Creativity - needle and thread

“By exposing children to creative experiences, we give them the gift of a rich and memorable childhood while laying the foundation for a lifetime of creative expression – all topped off with a heaping helping of important learning skills” (Kohl, 2008).

I found this quote appropriate as I embarked on a creative experience with the tamariki. Sewing with needle, thread and sacking. 

The tamariki were invited to engage and contribute to the experience over a period of time. 

Through this observation and participation, the children had the opportunity to engage in a new experience that allowed their creative expression to grow and encouraged the development of numerous skills. 

As they worked with the needle and thread, the tamariki developed their concentration and thinking skills, perseverance, hand-eye    co-ordination and fine motor skills.

 “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).

“Creativity focuses on the process of forming original ideas through exploration and discovery. In children, creativity develops from their experiences with the process, rather than concern for the finished product” (Kohl, 2008).

Working together, learning in small groups helps the exchange of ideas and increases interest among the children while also promoting critical thinking (Gokhale, 1995). The language and conversation shared within the group as the tamariki worked demonstrated a deeper level of thinking and concentration as they processed and focussed on their goal and creative product. 

As the children worked, with the needle and thread they developed and strengthened their finger muscles and small hand muscles, while also encouraging the use of the pincer grip between the thumb and forefinger. Important skills to develop both for now and into the future. 

  

“Children learn through play and open-ended activities. It allows them the chance to explore the world around them, ask questions, and see how things work” (Thomas, 1997).

“Children who feel free to make mistakes and to explore and experiment will also feel free to invent, create, and find new ways to do things. Grant the lasting gift of freedom to children – to make mistakes and learning from doing. The side benefit is that fostering creativity…gives children a zest for imagining and learning to last a lifetime” (Kohl, 2008).

This little piggy...

What a delight...a special new friend in the form of a rescued cute little piglet.

 "She's trying to eat the grass" said Sophia.
"Why does he eat grass a lot?" asked Jax.
"He's trying to get his nose off" replied Olivia.

 "She's really cute" said Asjah.

"She's making a hole because she's making a big home" said Mathilda.

"It's eating some dirt" said Jacob.

"It eats very fast" said Lachlan.

"He wagged his tail" said Jacob.

"Some pigs twirl their tails up" said Lachlan.

 "Why did he make that sound?" said Rowan.
"Because he's a pig!" said Jax.

"Maybe he's a baby pig?" said Zoey.

"It's a piglet" said Harper.

"He's trying to find his Mumma" said Sophia.

"I'm not his Mumma" said Brooklyn as the pig came over to her and snuffled around her feet.  (funny!)

Having a scratch.

"Have you got any questions about the pig...is there anything you want to know or find out about the pig?" asked Tania.

"I want to know why they eat dirt" said Terence.

"Yeah, why does it eat the dirt?" said Harper.

"Maybe it wants to eat dirt" said Jessica.

"How will we find out the answer to your question?" asked Tania.

"You can ask the farmer" suggested Harper.

"Papa knows everything, we could ask him" said Sebastian.

"Do you know who actually knows about pigs, my Uncle.  Unky Paul, he knows about pigs" said Jessica.

"Maxim and Jake are smart, we could ask them" suggested Sebastian.

"Ask my Mum" piped in Lachlan.  "My Grandad knows about chickens more than pigs.  He doesn't know about pigs" he added thinking.

"So maybe we won't ask him then" said Tania.

"No he doesn't know about pigs" replied Lachlan.

"I know" said Jessica, "we could make a pig machine and put it on the pig and then the pig could tell us!"

Hmm, I wonder what a pig machine looks like and how it will work?  
Wonder no more people, here is Jessica's idea of a pig machine...

"See it's got buttons on the side" said Jessica.

All through the day children brainstormed possible names for the piglet and we went with their suggestions... 

Hot contenders for names were Chime, Owna, Rainbow Dash, Sparkle, Tuesday, Twinkle, Piggles and Ebony 

 However, after much debate and high tension in election time, overwhelmingly children voted the winning name...

Sooky La La

We are excited to say that Sooky La La will be a regular visitor to kindergarten so tamariki can participate in what we like to call 'piggy time' (like hammer time, only piggy time...so funny!).

We anticipate that 'piggy time' will give tamariki the opportunity to develop deeper knowledge and understanding of pigs.  We anticipate children learning to be gentle and calm around our new friend...we anticipate children's empathy growing, as well as a nurturing love, care and respect for these unique and precious animals...we have high hopes for piggy time!

Here are some pigtures of Sooky La La that some children have made...


Artist - Alannni


Artist - Asjah


Artist - Zoey


Artist - Violet

Artist - Nate


Artist - Nate

Overall our first pig visit was a huge success and we're all really looking forward to catching up with Sooky La La again next week.  For now that's all we've got.  
Thanks for visiting.

Ngā mihi nui
Tania

What is a "Provocation"

What is a provocation? Simply put provocations provoke. They provoke thoughts, discussions, questions, interests, creativity and ideas. They can also expand on a thought, project, idea and interest. We set provocations up when we are planning for a child and to extend an interest. (Racheous)

The following photos are a collection of provocations set up by teachers to inspire children's thoughts, imagination and creativity.

What do you see? "I think I have found one Tracy, these ones are the same". said (Waituhi)

"Um I think I can see some the same" - said Lachlan

Te Whariki - Early childhood curriculum states "All children will be empowered to learn with and alongside others by engaging in experiences that have meaning for them. This requires kaiako (teachers) to actively respond to the strengths, interests, abilities and needs of each child and, at times, provide them with additional support in relation to learning, behaviour, development or communication".

Natural provocations with stones, shells, wood and sticks are great for extending children with a interest in patterns or art, or for promoting creativity.

"Its a bit tricky - but I can balance these stones"  said (Alanni)

"I can do this Tracy " - said Waituhi

"There minds were not built to sit and be taught. They were built to explore, play and learn" (Anonymous)

"Oh look at me Georgia - what am I"? said (Caden)

"I will show you something Noah" - said Abbie"

"Look what I have made" - Manaaki

Sometimes a provocation will come in with a child. On this day Lily brought in some fish that she had caught with her dad and it was set up out side for the children at look at and cut open as Lily was curious to know what was inside of a fish.

"I think I can see the eyes"- said Georgia

 "Really not sure about this" - thought Hunter and Georgia

 "I can do this" - said Caden

 "Oh that's disgusting" - said Caden

 "I can see it's teeth" - said Asher

"I just eat fish, I don't touch it cause that's gross" - said Maia

A car provocation was set up to extend our children who have an interest in car games.

This also provided the boys with the opportunity to be creative, when art might not be one of their interests.

Play dough is a lovely sensory provocation that invites children, sparks the imagination and creativity. Its a nice time for children to build relationships and to share information with one another.

"Observe and listen to children, because when they ask why? They are not simply asking for the answer from you. They are requesting the courage to find a collection of possible answers".        (Loris Maleguzzi)