ECE 2262 Face Painting Assignment

Observation:

The educator comes close to Child A, who is painting on his face, and says," While you guys are painting on your faces, I could ask you guys some questions. Child A, why would you like to pretend like animals?". Child A says, "Because I like to paint my eyebrows". The educator asks, "Why is it important to paint your face? What animal did you choose to be?". Child A says, "Today I chose to be a tiger." "What do you like about the tigers?" asks the educator. Child A says, "Because they have very sharp teeth here and there". The educator then moves to child B and says, "Child B, can you tell me a little bit about what you're creating? I see you have used blue and pink. What is it that you are creating on your face?". Child B says, "Butterfly". Child B dips the paintbrush in paint and then scribbles on her forehead and says, "Wings". The educator says, "Those are wings". The educator then moves to Child C and asks, "What about you?". Child C says, "I am making a penguin on my face". The educator says, "A penguin". Child C nods her head up and down and says, "Mmmhhhhh". The educator says, "I see that you have just started with the orange. Is there any place that orange goes? Then Child C says, "Yes, my chin". Then the educator goes to Child D, and Child D says that she is a mermaid and that she has a mermaid suit on. Then Child A says, "I have to put on a tiger suit". The educator says, "If you want to move like the animals, you can do it on the stage of the theatre or look into the big mirrors".

Child C walks like a penguin with her feet together and pointed sideways. Child A says, "Teacher, I'm going to go on my tummy. I will show you," and he goes down the slide. "Oh, I see. I got it. See, now I am confused, child A. Now you are walking on two legs. Does a tiger walk on two legs?", says the educator. "No, the tiger walks on four legs", says child A, and he gets on four legs and moves. Child B slides on her tummy, and the educator says, "Ooo, and that is how a penguin slides on her body, isn’t child C?". Child C nods her head up and down, and she slides more on her body. Then she gets up on her feet, walks like a penguin, and goes to the mirror and looks at it. Then she walks in the opposite direction and slides more on the floor. Then child A says, "Watch me," and he goes down the slide. The educator says, "Does the tiger use words like us". "No," say the children. Then the educator says, "How does the tiger’s voice sound?". Then children say, "Ahhhhhh".

Reflection:

Throughout this entire activity, children work on their hand-eye coordination as well as their fine and gross motor skills. This is evident when they are painting on their face, moving around the room, balancing their body while strolling like a penguin, and moving like a tiger. Child A appears to be interested in both playing and interacting with the educator simultaneously. This becomes exceedingly clear as he converses with the educator and performs his play for the educator. According to the theorist Lev Vygotsky, play is a vehicle for growth (Feeney et al., 2014). Children appear to be developing in all domains during play. In this performance, they specifically demonstrate their knowledge of animals. This demonstrates their cognitive advancement.

The children are engaged in imaginative play. They appear to use their vocabulary when conversing with the instructor. Children are developing confidence in using language (Makovichuk et al., 2014). Throughout the activity, it is clear that the educator is asking open-ended questions and offering suggestions for extending the students' experience. Teachers provide numerous opportunities for children to learn to collaborate with others and work through ideas and solutions, as well as to develop social skills such as cooperating, assisting, negotiating, and communicating with others to solve problems (Copple & Bredekamp,2009).

Connection to Big Idea and Curriculum Development:

How does this observation inform your curriculum development?

In this play, the children appear intrigued in animal face painting. They extend their conversations by describing the appearance and body segments of the animals. When the educator encouraged them to move like animals, they attempted to do so in a variety of methods. Children engaged in pretend play and appeared to appreciate it as they continued to do so for an extended period. Children strode, slid, and moved in an animal-like manner. They were excited to present it to the educator.

Upon observing their performance, I realized that this is directly related to my main concept 'Animals' and sub-concept 'How animals move'.

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