are expected to be involved? What are the children expected to do?

The teacher will do :

 Gather children to collect rocks at outside or Suggest collecting rocks, then bring to
school
 The Teachers can start by explaining what they are going to do, For instance, she
can say: “ Today, we will make different faces with these rocks,” Or start by reading
one book “ The color Monster”, then introduce this activity that is related to our
emotions. After that, give them instructions on steps
 The Teachers would gather children besides the art table
 The teachers would show the rocks to children and mention the emotions again \.
 The teachers would ask open-ended questions to assist children to label their feelings
and what face they are going to draw on the rocks
 Allow children to choose what rocks and colors they are going to use
 Let children draw “Face”( shape oval) on the paper
 Place the rocks on the face
Children will do :
 Participate in discussion and label their emotions
 Chose materials such as rocks, paintbrushes, and paint
 Create their faces about feelings
 Share thoughts and show their works with peers and teachers
 Clean up the table after activity
Open-ended questions:
 Collect rocks which they like to use, or collect with their parents
 How do you know when you are happy?
 When we feel happy, what should we do ? and what does face look like ?versus upset
or grumpy
 If you feel so angry, what should you do ? and what does our face look like?
 If you feel excited or happy, what does our face look like?
Group size :
 Story reading: whole class
 Art time: 3-4 as one group besides the table
What are the children expected to do?
 Label and identify emotions,
 love nature and the world around them,
 strength their fine motor skills

Which positive guidance strategies will you consider using?

 Positive phrases to encourage children to participate and share their thoughts and
ideas
 Reinforce their efforts
 Clear guidance with taking turns with materials such as brushes or paints

BC Early Learning Framework Connection

 Which Living Inquiries, Pathways and/or Principles in the BC Early Learning Framework does
this activity promote?

Pathways: Well-Being and Belonging; Engaging with others, Materials, and the world, and
Communication and Literacies (Multiple modes of communication )

Critically reflective questions:

· Children often find joy in their relationship with materials, people, and ideas.

· What might emerge to consider children as artists? Think about the many ways
artists approach and engage with materials

· How could I create spaces, time, and materials for children to communicate in all
these modes?

‐ What went well about the activity, and explain how you know
Student evaluation

‐ What did not go well about the activity, and explain how you know
‐ What would you change or add when children revisit this?

Now that you have presented this activity, what did you learn about the children?

How can you extend this idea or concept to another curriculum area to further enhance the
experience?

‐ What went well about the activity? What makes you say that?
Sponsor teacher evaluation:

‐ What changes would you recommend to the student?

Bibliography

Recourse : https://whereimaginationgrows.com/emotions-story-stones-for-kids/
 Textiles

Name of The Activity

Popsicle Family
 Material

yarn, popsicle stick, googly eyes, glue,

scissors , markers

What Is Activity About

the children choose their favorite color to create an

artwork. This activity will focus on the fingers
strength
The activity will help in improving hand eye
coordination. To improve fine motor skills
To wrap the yarn around the popsicle
stick and cut the yarn
To enhance creative skills To stick googly eyes on
the top of popsicle stickTo improve emotional skills
To draw faces on the stick with markers. To
enhance cognitive skills To improve hand -eye
coordination.

Activity Planning Sheet # Student Name:

5
Student #:

Module: ECE 1170

Date of Presentation:
How does this activity connect to the Strength, Needs and Interests, or other observation, of this
group or specific child?
Interests : the children choose their favorite color to create an artwork.
Strength: This activity will focus on the fingers strength
Needs: The activity will help in improving hand eye coordination.
Curriculum area, center location of the activity and time of day Name of the activity
Art and crafts Popsicle Family
Creative center
10:00 -10:15 am
Materials needed before, during and after the activity
yarn, popsicle stick, googly eyes, glue, scissors , markers

How will children be involved before and after the activity?

Before: children will waitting in the line for the teacher to set up the table first.
Children will sit on an art table .

After: Help to clean up

Wash their hands

Goals Objectives
To improve fine motor skills To wrap the yarn around the popsicle stick
and cut the yarn
To enhance creative skills To stick googly eyes on the top of popsicle
stick

To improve emotional skills To draw faces on the stick with markers

To enhance cognitive skills To improve hand -eye coordination.

Procedures: How will the educator introduce the activity to children, and provide instructions? What
open ended inquiries will be asked? What is the group size? What is the anticipated amount of time
children are expected to be involved? What are the children expected to do?
The teacher will:
 Set up the table
 Invite the children to the table
 Put a sample in the middle of the table ( children will understand what they are going to make.)
Open ended question:
My friends, How many family members do you have ?
What is your favorite color?
How do you create this?
The group size can be 6-8 children at a time.
Amount of time: 15 to 20 min.
The Children will:
 Follow the instructions to create a family member on a popsicle stick
 Use their creative skills to draw faces on the family members.

Which positive guidance strategies will you consider using?

The teacher will use ‘Encouragement over Praise’ as a positive guidance strategy as the teacher will
encourage children to put more effort into the activity.
The teacher will make sure all the children are participating.
The teacher will make sure children are safe during activity time.

BC Early Learning Framework Connection

Which Living Inquiries, Pathways and/or Principles in the BC Early Learning Framework does this
activity promote?
The activity promotes ‘Engagement with others, materials and the world’ as children will engage with
materials in ways that are meaningful to them.

Mixed Media
Name of The Activity
 Yarn flower

Material
Yarn, craft sticks, glue, cupcake liner, green
paper, buttons or pom pom,
scissor.

What Is Activity About

The children are good at identifying colors and
shapes
Needs: Will help to strengthen children’s fine motor
skills such as pincer grasp
Interests: The children are interested in flowers and
colors

Mixed Media

Activity Planning Sheet # 5 Student Name: Ying Xiao (Ivy2)

Poon Alexis Pui Suen
Saima akram
Uduak Idemetuk

Student #: 504308360
504307968
504304980
504309010

Module: ECE 1170 Art and Creative

Development
 Assignment: Group art presentation

Date of Presentation: Mar 14, 2022

How does this activity connect to the Strength, Needs and Interests, or other observations, of
this group or specific child?

Strength: The children are good at identifying colors and shapes

Needs: Will help to strengthen children’s fine motor skills such as pincer grasp
Interests: The children are interested in flowers and colors

Curriculum area, center location of the activity Name of the activity

and time of day

Curriculum area: Creative art Yarn flower

Learning center : art and craft
Time : art time

Materials needed before, during and after the activity

Yarn, craft sticks, glue, cupcake liner, green paper, buttons or pom pom, scissor.

How will children be involved before and after the activity?

Before the activity:

 Children will set the table with educators.
 The educator will show the children yarn and allow them to choose any color they like.
 The educator will ask the children open-ended questions.
After the activity:
 Children will show their art to peers.
 Put their art in the drying rack.
 Clean up after the activity.

Goals Objective

To enhance fine motor skills The children will learn to use their pincers grasp to
hold the glue
The children will learn to hold and cut paper with
scissors

To develop cognitive skills The children will learn to understand measurements

 The children will learn to identify colors, size and
shapes.

To improve social skills Children will take turns, ask questions, work in
groups, and wait for their turn and share the material.

To enhance perceptual skills Children will feel and touch the different textures.

To increase creative skills Children will design their flower by imagination, by

using different colors.

To encourage language skills Children will listen and answer teacher’s questions
and follow teacher’s instructions.
Children will learn to tell some basic colors and
material

Procedures: How will the educator introduce the activity to children, and provide instructions?
What open-ended inquiries will be asked? What is the group size? What is the anticipated
amount of time children are expected to be involved? What are the children expected to do?

The educator will gather the children The children will:

at the art and craft area, sitting The children will follow the educator’s instructions,
beside the art table. Gather the material, take turns, share.
The children are expected to flatten the cupcake liner
Show all materials to children, allow Spread glue on the surface of the cupcake liner,
children to guess what we are going Choose what color they want.
to do. Cut the yarn, put the yarn on the liner. and press the
Then the teacher can explain to the yarn.
children the activity by, Put the button or pom pom in the middle.
Cut the leaves and glue it with a stick.
Educator will describe what the put the glue on the stick and glue it with a flower.
materials are for “Yesterday during Participate in the activity.
outside time there were some flowers
and I showed you different color
flowers. Today I would like us to
create a paper yarn flower.
The educator will let the children use
their imagination of the image of the
flower they saw in the outside time.
Allow children to choose the colors.
Clear the guidance: we share and
take turns with your friends.
The educator will introduce a variety
of colors by asking questions, such
as: is this color orange or pink?
Ask open-ended questions,
Show their art to peers.
 1. What are your favorite Put their art in the drying rack.
flowers? Help in cleaning up.
2. What are your favorite colors? Group size:4
3. Where can we see the
flowers when you go outside? Time: 20 min
4. Where can you get the
flowers?

Which positive guidance strategies will you consider using?

Provide them positive environment

 Use positive encouraging statements
 Clear guidance (short, clear and simple)
 Taking turns
 Sharing
 Supervised them

BC Early Learning Framework Connection

Which Living Inquiries, Pathways and/or Principles in the BC Early Learning Framework does
this activity promote?

Living inquiring:
 Well-being and belonging
Nurturing a sense of well-being and belonging supports children as they learn about and
investigate the world around them
 Engagement with others, Materials and world
Spaces, objects, and material
Children often find joy in their relationships with materials, people, and ideas.
Children construct meaning as they engage with materials, other children and adults, the
environment, the community, and the world

Bibliography
Resource:https://www.theresourcefulmama.com/flower-craft-for-kids

Reflecting Diversity
 Name of The Activity

Paper Fans

Material
Paper plates cut in half
Paint
Glitter glue
Thick popsicles sticks
Sequins
Craft Glue
Pictures of fans from different countries
 What Is Activity About
Children will discover how fans have different
designs in other countries which can raise further
curiosity and exploration of other objects, cultures
and the world. This also encourages children to self
reflect on their own traditions and way of life in a
fun and engaging way. To build Cognitive Skills
Children will recall things, personal events,
sceneries that represent their home or places
they’ve visited, and other experiences.
To enhance Emotional Skills Children will use their
ideas to create designs they like, paint places they
enjoy visiting, a memory or people they love,
colours that reflect their emotions and many more.
Activity Planning Student Name:
Student #:
Sheet # 6

Module: ECE1170 – Art and Creative

Development
Date of Presentation: March 17, 2022

How does this activity connect to the Strength, Needs and Interests, or other observation, of this
group or specific child?
Children will discover how fans have different designs in other countries which can raise further
curiosity and exploration of other objects, cultures and the world. This also encourages children to self
reflect on their own traditions and way of life in a fun and engaging way.
Curriculum area, centre location of the activity and Name of the activity
time of day
Social studies - Multiculturalism, at activity tables or Paper Fans (Reflecting Diversity)
outdoors, at 10:30 am after circle time
Materials needed before, during and after the activity
Paper plates cut in half
Paint
Glitter glue
Thick popsicle sticks
Sequins
Craft Glue
Pictures of fans from different countries

How will children be involved before and after the activity?

Children will asked to tidy up and join the educator at the activity tables for a brief discussion.

After the activity, children will place their creation on drying racks, help tidy up and wash their hands.
Goals Objectives
To build Cognitive Skills Children will recall things, personal events, sceneries
that represent their home or places they’ve visited, and
other experiences.
To enhance Emotional Skills Children will use their ideas to create designs they like,
paint places they enjoy visiting, a memory or people
they love, colours that reflect their emotions and many
more.
To encourage Social Skills Children will have discussions with their peers of what
materials they plan on using and share how personal
events are reflected in the materials they chose and
designs they are creating.
Procedures: How will the educator introduce the activity to children, and provide instructions? What
open ended inquiries will be asked? What is the group size? What is the anticipated amount of time
children are expected to be involved? What are the children expected to do?
What the educator will do:
*Paper plates should already be prepared with popsicle sticks glued behind them.*
 The educator will introduce the topic how fans are used traditionally throughout Asian
culture.
 Pictures will be shown of fans, and she/he can engage the children’s interest by showing the
different designs contained in them and asking open ended questions to stimulate ideas.
 Next, the educator will introduce the activity of designing their own fans. Using the materials,
children will be encouraged to design it however they want, drawing inspiration from things

they like, places they visited, people they love and many more.

Some open ended question can include,

What do you think the fans are used for?
What do you think the painter was imagining when she/he painted the pictures on the fan?
Are these mountains and trees near the painter’s home? What’re some other places you can think of
that can be on the fan?
What colours can we use to show how we feel, like when we’re happy/calm/angry?
What the children will do:
 Children will use the paint materials to create any picture they desire such as a scenery, people,
objects, animals and many more on the paper plate. The picture can be further decorated using
the glitter glue and sequins.

Anticipated amount of time: 20 minutes

Group size 8-16 children

Which positive guidance strategies will you consider using?

 Redirection – If a child is having difficulties engaging, being disruptive towards others and
acting inappropriate, or feels overwhelmed, he/she can be directed to another activity or a less
stimulating area in the classroom.
 Children should avoid consuming any of the materials or placing fingers in mouth.

BC Early Learning Framework Connection

Which Living Inquiries, Pathways and/or Principles in the BC Early Learning Framework does this
activity promote?
Engagement with others, materials, and the world - Children construct meaning as they engage with
materials, other children and adults, the environment, the community, and the world.
Well-being and belonging - Joy in relationships with people, place, materials and ideas. Nurturing a
sense of well-being and belonging supports children as they learn about and investigate the world
around them.
Student evaluation
What went well about the activity, and explain how you know
What did not go well about the activity, and explain how you know
What would you change or add when children revisit this?

Now that you have presented this activity, what did you learn about the children?

How can you extend this idea or concept to another curriculum area to further enhance the
experience?

Music and movement – Lots of cultural dances involve fans. The children’s fan creations can be
incorporated into a music and movement dance with cultural music.
Science activity – Making paper activity out of recycled paper pulp.
Dramatic play area – A shop selling fans. Children’s fans can be displayed for “sale” at an Asian
street market.

Sponsor teacher evaluation:

What went well about the activity? What makes you say that?
What changes would you recommend to the student?

Drawing utensils

Name of The Activity

Kitchen Utensil Rainbow Craft

For utensils: Potato masher, a spatula, a mini
strainer, a fork, and a basting brush.
For stamping: 7 different rainbow color paints.
 For drawing: marker/ pencil and paper/ card
stock.Material

What Is Activity About

It is a fun way for children to create their own rainbow by using

any kitchen utensils and choosing any colors that they want.
This activity will help them to recognize 7 different colors of
rainbow.(Red, Orange, Yellow, Green, Blue, Indigo, Violet)
To develop fine motor skills Children will use their pincers grasp
in holding and using the different utensils. To encourage
perceptual skills Children will recognize 7 colors in the rainbow
and its shape (e.g., semi-circle) To practice social skills Children
will work with other peers and the concept of sharing, taking
turns etc. To further develop creative skills Children will use
different kitchen utensils in stamping paints and making the
rainbow.To increase speech and language skills.
 ART AND CREATIVE DEVELOPMENT
Activity Planning Sheet Student Name:
#7
Student #:

Module: ECE 1170 – Art and

Creative Development
Date of Presentation: March 16, 2022
How does this activity connect to the Strength, Needs, and Interests, or other
observation, of this group or specific child?
 The reason we choose this activity is because children get excited about painting. It is
a fun way for children to create their own rainbow by using any kitchen utensils and
 choosing any colors that they want. This activity will help them to recognize 7 different
colors of rainbow.(Red, Orange, Yellow, Green, Blue, Indigo, Violet)
Curriculum area, center location of the activity and time of Name of the activity
day
Curriculum area: Creative Arts Kitchen Utensil Rainbow
Centre Location: Art Table Craft
Time of the Day: Free Play Time
Materials needed before, during and after the activity
For utensils: Potato masher, a spatula, a mini strainer, a fork, and a basting brush.
For stamping: 7 different rainbow color paints.
For drawing: marker/ pencil and paper/ card stock.

How will children be involved before and after the activity?

Before After
The children will help the teacher in setting The children will help in cleaning up.
the art table.

Goals Objectives
To develop fine motor skills Children will use their pincers grasp in holding
and using the different utensils.
To encourage perceptual skills Children will recognize 7 colors in the rainbow
and its shape (e.g., semi-circle)
To practice social skills Children will work with other peers and the
concept of sharing, taking turns etc.
To further develop creative skills Children will use different kitchen utensils in
stamping paints and making the rainbow.
To increase speech and language skills Children will increase their vocabulary by
learning the names of kitchen utensils and colors
of the rainbow.
Procedures: How will the educator introduce the activity to children, and provide
instructions? What open-ended inquiries will be asked? What is the group size? What
is the anticipated amount of time children are expected to be involved? What are the
children expected to do?
The teacher will: The children will:
1. Gather/Invite the children at the art table. 1. Sit nicely at the art table.
2. Introduce the activity to the children. 2. Listening to the teacher
3. Introduce the material needed during the curiously and actively.
activity. 3. Participating in sharing their
4. Demonstrate to draw the rainbow on a large ideas and thoughts.
sheet of white paper. 4. Giving answers to an open-
5. Further demonstrate to use their choice of ended question.
color and utensil in stamping colors the  (e.g., What do we see
rainbow. after the rain?)
6. Ask children to put their art on drawing rack for 5. Share all the tools with their
drying. friends/peers.
7. Remind children to put everything back on their 6. Should be gentle with the
spots. tools and paints.
8. Ask children to wash their hands at the end. 7. Put the painting on the
drawing rack.
8. Put the things back in their
right place and wash their
hands.
Which positive guidance strategies will you consider using?
 Teacher will start the activity by asking open ended questions
 (e.g., Do the rainbow make you happy? How many colors does a rainbow
have? When do the rainbow appear?)
BC Early Learning Framework Connection
Which Living Inquiries, Pathways and/or Principles in the BC Early Learning
Framework does this activity promote?
Living Inquiries: Well-being and belonging
Engagement with others, materials, and the world
Communication and literacies
Pathways: Joy in relationships with people, place, materials, and ideas
Reconnection to land, place
Language and communication
Principles: People build connection and reconnection to land, culture, community, and place.
Play is integral to well-being and learning

Student evaluation
- What went well about the activity, and explain how you know
- What did not go well about the activity, and explain how you know
- What would you change or add when children revisit this?
Now that you have presented this activity, what did you learn about the children?

How can you extend this idea or concept to another curriculum area to further enhance
the experience?
 We can extend this idea to other curriculum areas
 In Language they can read and write the name of the color in the rainbow.
 In Science they can understand the nature (e.g., When rain stops, and sun will
appear it will create a huge rainbow in the sky.)
 In Math they can count how many colors does the rainbow have.
 In Music and Movement they will sing a rainbow song

Sponsor teacher evaluation:

- What went well about the activity? What makes you say that?
- What changes would you recommend to the student?