1. Non verbal Opportunities
I worked with Jackie on many occasions throughout the year at nursery and on each occasion our conversation were purely non verbal. I observed how she liked to work and offered as many creative opportunities as possible. She visited any of the activities I had set on a regular basis whether it be painting, using the light box or working outdoors. I realised quite soon that she enjoyed sensory play, getting messy was something that she didn’t mind, in fact she enjoyed it a lot. A lot of my observations were based on how Jackie accessed the paints and this is how we moved forward to add further materials or ways of working.
The big painting continues. This time using a sheet of acetate and using the paint to move around.
The children were asked what powder they would like and water was added for them to mix.
Some enjoyed the mixing of the powder and water while others were more interested in droplets from the spoon or using he big paint brushes. They were encouraged to use their fingers and hands to mix colours together.
As the powder colours dropped onto the wet surface the children mixed more water, they observed the colours mixing into others until we ended up with a brown painted surface. We then started again with the spray bottles and powder.

2. Responding to the children.
During weekly meetings with staff we share observations and look at how the ideas I have will have the greatest impact. We had observed that Jackie had enjoyed mark making on the painting table and wondered if we could offer further mark making opportunities in other areas of the nursery. The studio already offered a variety of mark making and collage materials but could we offer this elsewhere?
The light box was the perfect space to do this, we experimented with it in the mirror triangle but it was much better when used on a block in the studio.
The OHP markers offered the children a chance to experiment with colour and depth of marks, Jackie was interested in colours next to each other and if she could fill the space quickly. The activity on the light box progressed to collage and 3D and back to painting and messy play over a number of weeks.
Use of the light box
The children have had access to the light box in the mirror triangle using sand and natural items. To maximise the amount of children that could use it, it was taken out onto the stage block/ More children could see it and access it. Large sheets of acetate were already on the light box with marker pens so the children could add their own marks. Some carefully considered where they were drawing while others were happy to draw large sweeping marks.
Following on from previous activities on the light box, coloured water and pipettes were introduced. The children had shown an interest in rainbows so this was the initial idea for using the coloured water. The children had also developed many skills with colour mixing when they accessed the painting area.
The light box was popular more so when an adult was present offering support and ideas. The coloured water was very much a continuation from the colour mixing on the painting table but this was much more about precision and care. Jackie came to investigate along with several children who regularly worked with me. There was a definite pattern emerging that these children enjoyed getting messy or trying something different or they liked working with another child that was already present.
Jackie returned many times to investigate the coloured water and pipettes and did lots of problem solving, the way in which she worked impacted greatly on future ideas to extend the children's knowledge and skills.