1. Describe childrens drawing skills development.

Answer:
Children between 18 months and 3 years.

Scribbles are random. Children are exploring art materials in a playful

way.
Scribbles move from uncontrolled to progressively more controlled.

This stage allows children to learn to hold a pencil as well as to

determine whether they are left or right-handed.

While you may not see it, some scribbles are named. The child will
point to an object found in the scribble.
Scribbling helps children with:
Physical Development

Hand-eye coordination

Fine and gross muscle development

Hand manipulation

Language Art
Naming or labelling

Conversation

Penmanship
Stroking

Finger dexterity

Fine muscle control

Guidance
Self-confidence

Independence

Initiative

Enjoyment

Children between the ages of 2 to 4.

Drawings become more complex, although they are usually unrealistic.

Children will tend to use their favourite colours, rather than represent
objects in accurate colours.

Drawings of people are very simple with few features.

Objects in drawings float in space. They are not anchored.

Tadpole Figure People are drawn with a very large head on a small
body with extended arms.
Interiors and exteriors are shown at the same time. (X-Ray Drawings)
Children continue to develop increased hand-eye coordination, fine and gross
muscle development, and self-confidence during this stage.

Additionally, they are developing increased abilities in:

Observation

Thinking

Problem solving

Feelings of competence
Children between 5 to 8.

Drawings of people become more proportional and more detailed.

Colours become more realistic and stereotypical (grass is green; the
sky is blue).
Skyline and ground lines start to show.

Children have a schema about a way of drawing. For example, a house

will be drawn the same way in many drawings.

Children will often create stories to go along with their drawings.

At this stage, children will be developing skills important for art, science and
mathematics including:
Trial and error

Patterns

Shapes

Numbers

Interpretation

2. What is dramatic play and how can you encourage children to engage
in dramatic play? Provide at least three examples.
Answer: Dramatic play can be defined as a type of play where children
accept and assign roles, and then act them out. it remains an integral part of
the developmental learning process by allowing children to develop skills in
such areas as abstract thinking, literacy, math, and social studies, in a
timely, natural manner.
Setting the Stage
Any dramatic play area should be inviting. Presentation alone should inspire
creative and imaginative play. This should be an area where the children can
immediately take on a role and begin pretending. In establishing these areas,
you will want to consider the following.
1. Each area should incorporate a variety of materials that encourage
dramatic play, such as hats, masks, clothes, shoes, tools, vehicles, etc. You
can include both teacher-made and commercial materials. The types of
materials you supply will depend on the theme of the area.
2. Part of your materials list for each area should include items that stimulate
literacy activities, like reading and writing. Paper, pencils, a chalk board,
wipe-off board, address books, and greeting cards are all examples of
materials that might be used to promote the development of literacy skills.
3. Materials should be developmentally appropriate and allow for both
creativity and flexibility in play. This includes materials that can be used by
all children (unisex) and those that may be used in more than one way (a
table as a table, or with a blanket over it, as a dog house).
4. The goal of all areas should be to reinforce grade level appropriate
physical, cognitive, and social skills.
Finally, try to change the materials (or props, as they are sometimes called)
on a regular basis. Different materials on occasion will enhance the area,
spark new interest in a much used area, and allow the children to incorporate
new experiences in their play.
Examples:
1. Role Playing This is where children mimic behaviors and verbal
expressions of someone or something they are pretending to be.

At first they will imitate one or two actions, but as time

progresses they will be able to expand their roles by creating
several actions relevant to the role they are playing.
2. Pretending/Make-Believe All dramatic play is make-believe.
Children pretend to be the mother, fireman, driver, etc. by
imitating actions they have witnessed others doing. As the use of
dramatic play increases, they begin to use words to enhance and
describe their re-enactments. Some children may even engage in
fantasy, where the situations they are acting out arent pulled
from real-life experiences.
3. Use of Materials/Props By incorporating objects into pretend
play, children can extend or elaborate on their play. In the
beginning they will mainly rely on realistic materials. From there
they will move on to material substitution, such as using a rope
to represent a fire hose, and progress to holding in their hands in
such a way to indicate that they are holding an actual hose.

3. How can children be encouraged to implement their own ideas when

creating? Provide at least four examples.
Answer: Ways to provide encouragement are:

Focus on the persons strengths rather than their weaknesses.

Break down the new task into small achievable steps rather than one
large step. This helps confidence grow as they achieve each small part.

Provide verbal support and guidance. This can be done by:

using positive feedback

talking the person through the stepscoaxing them along

highlighting the steps, the person has done well

acknowledging all attempts in a positive light

sharing achievements with others around the person.

Provide non-verbal support and guidance. This can be done through:

standing close by

smiling

nodding

clapping your hands.

Step in for assistance when needed.
Show you are interested in what they are doing and saying.

Use your body language to provide suggestions and feedback.

Give the person your full attention.
Listen and take seriously their concerns and fears.
Help them identify strategies for overcoming their fears.
Demonstrate that you believe in them.

Some strategies for providing children with effective acknowledgment and

encouragement are:

acknowledge all attempts in their play

provide positive feedback about their play
demonstrate an interest by enquiring about their play
share the childs attempts and efforts with others at the service in a
positive way.

Other ways in which you can acknowledge childrens work are listed below.

Record their achievementsuse a video or photos.

Show their work to parents.
Show their work to other children.
Create books as a record so children, parents and carers can see
how the childs skills are progressing.

4. Name a method of supporting children to feel a sense of ownership and

responsibility for equipment and materials to enable them to pack up
after an activity:
Answer: Support children to be responsible for their equipment and space by
developing limits and guidelines with them. These may include how they
handle equipment and resources and what they do with them when they are
finished. If children are not clear about their role, the equipment and
materials may become damaged and lost. Some limits and guidelines
include:
packing up when you are finished
being careful to keep equipment safe
using the equipment in ways that show respect
waiting for equipment if others are using it
cleaning up if there is a mess.

Clear limits and guidelines allow children to take responsibility and

experience the consequences of things. Responsibility comes with
ownership. These limits and guidelines should be seen as positive ways to
communicate respect, and be incorporated into the normal actions of the
child. A childs day can be filled with excellent opportunities to work, play,
experiment, share ideas, express themselves and participate as part of a
group.
5. How can educators encourage children to pursue their own original
ideas, interpretations and expressions through creativity?
Answer: When children ask you to provide a product for them to work to, try
encouraging them to develop their own ideas. Model creativity by showing
them how you improvise with materials and equipment without actually
developing a specific product. For example, you may show them a number of
ways to use a pipe cleaner or you suggest some materials that may solve a
problem for them when they are trying to create a particular item.
6. How can you encourage children to question and find their own
answers?
Answer: It is important for an educator to be aware of creative development
milestones, remembering that all children are different and develop in their
own way and in their own time. Encourage children to use original ideas, ask
questions and discuss their creative processes with you and others. In this
way you can support children to pursue their thoughts, find out new
information, develop new skills and engage creatively in their activities.
Encourage children to discuss their creations. Encourage children to respect
and appreciate the creative efforts of others.
7. How can you engage children in talking about their creations and ask
them open-ended questions?
Answer: When children are given responsibilities, they are being given the
opportunity to gain trust, use decision-making skills and take ownership of
their actions. Understanding the consequences of their actions helps children
understand how the world works.

8. How can you share enthusiasm for creative work with children?
Answer: When children come up with their own ideas for an activity they are
usually more committed to it as it relates to their own interests and what
they are thinking about and exploring at the time. Sometimes children come

up with their own ideas, interpretations and expressions spontaneously; at

other times, you may help spark these ideas.
9. How can you as an educator encourage children to respect and
appreciate the creative effort of their peers
Answer: To promote creativity and imagination through play, you must allow
children to:
have large blocks of time to express ideas and feelings
use language to communicate their ideas, describe the processes they use
and share their feelings about their work
express their ideas and feelings through the creative mediums they
choose.
10.
What are the two options an educator has when children are
engaged in play and the have created a project that they want to
continue working on.
Answer: Encourage and acknowledge the effort the child puts into their work,
focusing on how they did things rather than what the outcome was. Never
judge the work. Each child is individual and the value of one creative
experience is not more or less valuable than another; this is all relative to the
child and their expression.
11.

Name three ways of displaying childrens artwork.

Answer:

This first one is kids art display wall, made out of thrifted frames with
the glass and backing removed

inexpensive frames that allow you to pop out the artwork easily to
change what is displayed

Use ledges or floating wall shelves for a kid art display area . Its easy
to change out the artwork that is displayed and you can simply prop up
painted canvases, framed art pieces, and 3-dimensional art, layering
and moving them around as much as you like without putting any extra
unsightly holes in the walls.

12.
Name three types of documentation to gather evidence of a
childs learning focusing in their creative projects and participation:
Answer:

13.

Audio recordings can be useful in documenting, sharing and

revisiting childrens words, conversations, poems and songs.

Comments, narratives or explanations made by children

about their paintings, drawings and constructions and the
processes they engaged in can provide insights into their
processes of learning.

Diagrams and sketches of childrens play made by educators

or children can show childrens capacity to investigate and
manipulate resources and to take on different roles. Diagrams of
childrens constructions can also make evident the use of shape,
size and or colour to create patterns. Childrens plans or
diagrams of completed constructions also demonstrate their
emerging understandings of space and perspective.
Name some example reflection questions.

Answer:
1. Focus on childs strengths.
2. Have supporting documentation that is accessible and meaningful to
families and children and provides a clear evaluation of childrens
wellbeing, development and learning?
3. Include groups of children as well as individuals, and reflect on the
collaborative ways that children learn.