When the children arrived back at Kindergarten after the
term break they were greeted with the provocation of the beading tree. This was
set up on the low table along with a wonderful array of small and large beads,
pliable wire and ribbons.
The way in which this was set up in a beautiful and
aesthetically pleasing way was done with purpose and intent. The intention
being to invite children in and inspire them to create some treasures for the beading
tree. In turn they would be crafting an art installation for Kindergarten; something
that was beautiful, pleasing and inspiring to others who would be able to view
it for a long time to come.
“Aesthetic
considerations support the teacher’s child-centered approach to teaching and
that the environment that has been developed ‘speaks’ to the children about how
they want them to use it. The teachers are able to combine both beauty and
functionality.” (Aesthetics-ECE Educate- NZ MoE)
This quickly became a space where children came to quietly
sit and engage in making delightful beaded gifts for the branches. This
activity had a sense of calmness about it and the level of engagement was very deep.
Threading the tiniest of beads proved to be quite
challenging at times, however the children involved concentrated hard with the
task at hand. Carefully the beads where picked up using the pincer grip hold.
This enabled the children to have good control over the beads and wire as they
threaded.
"I was making a few ones of the ball on the wire. It's hard but I did it because my Mum told me to do it. I made so many for the tree." (Eirwin)
Threading
is great as it fosters fine motor skills which we use in many other areas of
life.
“Fine motor skills involve the small muscles of the hands that enable
such functions as writing, grasping small objects, and fastening clothing. Fine
motor skills involve strength, precision and dexterity. They affect learning
and living skills.” (Villeger)
The
wonderment of this activity was very enticing for many children and lots of
them returned on numerous occasions to create more wonderful pieces for the
branches. The beads and their beauty were also talked about frequently as children
discussed which ones they liked and why.
"Hayden doing beads. Hayden doing more and more and big ones." (Hayden)
"I was using something to make something. I was using beads and wire and I like using these because I do. I tried to get the wire and put the bead on them. I could see one little bead. I put it on carefully. You have to be careful with tiny beads because you might drop it and lose it and I'd have to find another one." (Sahara)
The
children took their time as they decided where they wanted their beaded
creations to go on the tree. There was also a lot of revisiting happening and
discussion around which beaded piece was their favourite. It was so lovely
seeing everyone admiring it's exquisiteness.
"I was putting beads on the tree. I love all the colours of the beads because they make me happy." (Kate B.)
"It was a little bit hard sometimes because the beads were tiny. I liked hanging my beads on the tree." (Jaimee)
The
beading tree will now be displayed in Kindergarten. By displaying the children’s
great work we are showing you that we value their efforts, which empowers them
to keep on creating.
So why do we provide
children with beautiful materials?
“To a young child, the world is full of materials to touch, discover, and explore. To find, collect, sort and use materials is to embark on a special kind of adventure.”
(Topal & Gandini)
“To a young child, the world is full of materials to touch, discover, and explore. To find, collect, sort and use materials is to embark on a special kind of adventure.”
(Topal & Gandini)
Zair
