Outdoor Painting
Level 1 builds creative expression and motor skills.
- Framework: EYFS
- Unit: EYFS Summer Time
- Learning area: Gross Motor
- Level: EYFS 3-4
Objectives
- Create outdoor paintings using various tools
- describe work.
Instructions
Materials
- Large sheets of butcher paper or recycled cardboard
- Washable tempera paint in summer colours like yellow, blue, and green
- Wide-bristled brushes and foam sponges
- Plastic trays for paint distribution
- Painter tape for securing paper to outdoor surfaces
- Water buckets for rinsing brushes
Learning Objectives
- Demonstrate increased control of hand and arm muscles through large-scale painting movements.
- Coordinate eye-hand movements to apply paint to a specific surface.
- Express individual creativity by choosing colours and patterns.
- Follow multi-step directions to set up and clean up a collaborative workspace.
Step-by-Step Instructions
1. Select a flat outdoor area such as a fence, wall, or paved ground.
2. Secure the butcher paper or cardboard to the surface using painter tape to ensure it does not shift during use.
3. Place small amounts of paint into shallow trays and distribute brushes and sponges nearby.
4. Gather the children and demonstrate how to dip the brush into the paint and make long, sweeping strokes across the paper.
5. Encourage children to move their whole bodies as they paint, reaching high and low to cover the surface.
6. Facilitate a brief discussion about the summer colours and the feeling of the paint on the brush.
7. Allow children to experiment with different tools, such as using sponges to create textures.
8. Monitor the group to ensure paint stays on the paper and brushes are used safely.
9. Guide children through the cleanup process by rinsing brushes in the water buckets and placing tools in the designated bin.
10. Allow the artwork to dry in the sun before displaying it in the classroom.
Educator Tip
If children struggle with brush control, provide larger foam rollers to help them cover space quickly and build confidence. You can also encourage them to paint with their hands to add a tactile sensory component to the activity.
Assessment
- Observe if the child uses large arm movements to fill space on the paper.
- Note the child's ability to transition between different painting tools independently.
- Record whether the child follows the safety rules regarding paint usage and tool handling.
Assessment
Observe and note: ability to follow two-step instructions, use of new vocabulary in context, early problem-solving strategies, and sustained shared thinking episodes. Assess against Development Matters age-band expectations. Checklist: tool use, verbal description.