Outdoor Painting
Toddlers develop gross motor skills through outdoor art.
- Framework: EYFS
- Unit: EYFS Summer Time
- Learning area: Gross Motor
- Level: EYFS Birth-2
Objectives
- Use large brush strokes
- paint with water on pavements.
Instructions
Materials
- Large sheets of butcher paper or recycled cardboard
- Washable, non-toxic tempera paint in squeeze bottles
- Thick foam brushes and wide-handled sponges
- Painter tape for securing paper to the ground
- Plastic aprons for children
- Buckets of warm soapy water for cleanup
Learning Objectives
- Develop gross motor skills by reaching, squatting, and moving across a large surface.
- Explore sensory properties of paint through tactile engagement.
- Practise cause and effect by observing how body movements create marks.
- Improve hand-eye coordination through repetitive painting motions.
Step-by-Step Instructions
1. Select a flat outdoor area with shade to prevent the paint from drying too quickly.
2. Secure the butcher paper to the ground using heavy-duty painter tape to ensure it does not slide.
3. Place small amounts of paint in shallow trays or directly onto the paper in dollops.
4. Assist each toddler in putting on an apron before approaching the painting area.
5. Model the activity by using your own hands or a sponge to make large sweeping marks on the paper.
6. Encourage the children to touch the paint and move their bodies across the paper to create patterns.
7. Provide verbal prompts such as reach high or move low to encourage different physical movements.
8. Allow children to explore the paint freely, focusing on the process rather than the final product.
9. Monitor the children closely to ensure they do not ingest the paint.
10. Transition to cleanup by guiding children to wash their hands in the provided soapy water buckets.
Educator Tip
If a toddler is hesitant to touch the wet paint, offer a thick foam brush or a plastic toy car to roll through the paint instead. This allows them to participate in the creative process while maintaining a comfortable distance from the sensory texture.
Assessment
- Observe if the child uses their whole arm or hand to create marks on the paper.
- Record whether the child engages with the paint for at least five minutes.
- Note if the child responds to simple verbal instructions regarding movement.
Assessment
Observe and note: sustained engagement, sensory responses, early vocalisations, and attachment behaviours. Document using the Characteristics of Effective Learning framework (Playing and Exploring). Participation, gross motor use.