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Learning to handle a big tool can be an adventure, especially if you are a child. There is so much to explore. The brushes we use in early childhood centers generally have wooden handles of varying lengths with short bristles…hard and soft. It takes a lot of experimenting to find a comfort level in holding a brush: Should I use my left or right hand? How about trying a grabbing, fist-style approach? What is this “pencil-style” approach? Which end do I use…the wooden end or the bristle end? How much noise can I make with this thing? What happens if I just throw it across the room? What is this gooey stuff in the pot? Before the child can begin to think of this new object as a useful tool, he needs to experiment with it. He needs to gather some basic data about its physical characteristics and discover what they mean to him. During this time of exploration, teachers should not expect artwork to magically appear. In fact, no artwork may be produced. But, after the child has had time to explore the paint brush properties, it will be time to introduce a painting medium. Learning to dip the brush into a paint pot is an exercise in eye-hand coordination. Eye-hand coordination needs time to develop and can be seen on a time continuum. Some will be naturally better than others. So, what can teachers do to make the childs first painting attempt fun and successful? Here are a few thoughts to consider for the classroom learner. Use chubby, short handle brushes. They are much easier for the young artist to negotiate. Use wide tip brushes. Very large brushes that might normally be used to paint the trim on a house would work just fine. A little hand could really get a grip on this type of brush. Be sure the paint pots are secured to a surface to avoid the artist chasing the pot around the table or even creating spills. A secured pot also allows an artist with any level of coordination to get some paint on that brush. Use wide mouth paint pots. Save the fancy covered pots for later. Use a thick paint that will easily stay on the brush while the child learns to take the brush from the paint pot to the paper. Use a large canvas so the child, regardless of coordination can see the immediate relationship between dipping the brush and making a change on the canvas. Make sure the canvas is also secure. Clip it to an easel or tape it to a table. Use one color pigment. Original forays into learning to paint are not about learning to recognize or mix colors. Learning to paint develops childrens important pre-reading and writing skills. As children recognize they can make marks or alter the appearance of paper they want to express themselves. The more competent they become in handling painting tools the more sophisticated their messages become. They want to create their own symbols that can be retrieved. They want to share information through their artwork. School is often the only place some children can experience the joy of self-expression through art. This sometimes wonderfully messy activity offers great joy to children as they unknowingly develop hand muscles, develop eye-hand coordination, and learn about transferring knowledge through symbols. Teachers of young children need to be completely committed to this activity. It is the classroom teacher who is able to provide for this important classroom experience and it is the classroom teacher who is in a unique position to share the development importance of this activity with parents in their class. The simple activity of learning to paint really does provide pre-reading and pre-writing experiences that will be invaluable for future classroom academic success.
Article Source: http://www.articledestination.com
Elaine S. Rexdale received a BA in Elementary Education from Augustana College in Rock Island, IL and an MA in Early Childhood Education from Teachers College at Columbia University in New York, NY. She has been an early childhood teacher and administrator for more than 30 years. Her web site is www.ElaineRexdale.com
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