Children in our nursery enjoyed turning a small area in our setting into a photographic studio. We have always had cameras in our home corner, but the project stemmed from the children's interest in photographs that had been taken in the setting and in photographs included in displays.
The studio provided an excellent stimulus for investigation and exploration across a wide range of activities.
We began by putting up a notice asking parents and carers to lend us old and unwanted cameras with which the children could take pretend pictures.
Dressing-up
We then provided a dressing-up box full of all sorts of clothes (adult-sized jackets, trousers, scarves, shawls), hats (helmets, woolly hats, sun hats, peaked caps, even a tiara), shoes and boots and jewellery (mostly necklaces and bracelets).
We ensured that the clothes had a variety of fastenings such as buttons, toggles, zips and ties. By exploring how to tie and untie the different fastenings, the children were able to develop their hand/eye co-ordination and fine motor skills and learn to dress with increasing independence.
We also provided a large mirror, so they could check their appearance beforehand; a long bench, for them to sit on individually or in groups while posing for their picture; and a small stand on which to rest the camera.
With adult help, the children made accessories including pretend glasses from card, and simple moustaches and beards made from wool glued on to card. We borrowed several interesting wigs and a hat with long woollen plaits.
Extension activities
The topic continued to evolve, with new ideas being introduced by both staff and children, such as the following.
* Face and hair We provided face paints and small mirrors for children to experiment with painting their faces. It was agreed that they would not paint other children's faces. We also added hairdressing items such as brushes, combs, hair slides, bobbles and ribbons.
* Hats and clothes The children designed and created lots of different headgear, from simple circle hats made from strips of card, to crowns, pirate hats, party hats, hats made from cones, and hats with ears to represent different animals. They also made simple tunics and skirts from newspaper.
* Portraits In the creative area the children used paint, crayons, felt-tip pens and collage materials such as wool, buttons and pasta to make portrait pictures of themselves and others. These were then framed, labelled and displayed in the photographic studio.
* Photographs We provided opportunities for all in the studio, with adults photographing children, children photographing children and children photographing adults. Some of the results were framed and displayed, while others were put into albums or books with written comments. Many children also chose to bring in a variety of photographs from home to add to the display, while others added portraits cut from magazines and catalogues.
* Role play We provided a table, a till, money, credit cards, a telephone and an appointment book and materials to encourage the children to make notices for the studio, including price lists, information about opening and closing times, and the name of the studio.
* Seaside snaps We cut a hole in large pieces of cardboard for faces to poke through and painted on bodies so the children could take 'seaside-type' photographs. They enjoyed designing and painting the bodies, which were easy to move around and handle.
* Toys The children extended the activities provided by dressing up dolls and other soft toys and making accessories, including hats, beards and glasses, for them. They then took photographs of the toys individually, in groups or with other children, which provided opportunities for detailed discussion and negotiation.
* Models Some of the children were interested in the cameras themselves and how they worked. With permission, we investigated the interior and exterior of some cameras, and the children then designed and made their own cameras using junk modelling materials such as cardboard boxes and cylinders.
Staff participated in activities when appropriate, often choosing to direct children by deciding what they should wear or which role they should take.
Some of our more adventurous parents also joined in enthusiastically, dressing up and having their picture taken.
Denise Bailey is a nursery teacher at Annesley Primary School in Nottingham
