This project looks at exciting ways of exploring a popular focus in any early years setting. It includes ideas for printing and imprinting with children in various interesting contexts.
Adult-led activities
Curtain call
Brighten up the home corner with a new pair of curtains created by the children.
Key learning intentions
To explore the media of printing on a large scale
To engage in the process of designing with a purpose in mind
To talk about flat shape and pattern
Adult:child ratio 1:4
Resources
Length of suitable, neutral coloured fabric cut to create two curtain pieces ,fabric paint (suitable for use with children) ,shallow trays ,sponges ,a range of fruit and vegetables (such as carrots, broccoli, cabbage, potatoes, orange, apple, melon, lemon) ,knife, chopping board ,washable aprons ,masking tape ,paint brushes ,soft furnishings catalogues ,curtain fabric sample books
Activity content
* Introduce the fruit and vegetables to the children. Encourage them to handle the fruit and vegetables, discussing the features and names of each.
* Talk with children about their own experiences of eating fruit and vegetables, comparing their likes and dislikes.
* With the children, cut up the fruit and vegetables into large chunks, taking care to minimise risks when using knives.
* Put some fruit aside for printing (such as circular slices and wedges of melon, half a cabbage, wedges of apple). Offer the children the opportunity to taste the remaining fruit.
* Lay out the first piece of fabric on the floor and secure it with masking tape.
* Encourage the children to apply paint to their chosen piece of fruit or vegetable using a sponge pad or brush, and to make prints on the fabric.
Extending learning Key vocabulary
* Simple mathematical vocabulary such as round, triangle, big, bigger, small, smaller, long, longer, short, shorter, next to, behind, in front of; number names; colour names.
* Encourage children to use imaginative language to describe what they see, feel, smell and taste - for example, 'It's like a moon' (shape of a melon wedge), 'It's squeezy and squishy' (half a lemon).
Questions to ask
* Which piece of fruit do you think made this shape? Can you find a shape the same as this one? How many apple prints have you made? Which colour would you like to choose? Where would you like to put your print? What comes next in the pattern - lemon, apple, lemon, apple?
Extension ideas
* With the children, look at ways of hanging the curtains in the home corner and involve them in any alterations that need to be made - for example, sewing up hems and making loops.
* Provide a large piece of fabric in the paint area (taped to the floor or wall) over a period of time and urge the children to contribute their own print ideas. This can then be made into a wall hanging.
Making tracks
Try some outdoor printing with Wellington boots.
Key learning intention
To look closely at footprints and compare tread patterns
To use mathematical language to describe and compare size
Adult:child ratio 1:4
Resources
Roll of lining wall paper ,a collection of Wellington boots (with a variety of tread patterns) ,large shallow tray ,ready-mixed paint ,bucket of water ,brush, cloth.
Activity content
* Roll out a length of lining paper in the outdoor area and secure it with, for example, crates and tyres.
* Ask children to look at the soles of their own footwear. Show them the Wellington boots and draw their attention to the different tread patterns and sizes.
* Encourage children to put on a pair of Wellington boots, walk through the paint and along the paper.
* Talk about the prints they have made and compare the patterns as other children engage in the activity.
* Encourage the children to experiment with making print patterns by running, jumping, hopping and walking in pairs.
Extending learning
Key vocabulary
Pattern vocabulary: lines, zig-zag, wavy, spotty, dotty, next to, same, different. Size vocabulary: big, bigger, biggest, small, smaller, smallest.
Questions to ask
* Can you find a Wellington boot the same size as this one?
* Can you find one with the same tread pattern?
* Which pattern do you like best?
* Can you find a boot with straight lines on the sole? Which boot do you think made this print?
* Did you walk forwards or backwards to make those prints?
* Do you think Katie was hopping or walking when she made these prints?
Extension ideas
* Encourage the children to ride wheeled toys through paint and to look at the tyre tracks they make.
* Capitalise on wet or snowy weather conditions to further experience printing and imprinting. Provide Wellington boots so children can splash through puddles and make footprints on dry tarmac. Make footprints in the snow or frost and compare tread patterns.
* Look at other tracks in the snow or soil made by, for example, birds or dogs.
Child-initiated learning
Wet sand area
(indoors and out)
Additional resources
Natural materials and objects presented in a wicker basket or box, for example: ,pine cones ,pieces of tree bark ,textured and smooth pebbles or small stones ,pumice stone ,natural sponge ,a range of shells ,leaves ,conkers ,conker 'shells'
Possible learning experiences
* Gathering additional natural objects from the outdoor area.
* Handling the natural objects, talking about and comparing features.
* Talking about the origins of objects and seasonal changes.
* Discussing the properties of wet and dry sand, and the suitability of wet sand over dry for imprinting.
* Using imaginative language to describe what they see and touch, for example, scratchy, bobbly, rough, silky.
* Arranging natural objects in lines and other patterns.
* Looking at the imprints left in the wet sand by the objects.
* Matching imprints to objects.
* Selecting objects to create an imprint pattern.
The practitioner role
* Involve children in mixing dry sand with water to create a suitable consistency for making imprints.
* Provide collection trays for children in the outdoor area and spend time looking for natural objects with them.
* Provide trowels if necessary to smooth the sand.
* Be prepared with information books, if appropriate, to find out more about the objects children find.
* Encourage children to talk about their observations and the imprints they make.
Office area
Additional resources
,Computer ,monitor ,keyboard and printer ,date stamps ,address stamps ,invoice pads (with duplicate paper) ,alphabet printing blocks ,ink pads Possible learning experiences
* Learning about purposes for printing in a real context.
* Creating printed labels and signs for use around the nursery.
* Exploring office roles and equipment.
* Writing and printing letters in role play.
* Looking closely, and differentiating between letter shapes.
The practitioner role
* Model skills and purposes for writing and printing - for example, write a newsletter using the computer keyboard and print off copies for all parents, write an invoice for building materials and ask a child to take a copy to children working in the outdoor construction area.
* Show children how to use equipment and support them as they develop skills.
Paint area
Additional resources
Ready-mixed paint ,rollers ,paint brushes ,sponges ,Perspex boards modelling tools ,tablets of soap ,card pieces ,small blocks of wood ,scissors
Possible learning experiences
* Learning about purposes for printing in a real context.
* Creating printed labels and signs for use around the nursery.
* Exploring office roles and equipment.
* Writing and printing letters in a role-play situation.
* Looking closely, and differentiating between letter shapes.
The practitioner role
* Teach children basic routines and techniques.
* Support children in experimenting, asking questions such as 'What do you think will happen if you put paint on the edge of the card and print with that?' and 'What else could you attach to the wooden block to print with?'
Malleable materials Provide opportunities for children to explore imprinting in a variety of malleable materials including dough, clay, soft soap, cornflour and water mixture.
Additional resources
Found objects such as: thread bobbins ,nail brushes ,textured building blocks ,plastic bottle lids ,chunky zips ,keys ,potato mashers
Possible learning experiences
* Handling and exploring the properties of a variety of malleable materials.
* Manipulating dough and clay by kneading, squeezing, stretching, rolling.
* Creating a flat, smooth surface on which to imprint.
* Finding interesting objects with which to imprint.
* Applying varying amounts of pressure to create shallow or deep imprints.
* Experimenting with pattern making.
* Counting prints.
* Comparing shape and size of imprints and using positional language.
* Talking about scientific observations - for example, an imprint made in cornflour and water mixture disappears almost immediately, whereas an imprint pattern in dough can be kept and displayed for some time.
The practitioner role
* Collect objects of interest with children.
* Work alongside children, creating imprints and patterns of your own.
* Talk about your observations as you work, using key vocabulary such as round, square, soft, hard, wet and dry.
* Encourage children to experiment with a variety of materials and objects.
* Ask challenging questions - for example, 'Can you find something that will produce a square imprint?' 'What did you use to make this imprint?' 'Why do you think this imprint is clearer than this one?'
'What will happen if you overlap the imprints?' 'How many thread bobbin imprints do you think you can fit on this piece of dough?' 'Were you right?' 'Is it easier to imprint into dough or clay?' 'Why do you think this might be?' 'Which objects are the most effective for making an imprint into soap?'