Enabling environments: Around the nursery - Brush strokes

Paint is an exciting medium that can be applied to various surfaces, through which children can actively explore learning across a number of areas.

SETTINGS
Settings should aim to provide:
- table
- easel with attached storage tray
- self-coloured, washable table cover if required
- washable aprons
- water pots (wide base)
- containers for powder paint
- spatulas
- mixing palettes; small shallow trays
- drying rack
- paint: powder paints, ready-mixed paints, water colour blocks
- paper: various textures, weights (including card), colours and sizes
- bristle and foam brushes (assorted sizes)
- rollers (foam, fabric, textured)
- found objects for mark-making/printing - for example, forks, combs,
nail brushes, bobbins

EXPERIENCES

In this area, children might enjoy:

- experimenting with a range of tools, including hands and fingers, to create marks on paper or card

- making marks in paper on smooth surfaces and taking mono prints by pressing a piece of paper over the marks they have made

- making prints with a range of objects

- mixing powder paint with water and experimenting with consistency

- exploring what happens when colours are mixed

- painting representational pictures

- painting or decorating models

- mixing media, for example, paint and collage.

LEARNING

The learning that might take place in this area includes:

- exploring and refining marks

- understanding that marks can convey meaning and represent objects, experiences and ideas

- working imaginatively with the paint media

- describing texture, shape, space, line, form and differentiating between colours

- using language to describe the elements of art - for example, wiggly or zig-zag lines, prickly or fluffy textures

- understanding that some colours can be created by mixing other colours together

- developing skills and control necessary for handwriting

- using talk to articulate ideas and explain own work

- being confident to take risks, trying new ideas and experimenting with techniques

- developing some autonomy over the resources used and the direction of own learning

- exploring pattern, creating own patterns, continuing and repeating patterns

- showing curiosity about why things happen - for example, wet paint drying out, paint dribbling down paper on an easel but not on the table

- watching and working alongside a visiting artist

- commenting, and asking questions, about the work of others.

ORGANISATION AND LOCATION

- Ideally, locate the painting area near running water and a sink positioned at child height so that the children can collect their own water for paint mixing and wash up their pots after using them.

- There should be a washable floor surface, as spillage is inevitable.

- Providing a set number of aprons can help to limit and monitor the number of children accessing the area at any one time.

- Offer basic paint provision on a continuous basis, and a wide enough range of tools and materials to enable the children to make choices about what they want to use.

- Promote children's independence through the organisation of equipment and materials. Label baskets and stick silhouetted shapes on open-shelved units so that the children can select and put equipment away as required.

- Make time to teach children how to use tools and materials - for example, offer a step-by-step approach to paint mixing.

- Store supplementary resources in a place that is easily accessible to practitioners and in clearly marked containers. These may include materials that can be added to paint to alter consistency and texture (for example, washing-up liquid, PVA glue, sand and glitter) and additional mark-making tools such as water-based inks, pastels, charcoal pencils and fibre-tipped pens.

- A designated person should monitor consumable materials carefully and replenish them as necessary.

- Although a distinct area, the paint area has links with other areas, particularly the technology workshop, and practitioners should consider the connections children may want to make in their play and learning when deciding where to position the areas.

- Use photographs to document children's paint experiences, and the creative processes they go through, as the finished outcome will not always be the most important part of the learning.

- Encourage children to identify their work by making their own marks to represent their name.

- Display should reflect children's own work and the work of artists and should offer objects of interest that will stimulate and support children's ideas.

- If possible, plan visits to your local art gallery (larger galleries may have educational support in place) and arrange for artists to work with children in the setting.

- Be sensitive to children who are uncomfortable about getting paint on their skin and allow them to explore the medium at their own pace, while supporting them as appropriate.

- Key workers should explain to parents that, although children are encouraged to wear aprons for 'messy' activities, there may be occasions when clothing gets marked and children should not wear their 'best' clothes to nursery.

OUTDOOR PROVISION

Providing paint in the outdoor area opens up a wealth of additional learning opportunities. Children are usually able to work on a much bigger scale outside and can practice using their arms from the shoulder, making large circular and linear movements as they create marks. Paper can be attached to outside walls, or children can paint straight on to walls with washable paint. Larger tools such as decorators' brushes allow children to work boldly, and the provision of paint in real decorators' paint tins (washed out thoroughly and checked for sharp edges) usually adds an imaginative dimension to children's play.

Printing with paint can also be explored effectively outside. Rolling balls or 'driving' toy vehicles through different colours of paint on a length of lining paper, or straight on to paving flags, will create interesting patterns and offer further paint-mixing experiences. Exploring footprints in paint will engage children in using their whole body as they walk, hop or run along a length of paper.

Sponge balls soaked in paint and thrown at a wall create exciting effects, and this activity also offers an outlet for energy or feelings although, of course, it needs to be closely supervised by an adult!

LINKS TO EYFS GUIDANCE
- PR2.3 Supporting Learning
- L&D 4.1 Play and Exploration
- L&D 4.2 Active Learning
- L&D 4.3 Creativity and Critical Thinking
- L&D 4.4 Areas of Learning and Development