Mark Making Outdoors
To develop large arm movements and early mark-making through outdoor experiences.
- Framework: EYFS
- Unit: EYFS Physical Development
- Learning area: Physical Development
- Level: EYFS 2-3
Objectives
- Makes marks with control
- Uses whole arm movements
- Experiments with different tools
- Shows increasing hand preference
Materials
- Large chalks and brushes
- Water and buckets
- Easels and large paper
- Fence boards and paving
Instructions
USING LARGE SURFACES: Set up mark-making on fences, walls, paving, and easels. Large surfaces allow big arm movements that develop the shoulder and arm strength needed for controlled writing later.
PROVIDING VARIED TOOLS: Offer chunky chalks, large brushes, rollers, spray bottles filled with water, squeezy bottles. Different tools develop different grips and movements.
PAINTING WITH WATER: Fill buckets with water and provide large brushes. Children can 'paint' fences, paving, walls—no mess! The disappearing marks fascinate them. 'Where did your picture go?'
MAKING IT PURPOSEFUL: Give reasons to make marks: 'Can you paint a road for the cars?' 'Draw a face on the fence!' 'Make a wiggly line from here to there!' Purpose engages children more than aimless scribbling.
MODELLING MOVEMENTS: Show different mark types: 'Watch me make big sweeping lines—swish, swish!' 'I'm making little dots—tap, tap, tap!' 'Let's draw spirals—round and round!' This expands their repertoire.
OBSERVING GRIP DEVELOPMENT: Watch how children hold tools. At this age, they typically use a palmar grip (whole hand). Gradually they'll move towards finger control. Don't force 'correct' grip yet—it develops naturally.
NARRATING MARKS: Describe what you see: 'You made a big yellow line going up, up, up!' 'Look—circles going round and round!' This links movement to language and validates their creations.
VALUING PROCESS: It doesn't matter what the marks look like—what matters is the movement, the experimentation, the joy. Never say 'What is it?' Say 'Tell me about your marks!'