Manipha’s

Creative
Activities
Notebook
 Table of Contents
Philosophy Statement
Mark Making
Mark Making Development Document
Crayon Melt
Starchy Chalk on Dark Paper
Record Player Spin
Markers on Coffee Filler with Sprayers
Gel Crayons
Oil Pastels
Chalk Pastels
Painting

Painting Development Document

Watercolor Pencils
Finger Painting
Sponge + Clips Painting
Doilies, Bubble Wrap, Rollers
Print with Tubes
Car Painting
Straw Painting
Kitchen Utensils
Marble Roll

Clays and Doughs

Clays and Doughs Development Document
Silly Putty
 Ooblah
Uncooked Play dough
Cooked Play dough

Cooking Projects
Cooking Development Document
Ham and Vegetable Chowder
Make your own Pizza
Banana Bread
Strawberry Smoothie
 Philosophy Statement

Creativity per the book ART: Basic for young children. Creativity may be broadly applied

to any activity that results in something that was not there before. In other words, it is

the act of turning new and imaginative ideas into reality.

The first stage of development is scribbling this happens approximately fifteen months

to three or four years, this is involving zigzags, whorls, and circles and may begin to

name the scribbles. Second step is preischemic this happening approximately three or

four to seven years of age this is when children draw what they know, not what they

see. The third stage is schematic, Dawning realism this happens approximately seven to

twelve years at this stage children develop from concepts, or schemas, which they use

repeatedly.

It is important to provide creative activities it helps children stimulate sensory

awareness and encourages spontaneous response, experimentation and motivate

expressiveness. Teachers can support creativity by providing time for in-debt

experience, provide plenty and a variety of materials for children to create with.

What thwarts or interferes with creativity in young children. When the children do not

have the supplies and the time to be able to create at their pace. Process-oriented

activities are more appropriate for young children for it promotes the fostering of

creativity. They start with exploring the materials provided, then they start focusing on

how to manipulate the material and experimenting. Then the children start focusing on
how to create then they start producing a creativity and last, they stop even if we don’t

think it’s done they feel it’s done.

We should avoid making models for young children to copy for this may discourage

them from future creativity for their product did not look like the model. Teachers

should be open to all the creativity the children want to explore for this opens their

minds to learn more and see more in the work around them.

A creative climate for children give them an opportunity to be expressive. During the art

process, they are learning to be accepted as they are and when children feel accepted

by people who are important to them, they are better to develop a sense of trust in

those people. During the creative process, they also start developing a sense of trust

from the sense of security their art generates. And with sense of security it develops and

builds self confidence.

Mark Making
 Mark Making Development Document

During the mark making creative active the children are able to develop their social skills while

they interact with peers, engage in groups, using language with the peers or adults making

friends and fallow directions.

Strategically placing only four or less activity at each table it supports the children in learning

how to negotiate be able to use the materials set out to participate in the project. This would

help the children emotionally by self-regulating feelings by solving problems this encourages

empathy and grows trust in relationship with others.

During the creative mark making activity process children are also working on their small and

large motor skills, example when the children pick up the crayon or marker and move over the

piece of paper and create their art they are using their fine motor skills. The children are also

using the large motor skills when they need to negotiate a set in producing the creative project.

Some stand up and down during the creative process and this also promotes large motor skills.

While working on the mark making activity the children are also able to develop intellectual and

cognitive thinking this done by them paying attention to the activity, be persistent, fallow

directions understating cause and effect, problem solving and predictions

 Crayon Melt
Materials:
Paper cleaned crayons
Aluminum Foil enough to cover the warming trays
2-4 Warming Trays make sure have outlets near by
Wooden blocks covered with foil the blocks are to hold your pieces of foil and paper down
while melting your crayons.
Have plenty of printer paper and pieces of foil for the project

Put pieces of paper and or foil paper on the warming tray and use the foil covered blocks to
hold down the foil or paper. Then pick up pieces of crayon and melt the crayon on the foil or
paper.
Extensions:
Crayon Rubbing
Melting popsicles ice cubes outside on a warm day
Example of Crayon Melt
 Starchy Chalk on Dark Paper
Materials:
Dark Paper (construction paper)
Chalk (different shapes and sizes)
Liquid Starch
Cup
Tray to hold the Chalk
Water

Extensions: Explore Sidewalk Chalk outside

Example of Starchy Chalk on Dark Paper
 Record Player Spin
Materials:
Old Record Player (can find at goodwill or thrift stores)
Varity of Markers and a Jar to place them in
Paper Plates or Cardboard cut out

Extensions: Play song by Dead or Alive -You Spin Me Round (Like a Record)
Play Ring Around the Rosie with the Children
Example of the Record Player
 Markers on Coffee Filter with Sprayers
Materials:
4 Trays
Coffee Filters
Markers
Water Spray bottles
Paper towels Color the filters with markers then spray with water.
Example of Markers on Coffee Filters with Sprayers

Extensions: Use water color paints and see if react the same way.
Food coloring liquid drops.
 Gel Crayons
Materials:
Paper strips

Container for the Gel Crayons

Gel Crayons

Extensions:
Make book Markers
Example of Gel Crayons
 Oil Pastels
Materials:
Paper
Oil pastels
Containers for the pastels

Extensions: Compare with crayons or chalk

Show the children the book Spring Flowers by Claude Monet
Example of Oil Pastels
 Chalk Pastels
Materials:
Sulfite paper
Paper towels for blending
Containers for Chalk Pastels

Extensions: Kaleidoscopes , Prisms

Example of Chalk Pastels
 Watercolor Pencils
Materials:
Watercolor pencils
Jars to hold watercolor pencils
Jars of Water
Sulfite Paper

Extensions: Explore a fish tank, read an Aquatic book

Example of Watercolor Pencils
Painting
 Painting Developmental Document

During the painting, creative active the children are able to develop their social skills while they

interact with peers, engage in groups, using language with the peers or adults making friends

and fallow directions.

Strategically placing only four or less activity at each table it supports the children in learning

how to negotiate be able to use the materials set out to participate in the project. This would

help the children emotionally by self-regulating feelings by solving problems this encourages

empathy and grows trust in relationship with others.

During the creative painting activity process, children are also working on their small and large

motor skills, example when the children pick up the crayon or marker and move over the piece

of paper and create their art they are using their fine motor skills. The children are also using

the large motor skills when they need to negotiate a set in producing the creative project. Some

stand up and down during the creative process and this also promotes large motor skills.

While working on the painting activity the children are also able to develop intellectual and

cognitive thinking this done by them paying attention to the activity, be persistent, fallow

directions understating cause and effect, problem solving and predictions

Finger Painting
Materials:
Finger painting paper
Bentonite paint
Clear containers to hold the paint

Extensions:
Sensory Table (sand, rocks)
Example of Finger Painting
 Sponge + Clips Painting
Materials:
Regular White Paper
Sponges with clothes pins
Bentonite Paint

Extensions: Tide Pools – like seeing the textures of the coral

Find a book on tide pools and read with Children
Example of Sponge + Clip Painting
 Doilies, Bubble Wrap, Rollers
Materials:
Sulfite paper
Bentonite Paint 3-4 different colors
Paper Doilies
Bubble Wrap
Small Rollers
Trays to roll paint on rollers
Clear containers to hold the paint and rollers

Extensions: Blow Bubbles

Example of Doilies, Bubble Wrap, Rollers
 Print with Tubes
Materials:
Sulfite paper
Paper Towel and toilet paper tubes cut and shaped
Bentonite paint chose 3-4 colors
Trays to spread the paint to be able to dip the tubes
Clear containers to have the paint in

Extensions: Flower painting

Example of Print with Tubes
 Car Painting
Materials:
Plain paper
Bentonite paint -3 to 4 colors
Little toy cars 4 to 5

Extensions:
Outside race track
Example of Car Painting
 Straw Painting
Materials:
Straws
Plain paper
Watered Down Bentonite paint 3-4 colors
4 Trays
Clear jars to hold the paint

Extensions:
Splash in puddles, water table activity
Example of Straw Painting
 Kitchen Utensils
Materials:
Trays
Bentonite Paint
Clear containers to hold the paint
Tray to pour paint in to dip utensils in
Variety of Kitchen utensils (like potato mashers, patty press)

Extensions: Have Children help make lunch like mashing potatoes or bananas
using similar utensils from the kitchen
Example of Kitchen Utensils
 Marble Roll
Materials:
Boxes
Spoons
Paper
Marbles
Bentonite paint 3-4 colors
3-4 Clear container to hold the paint

Extensions:
Marble Maze or Run
Example of Marble Roll
Clays and
Doughs
 Clays and Doughs Developmental Document

During the clays and doughs creative active the children are able to develop their social skills

while they interact with peers, engage in groups, using language with the peers or adults

making friends and fallow directions.

Strategically placing only four or less activity at each table it supports the children in learning

how to negotiate be able to use the materials set out to participate in the project. This would

help the children emotionally by self-regulating feelings by solving problems this encourages

empathy and grows trust in relationship with others.

During the creative clays and doughs activity process children are also working on their small

and large motor skills, example when the children pick up a hand full of silly putty and forming

the putty around and create their art they are using their fine motor skills. The children are also

using the large motor skills when they need to negotiate a set in producing the creative project.

Some stand up and down during the creative process and this also promotes large motor skills.

While working on the clay and doughs activity the children are also able to develop intellectual

and cognitive thinking this done by them paying attention to the activity, be persistent, fallow

directions understating cause and effect, problem solving and predictions

Silly Putty
Materials:
2 Cups White Glue
2 Cups Warm Water
3 tsp. Borax
Food coloring
2 bowls
Instructions:
Mix Glue and 1 Cup of water with food coloring in on bowl.
Mix Borax and most of the rest of the water in a separate container, saving some
water
Stir glue mixture, while adding Borax mixture in thirds.
Mix in last bit of water with hands until mixed thoroughly.
Mixture may be Slimy or sticky at first keep mixing.
Keep off carpets and clothes it’s hard to get out.

Its Slimy, Stinky, its cold but not sticky!

Extensions:
Flubber picture book, Bouncy ball activity, drawing.
.
 Ooblah
Material:
2 ½ Cups Corn Starch
2 Cups Salt
1 1/3 Cup Cold Water
Pot
Bowl
Mixing Spoons
Instruction:
Put Salt and 2/3 cups water in a pot and bring to boil.
In the bowl mix, remaining water and stir well. Blend the two mixtures together –
makes 3 cups
The ooblah is hard and granny and when you start playing with it your body heat
makes it turn to liquid form when you don’t play with it hardens again.

Extensions: Read Dr. Seuss Bartholomew and the Oobleck.

 Uncooked Play dough
Materials:
Mix 3 cups flour, 1 Cup Salt in a bowl
Add 1 cup water with food coloring in it and 1-3 T. oil. Mix and knead.
If want can add vanilla, maple or banana extract to water.
Add 2 T. alum to help it last longer than 2 weeks.
Keep in covered container, if it becomes dry, add water and knead.
Other options: 2 parts flour to 1 part salt or equal parts flour and salt.

Feels like cookie dough a little on the granny side

Extension: Make cookies with the children
 Cooked Play dough
Mix in saucepan: 2 cups Water, 2 cups flour, 1 cup salt, 1 tsp. cream of tartar, 2 T.
Oil, 1 tsp food color
Stir constantly while cooking over medium heat until dough leaves sides of pan.
Remove from heat. Remove dough from pan. Knead for a few minutes.

Feels soft and no so granny like the uncooked play dough easy to manipulate into
desired shapes.

Extension: personal pizza lunch

Cooking
Projects
 Cooking Development Documents
During the cooking actives the children are able to develop their social skills while
they interact with peers, engage in groups, using language with the peers or
adults making friends and fallow directions.
Strategically placing only four or less activity at each table it supports the children
in learning how to negotiate be able to use the materials set out to participate in
the project. This would help the children emotionally by self-regulating feelings by
solving problems this encourages empathy and grows trust in relationship with
others.
During the cooking projects children are also working on their small and large
motor skills, example when the children pick up a hand full of silly putty and
forming the putty around and create their art they are using their fine motor
skills. The children are also using the large motor skills when they need to
negotiate a set in producing the creative project. Some stand up and down during
the creative process and this also promotes large motor skills.
While working on the cooking projects the children are also able to develop
intellectual and cognitive thinking this done by them paying attention to the
activity, be persistent, fallow directions understating cause and effect, problem
solving and predictions
 Ham and Vegetable Chowder
Ingredients:
1 Tablespoon vegetable oil
1 onion chopped
½ cabbage chopped
1 potato chopped
Directions:
Heat oil in large pot. Sauté onion, Cabbage and potato over medium heat , stirring
often until soft, about 10 minutes
Then add 2 cans of chicken broth
2 cans cream style corn
1 cup cubed ham
½ teaspoon black pepper
Cover and simmer until potatoes are tender about 10 minutes.
½ cup grated cheese
Add soup to bowl and sprinkle with cheese
 Make your own pizza!
1. Flatten dough into circle the size of the palm of your hand.
2. Spread a spoonful of pizza sauce onto your dough.
3. Choose your toppings.
4. Cover your pizza with cheese and your toppings
5. Bake pizza at 350o for 15-20 minutes.
 Banana Bread
Spray pan with pam
In a large bowl mash 3 bananas.
Add 1/3 cup oil.
Add 1 teaspoon baking soda
Add 1 cup applesauce
Add 1 egg
Add 1 teaspoon vanilla
Add 1 ½ cup flour
Pour into pan Bake at 350o for 50 minutes
Remove and cool on table then eat.
 Strawberry Smoothie
1 ½ Cups frozen strawberries
1 sliced banana
1 cup milk