Professional Documents
Culture Documents
Title of Activity
“Paint Tracks”
Background Research
Content-
Toddlers 24 months-3 years may be able to create three dimensional
structures, songs, rhymes, drama and dances, show interest in a variety of
materials and activities related to creative expression, show adults and peers
what they can do or have created, try to reproduce aspects of music, art,
drama, dance and natural phenomena they have witnessed, and use
descriptive words to express their response to an aesthetic experience.
Children’s Inquiry
This activity is relevant and appropriate for the children now because they
very into playing and exploring with paint and are very curious when other
materials are added to it. The car and trucks go along with my emergent
piece in the transportation aspect.
This activity will allow children to explore how to use the paint and car/trucks
to make paint tracks onto the paper. The activity will also allow the children to
be indulged in almost full body sensory with the paint.
2
EDUC 414 Spring, 2019
3
EDUC 414 Spring, 2019
have paint all over their body and confirm with him that he still wants to
engage in the activity.
Materials and Quantity (Bulleted list what you need, how much, & location in
classroom)
Paint
Car/trucks
2 poster boards
strip paper
Paint trays
Location: on the cupboards of the classroom under the sink
References:
APA format
Wheatley, E.C., Cantor, P., & Carver, J. (2015). New Hampshire early
learning standards birth through five. Concord, NH: NH Department of
Health and Human services.
4
EDUC 414 Spring, 2019
made a few tracks for the child to see. Once I demonstrated and
expressed my excitement for the activity, the child was all for it. The child
dipped his truck into the paint and was off on the “road” making several
paint tracks. This caught the other children’s attention and quickly the
area filled with all 3 children, and some patiently waiting their turn. I had
to limit the activity to 3 friends to avoid cluster, “crashes” and just to keep
it as spacious as I could. When each child came they were nervous at first
when I told them they needed to take off their shoes, socks, and pants but
soon were comfortable once they were engaged in the activity. The
children went around the “road” after dipping their car/trucks in the paint
several times. After some time of constant tracks, the initial piece of paper
began to wear out and rip, and started to get really slippery. The children
started to slip everywhere so I decided to set up a new piece of paper
over the worn one and let them keep going. Some children began to not
only put their car/trucks in the paint tub to make tracks but also their
hands and feet to make tracks.
2) Discuss how children participated.
o The children participate in the activity by first feeling comfortable enough
to take off their shoes, socks, and paints to participate in the activity. They
then participated by dipping their trucks into the paint and driving them
around the “road” making paint tracks. When the road became slippery
a few of the children enjoyed having their feet slip up and down the road
as they pushed their car/trucks. The more slippery it got, a few children
crawled to avoid falling. Some children used their hands and feet instead
of the trucks to dip into the paint tub instead of the car/trucks and made
tracks that way and/or so that they could slip and slide more.
3) What changes did you make during implementation?
o The only change that I made during the activity was adding more and
more layers of paper to the road as the activity went on. It didn’t even
occur to me that the initial piece of paper would become so full of paint
that it would turn extremely slipper, worn out and rip. Quickly when the first
child slipped and hit his ear on the bucket of paint, I sort of panicked.
Adding layers to the activity, allowed for me to keep the activity going
while making sure it was safe by covering it up with fresh bare paper once
paint began to cover and cluster on the road.
4) Describe how your assessment/documentation plan worked.
o What impact did your teaching have on children?
The impact my teaching had on the children was that I gave them
the ability to explore their interests in a new, fun, sensory (messy)
way. My activity gave the children the opportunity to engage in an
activity that they aren’t typically able to do on regular basis. It was
a whole body experience for the children. They trusted me and felt
comfortable enough to allow me to lead them in this activity which
included removing some of their clothing.
o Describe what individual children learned/experienced during your
activity.
My assessment/documentation plan worked extremely well. The
photo documentation gave me the ability to take pictures of the
5
EDUC 414 Spring, 2019
o P developed the ability to dip the car/trucks into the paint and drive them
around them around the road. P noticed the road getting slippery when
he said “oh no” and slowed down his movement, and crawled around
while pushing the car/trucks.
o F explored the paint by dipping the car/trucks into the paint and driving in
a circular motion with his friends.
o T explored the paint with his hands and feet as he stuck them into the
paint tub and then tracked around the “road” with his body.
o S explored with the activity by dipping primarily his hands and feet into the
paint and tracking around the “road” when he realized that he was
“allowed” to.