Process-Oriented Art With Toddlers

During my time as a toddler teacher, I learned that toddlers are capable, trustworthy and highly intelligent. This intelligence can be observed through the play that occurs when they are given open-ended materials to explore. Let’s look at an example of a process-oriented art activity and the ways that I would help facilitate learning during this activity:

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In this activity, the children were given a small amount of paint, a piece of paper and a paint brush. I wanted the focus of the painting activity to be on the act of painting, not choosing colors; therefore I chose to limit the choice of color (though this could be the subject of another blog). I have found that when young toddlers are given too many choices, they can become overwhelmed. I learned that when children begin to prefer or like a particular color, they will ask for it, therefore the proper thing to do is provide it if possible.

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A process-oriented art activity allows children to explore art mediums in the way they feel most comfortable. Here a child can be seen pouring the paint in the cup out onto the paper. This is okay. Another thing I would see children do is finger paint rather than use the paint brush. They would also rub their hands together and cover their hands in the paint. These actions paved the way to talk about the texture of the paint and ask questions such as, “How does the paint feel?” and, “What are you doing with the paint?” It is also a great time to use vocabulary such as cold, gooey, slippery, smooth, silky and slick. The amount of paint that is in the cup is enough for a child to explore and play with but is limited to control some of the mess it may make—although making a mess can be the best part of an art experience!

Some other tips for open-ended art activities with toddlers:

  • Offer materials that work for the developmental level of the children.
  • Plan and discuss with your team ahead of time how you will prepare, execute and clean up. This preparation ensures minimal wait time: when children come to the table the materials are readily available, and a plan of action is in place for when they are ready to walk away.
  • Invite children to participate, yet refrain from making the activity mandatory. Let children know what they can do such as, “Stay at the table with the paint,” or “Let me know when you are all done.”
  • Support creativity by refraining from telling children what to make with their art supplies. As children grow older and their fine motor skills develop, it may be appropriate to offer ideas around technique or to model how material can be used to challenge a child that may be ready for something new.