School-age 1

Expressing Our Feeling With Loose Parts
September 2019


This month, our kindergarten children have begun their new school year. Our SK children have already experienced the school life, but our JK children have started their new journey in school. When the children joined the program in the afternoon, some of them seemed to be overwhelmed by the new environment, so they showed their interest with engaging in quiet activities such as drawing, colouring, decorating etc. Therefore, to sustain the children’s interest for calm and quiet art activity, the educators, Erin and Eunhee, set up an art table with a big piece of canvas and various types of open ended materials such as pompoms, feathers etc.

When the educators set up an invitation for the art project, Hunter and Maya were curious about the purpose of the activity. Hunter asked the teacher, “How can I do this?” The educator explained to Hunter that he could express his feelings and ideas by taking advantage of all the items on the table. Hunter chose the wooden letter pieces, B, M, and X. Then, he coloured each letters with different colours. One educator wondered the reason why he chose those letters. Hunter said, “I am making Checks Mix.” When he put the letters in line, Hunter placed the letter, X, at the end.

Maya and Mia demonstrated their interest with colourful pompoms and feathers. They glued and placed them to make a certain shape. Mia was dabbing the glued pompoms on the paper and said, “I’m doing pompom painting.” She seemed to be excited by looking at the traces of white glue made by the pompom. Maya glued several feathers and drew the lines around the shape to create her own design. She seemed to be so engaged in the activity that she did not notice her mom was there. When Maya proudly showed her mom her design, her face was filled with a sense of achievement.


Three children using different craft materials, glue, feathers, markers on a large sheet of paper


Later, when Frederic joined the table, he had a chance to look at the other children’s work. He touched the feather and said, “This is so soft.” Then, he showed his interest with the activity and started colouring the paper with blue crayon. Due to the texture of the table, when Frederic coloured the paper, he could tell the line turned out ragged and uneven. He looked at his colouring for a second and said, “This looks like cloud.” Frederic seemed to be mesmerized by the uneven line and tried a couple more times with the other colours.


How Does Learning Happen? Ontario’s Pedagogy for Early Years (2014) states that children communicate in different languages and it is important for educator to respond and understand their voices (p. 41). When children have ample opportunities of manipulating materials and engaging in imaginative expression, creative communication can occur (How Does Learning Happen, 2014, p. 42). It also emphasizes that when educators encourage the creative expression of ideas and feelings, they can solidify children’s learning which enhances their problem-solving and critical thinking skills (How Does Learning Happen, 2014, p. 42). We believe the positive influence of children’s creative communication. By implementing an unstructured art project, the children were able to regulate their emotion and feel senses of engagement and well-being.



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75 Pebblecreek Drive
Kitchener, Ontario
N2A 0E3

Hours of Operation
6:30 a.m. to 6:00 p.m.

(519) 894-0563


portrait of shannon

Shannon Bell, RECE

portrait of Deb

Deb Wintrip, RECE
Assistant Supervisor