Ready, Set--Create!

Whether your child is reveling in the wet, bright-colored “squishiness” of tempera paint, creating a composition of changing lines and curves and swooshes and stops, or thoughtfully poking and smoothing a mound of play dough, the process you’re witnessing is an artist’s process.

For every artist, discovering one’s own insights into color, texture, line, and form takes time. Very young artists, in particular, thrive on repeated opportunities to experiment with paint, brushes, markers, clay, and paper. Whatever your child does with art materials has worth. Watch closely to discover the meaning your child finds in each experience.

• It might be a completely physical experiment of squishing dough through his fingers.
• It might be a silent, engrossing application of layer after layer of paint, or a joyful, rhythmic movement of arms and hands painting to music.

A toddler’s artwork is generally not a representation of anything. Children are discovering possibilities as they experiment and explore. They’re learning to handle new tools and materials.

• Asking “What is it?” can discourage a young child by implying that the only reason for using art materials is to make something recognizable.

To encourage your child’s involvement, show interest and appreciation. Try describing what you see. Talking about your child’s exploration of color, texture, and form is a way to convey genuine appreciation without evaluation.  You might say:

• “You’re making your brush go around and around and around. I can see what a long line you made.”
• “Wow. You’ve covered this whole big sheet of paper with red paint.”
• “Every time you pound, the play dough gets flatter and flatter.”

Sometimes simply watching your child and smiling sends a strong message that what he or she is doing is interesting and worthwhile.

Play Together

•  While painting a tie for Daddy, Kim discovers that colors change when they are mixed together. Help your child make the same discovery with yellow and blue play dough.  As your child squeezes them together, the colors will mix and form a third color.

• Be sure to check your library for a copy of Little Blue and Little Yellow by Leo Lionni.

•  After reading “Let’s Go!” get out the toy cars and trucks and a roll of masking tape. It’s an easy way to make instant roads on the floor. You and your child can create long highways, short driveways, or even cul-de-sacs. Driving a car along a piece of tape helps your child develop the coordination he’ll eventually need for moving a pencil across a paper. (Be sure to pull masking tape up after a day or so.  It can be difficult to remove otherwise.)

•  In “Raindrops 'n Rainbows,” a rainbow arches across the sky. As you read, show your child how to slide her fingers across it from left to right. It’s the same orientation that she’ll someday use in reading print.

• Watch for a real rainbow after a spring storm. But even if none appears, take a minute whenever you can to look up at the sky with your child. Admire storm clouds, bright blue skies, the moon, and stars.
• Looking at the sky is like sharing an ever-changing work of art with your child--and it’s free.

•  Be sure to enjoy a walk in the warm spring rain when there’s no lightning or thunder. But when there is lightning and thunder, use it as an opportunity to make your own “Storm Music.” Have some indoor fun by banging on pots and pans together. Can you be louder than thunder? Softer than raindrops?