Beans are for Gluing

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Unless they’re refried and smothered in guacamole, my daughter is not a huge fan of eating beans. But, when given the opportunity to glue the little suckers to a piece of paper, the very same beans are her friends. After spending way too much time grazing the bulk bins on a recent trip to the market, we filled up a bag with a colorful potpourri of bean soup for art making, of course.  This simple little activity is a great way to extend gluing, glittering, and collaging activities. My kid adores glue, so this one was bound to please.  And for the last week, a bowl of beans has graced our art table for spontaneous moments of bean art.

The Creative Hook

  • Picking up little beans builds fine motor skills
  • Making art with non-art materials teaches kids to think outside the box
  • Problem-solving skills will be encouraged as children make choices about where and how to place the glue and beans

Materials

  • Beans
  • Paper
  • Bottle of Glue

Directions

  • Offer your child a piece of paper, bottle of glue, and a bowl of beans
  • If gluing objects is a new activity for the child, demonstrate — on your own sheet of paper — how to squeeze the glue and drop beans in the glue puddles. Otherwise, let your child have at it.

Follow up

My daughter made two bean pictures the first day we made these. When I thought she was “done” with her second piece, I was surprised to watch her make the decision to coat each of her beans with another layer of glue “to make them disappear.” Very cool. And then, a couple days later, I was was reminded of the importance of making creative activities and supplies accessible when she walked over to her table to make bean art just minutes after waking up.

Extension for School-Age Kids

If you have older children, they may enjoy making a bean mosaic like this one from Frugal Family Fun Blog or this one from Disney’s Family Fun.  And here’s an edible version, using jelly beans, which is definitely for the older crowd. My child would just spend the whole time eating, and none of the beans would make it into the art.

Felt Cookies

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Lately, a lot of play-acting around here seems to revolve around cooking. We have a slew of play food, but up until last week we had no cookies. When we wanted to bake a batch, the play dough would usually come out.  Not a bad thing — I love play dough — but while doing some research for another project, I hit on this fun and easy idea from Mirror-Mirror and Laura Bray for making felt play cookies. If you’re not a stitcher, don’t let that curb your own enthusiasm for making a batch of these.  The project is fairly simple, and could even be done with a glue gun instead of stitches if the mood strikes. These are not only great imagination-builders for your own play kitchen, but also make excellent gifts and could be a thoughtful donation to your favorite pre-school or school fundraiser.

The Prototype Batch

Since I had some felt and embroidery thread lying around, I decided to whip up a batch to see if these were worth making. A few iterations on the first batch and a couple visits to the craft store later, and I think I’ve nailed the project down pretty tight.

The very tough Test Kitchen

Materials

  • Acrylic Felt swatches like these: you can find these in craft stores for about 30 cents a piece (9″ x 12″).  Choose colors that you’d like for your cookies and your frosting. Good choices for us were tan, pale pin, dark brown, white, and cream.
  • Embroidery Thread to match the felt
  • Embroidery Thread for Sprinkles. My variety-pack includes pink, hot pink, yellow, and green.
  • Chenille or Embroidery needles. I prefer chenille needles because the eye is a little larger, making them easier for me to thread. Either way, make sure you get something with a sharp point. Stay clear of tapestry needles with their blunt tips.
  • Polyester fiberfill stuffing, such as this.
  • Pencil or fabric crayon

Directions

Fold your felt in half, or stack two pieces together, and draw your cookie shape. I made circles, but you could make gingerbread men, ducks, etc. My cookies are about 3″ in diameter. I like to cut free-hand, but you could place a cookie cutter or the bottom of a glass on top of the felt to get a clean shape.

Cut the felt out.

Make some frosting. Cut an organic circle-ish shape out of contrasting felt.

Layer the frosting on top of one of the cookie pieces. Select a color for the sprinkles. Thread the needle. Knot off one end, and stitch on some sprinkles. Add a couple colors if you ‘d like.

The back will look something like this.

Layer the bottom piece of cookie beneath the frosted top, and stitch around the cookie with a blanket stitch. Be sure to leave a gap to fill in the cookie with some fiberfill stuffing. Stitch the hole closed.

Place your cookies in a jar for gift-giving, or put them on a plate.

Happy Baking!

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Salty Sprinkles

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Since last week’s Glitter-Fest 101, mounds of paper have been magically turned into sparkly creations — and my husband and sister have even jumped in on the glittering action. I actually overheard my husband say, “glitter is fun!” In all fairness, I think he was commenting to our 2-year old on how much he was enjoying their time together, but still! The only one who’s been overwhelmed by the glittering extravaganza has been my vacuum cleaner, who was recently given a raise for all of his hard work.

To foster the glittering fad, which (for my child) stems from a love for shaking sprinkles of any kind, I came across an idea for making my own glitter from salt. It’s not exactly the same as the wonderful shiny metallic stuff, but it fulfills the joy of shaking interest, it’s always fun to play with a new material, and I’m endlessly fascinated by the process of making our own art supplies.

What’s the Hook?

  • Kids will enjoy the process of making their own art material.
  • Making homemade art supplies can be fun, economical, and teaches children that art can be made from just about anything. I hear my daughter say “let’s buy it!” way too often, and it’s nice to think about future conversations that are infused with “let’s make it” instead.
  • Playing with new materials opens children’s experiences and world views up to new possibilities.
  • It’s easier to clean up than traditional shiny glitter.
  • If you use the salt/food coloring recipe, it’s completely non-toxic.

Materials

  • Salt
  • Food Coloring or liquid watercolors. I used Colorations Liquid Watercolors because I had them on hand, but I hear that food coloring works well too…and many of us have some tucked away in our kitchens. If you’re considering the watercolors, I think they’re worth investing in for other projects too:  they’re reasonably priced, washable, and the colors are rich.
  • Mixing bowl and spoon
  • Plates or cookie sheet for drying the “glitter”
  • Shakers. I found some salt/pepper shakers in a dollar store. Cocoa and parmesan cheese shakers would do the trick too.

Directions

Pour the desired amount of salt into the mixing bowl or cup.

Add a few drops of food coloring/watercolor to the salt and mix until the salt is evenly covered.

Pour the mixture onto a plate and allow it to dry. This should take a couple hours. If you want to expedite the process, pour the salt mixture onto a cookie sheet and bake for 10 minutes at 350 degrees.

Once dry, break up the clumps of salt with your fingers or the back of a spoon.

Pour glitter into your shakers. Another option is to pour into a bowl so that your little artists can scoop it onto their art with spoons.

Enjoy your new, homemade glitter!

Glitter, Glitter Everywhere

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Okay, I’ll be honest. If you want to keep your home clean or you have a fear of “the mess,” this may not be the post to read. Today we played with glitter, and the stuff can get everywhere!  The initial plan was to use some glitter glue, but as I squeezed the bottle for our trial run, a crack in the bottom of the bottle split open, causing a mound of glitter glue to ooze all over my hand. So, with a glitter-eager toddler awaiting this highly anticipated moment, I was obliged to pull out some shakers of real glitter and the show went on.  The upside here, for anyone who’s feeling less than enthusiastic about embarking on a glitter activity after reading my report thus far, is that N LOVED playing with the stuff. And, if you choose to go the glitter glue route, there’s barely any mess at all.

We had some doilies left over from our Doily Drawings so we used them as the substrate, but any 2-D surface will do. Actually, the holes in the doilies posed some glitter-shaking problems, and I’d probably shy away from them next go around (although there is something pretty about lacy doilies and shiny glitter). With a two-year old, there’s only so much you can do with glitter, but if you have older kids, you may like to try making glittery fairy wands or glitter leaves. And if YOU are giddy for glitter too, Martha Stewart has a whole slew of Halloween glitter activities that will keep you busy for the next few months. Finally, if your child likes glitter like mine does, it’s a great embellishment for just about any art activity. Think of it as an art accessory.

Anyhoo, here’s what you need if you want to get your glitter on:

The Creative Hook

We did this activity for a few reasons.

  • My daughter had yet to use glitter, and the novelty of a new materials posed all sorts of opportunities for exploration.
  • The steps involved with working with glitter are somewhat involved, and the process requires patience and focus.
  • My initial plan was to use glitter glue and then introduce the glitter shaker on a subsequent day, but the plan fell through. The reason for this is that I’ve noticed my child is bonkers for shaking things out of littler containers (candy sprinkles, parmesan cheese, cocoa, cinnamon, etc.) and it was apparent that shaking glitter would be a natural extension of her current fascination with shaking and sprinkling.
  • The visual payoff can be striking, and kids may be wowed by the shimmery effect of the glitter.

Materials

  • Glitter-Glue or Glue & Glitter Shakers. You can find glitter in craft stores, and I’d recommend buying stuff that’s specifically in the kid section because it’s less likely to be super fine and/or toxic. Buy a few colors if you can.
  • Paper
  • Plate, box, or trash can for shaking glitter into

Directions

  • If you’re using glitter glue, show your child how to use it, and let him or her explore how the material works.
  • If you’re using glitter AND glue, show your child how to squeeze glue on the paper, gently shake glitter over the glue, and then shake the extra glue off and onto the plate or into the trash can.

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Egg Carton Painting

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If you grew up in the United States, there’s a good chance that during your childhood you made some version of an egg carton craft: think lady bugs with pom-pom faces and googly eyes. On this page alone, I counted 47 craft projects for preschoolers that begin with egg cartons!

What N and I embarked on is more of a free-painting project, sans pom-poms, pipe cleaners, and googly eyes. It takes the open-ended painting experience from the easel to the egg carton, and offers children an opportunity to think creatively and independently. I’m big on using non-art materials for art-making, and this definitely fits the bill.  Recycling materials teaches kids that anything can be used for art, and we’re only limited by our own imaginations. In addition to all of this, the textured, bumpy surface of the carton is a new form of tactile exploration that offers new challenges to kids used to painting on 2-D surfaces. And, if you set this up on your kitchen floor, as we did, this is a flexible activity for homes with limited art-making space.

Time

10 minutes for set-up and clean-up. 10 – 45 minutes for the activity.  At 2 years old, my daughter spent about 10 minutes on this.

Materials

  • Cardboard egg carton/s
  • Tempera paint (acrylic will work too)
  • Fat brushes. We like round, fat brushes like these.
  • Palette or paint cups. I like to squeeze paints on a plastic-coated paper plate or plate covered in foil.

Steps

  1. Save your cardboard egg cartons. We eat a lot of eggs around here, so this wasn’t too hard.
  2. Cover your work surface. I covered a large area of our kitchen floor with a paper grocery bag that I cut open.
  3. Set up materials. I limited our palette to two colors, which my daughter enjoyed mixing.
  4. Give your child the egg carton, and see what he or she comes up with.

Egg Carton Extension

I found this very cool idea on Giggleface Studios for making an egg carton nature/object collecting box. While my daughter is probably a bit young to fully enjoy this, I imagine it would be a crowd pleaser for kids over 3. And you can see all of the photos that relate to this project here.

Easter in August

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After Easter we moved some plastic eggs into N’s play kitchen, and every now and then she’ll ask us to hide them in the garden. One of these rogue eggs has been living in our fire pit for the past month (sadly, we haven’t been roasting marshmallows as much as we’d hoped), and she spotted it yesterday. So, with the two-year old hopping up and down asking for me to find — and hide — the rest of the eggs, I had to quickly pull together a spontaneous egg hunt. And all this led me to finally organize all of the materials in one easy-to-reach outdoor place.  If you’re not opposed to having egg hunts in August, this is a great hide-and-seek game (indoors or out) for any time of year.  And if you want to keep those eggs sacred for the holiday in which they were designed, you could hide toy cars, balls, or any other little fun objects you could dream up.

Pulling it together

I now store all of our eggs in a plastic shoe box, and collected all of our baskets into one place — couldn’t believe my only 2-year old already has four of these! While I usually start the hiding game, for some reason N now takes over after the second egg has been placed, and insists on both hiding AND finding the eggs. Not an issue, as this is obviously just the beginning of her inventing her own games. Which brings me to share why this is a creative thinking activity – I’m excited that my child doesn’t see holidays or seasons as limitations to her own ideas.  She’s not limited by cultural or societal constraints, and when inspiration strikes she’s enthusiastic to embark on a new journey to hunt for eggs in August.

Happy Hunting!

Creative Cooking

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While the art world may dominate a large corner of the creativity market, creative activities can be found in just about any aspect of life. And the kitchen is a great example of this.  A couple days ago my daughter spotted the candy sprinkles that we used for her birthday cupcakes, and jumped up and down with enthusiasm to make cookies — the medium (in this case, sprinkles) inspired the following 1 1/2 hours of cookie making.

When I’m in the kitchen, she’s always involved in some way or another, from scooping granola into breakfast bowls to shucking corn. And this is great for her on many levels: she learns where her meals come from (and is now in the practice of encouraging everyone to thank her for her contributions to meals…she can be sassy!), she knows where everything lives in our kitchen, and she’s beginning to understand the properties of recipes and food. When we shuck corn, for example, she hands the cob off to me when she reaches the silk because it grosses her out. And when she pretends to make pancakes I hear her naming off the ingredients (“flour, baking powder, eggs…”).

Of all the things we make together, one of the best recipes for kid participation (in my life as a parent thus far) is pizza. Kids can roll the dough, sprinkle cheese, and choose their own toppings. And with that autonomy comes problem solving (figuring out how to roll out the dough to fit the pan or resolving an area of dough that has become too thin and breaks), exploration (working with pliable dough and experiencing the feeling of cheese as it falls from the hands), and creative thinking (making choices about what goes on the pizza). And the part of making pizza that’s especially creative is that you can easily improvise with the ingredients — one day it’s pineapple/olive and the next it’s feta/sausage/mushroom. One of my favorite food writers, New York Times columnist, Mark Bittman, is well known for improvising in the kitchen. I love his cookbooks, and always feel liberated from cooking conventions when he’s by my side.

While we’ve done this in our home kitchen, this would be a really fun activity to run in a preschool, afterschool program, or camp. Given that you have access to an oven, of course. I’ve made my own pizza dough, but excellent pre-made doughs are easily found in the fridge or freezer sections of many markets. If you happen to have a Trader Joe’s near you, they have three varieties, and they’re each $.99.  In my not-enough-time-to-clean-the-house life, this is the no-brainer way to go. When we make pizza together, I always make a big pie for the family while she makes her own mini pie that she’s always very proud of.

Steps

  1. Set up your cooking area. With kids, anticipation is everything. Get out the rolling pins (if you have a mini rolling pin, this is the time to use it), clean your work surface, grab some flour for dusting, and gather your ingredients. Set up a station for yourself, and one for each child.
  2. Ingredients: Your favorite cheese (pre-shredded if you’re short on time. We make a mozzarella/feta combo.), pizza sauce, and your child’s favorite toppings. I like to put all the toppings in little bowls — cooking shows have obviously played a role in this!
  3. Create! Roll out the dough. If your child isn’t old enough for this step, give them some dough to play with and squeeze. At two years old, my daughter gets the idea of rolling, but I still jump in to help her shape it into something edible. Spoon on some tomato sauce, place toppings, and sprinkle on the cheese.  Follow the directions on your dough package to see how long your pizza should cook.
  4. Eat. And enjoy the pride you see in your child’s face, as they enjoy their own homemade pizza.

Bon Appetite!

One Color at a Time

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I was talking to a friend at the park today about things that keep parents from setting their kids up with art projects.  The list isn’t too much of a surprise, and you might even have your own bullet points to add to this (please share if you do!):

  • The house/table/furniture could get messy.
  • Clothes will need to be changed, washed, or thrown out.
  • It requires too much facilitation.
  • I’ve seen shitmykidsruined.com, and there’s no way I’m allowing Sharpies in the house!
  • I just don’t have the patience for it.

Fair enough. Art projects are not for everyone, but after today’s convo I’m on a new mission to also share ideas that are easy on the parents’ will, time and emotions. In my own effort to tackle some of these issues, N’s little art table is always covered in plastic (our dining room table, pictured above, is an old high school table that came with expletives carved into its legs — so no worries there!), we have aprons for painting and cooking, paints and markers are usually washable, and messy projects are often taken outside.

A couple days ago we embarked on a little color-mixing activity that is SO surprisingly clean that my 2-year old asked, “Why is my hand not dirty? Is my hand dirty?” All you need are some squeezable paints (tempera or acrylic — makes no difference) and a zip-lock bag with a good seal. This last part is critical!

Steps

  1. Set out your materials: zip-lock bag and 2-3 paints
  2. Open the bag or have your child open the bag. My daughter wanted to hold the bag open.
  3. Squeeze ONE color into the bag. My daughter really wanted to do this step, so we traded bag for paint. This became an exercise in restraint (for her) when I found myself saying, “Just squeeze it a little bit…like toothpaste. Not too much.”)
  4. Zip the bag up
  5. Hand it to your child to experiment with, mush around, squeeze, etc.
  6. Once this has run its course, add another color and then zip it up again. I used this as an opportunity to teach color mixing by saying, “First we put blue in the bag. What color do you want to add next?  Okay, yellow. What color will we get when we mix blue with yellow?”
  7. Young children will be interested in the sensation of smooshing and mixing, and older children may be interested in “drawing” into the paint by pushing down on it against a hard surface like a table. We tried this, but it was a solitary sport for mom.

After playing with “clean” paint for a few minutes, N was jonesing to actually paint, so I carried the “one color at a time” idea over from the first project into what you see in the photo above. She picked the color she wanted to begin with (yellow), and then chose colors to add, one at a time.” The first painting was yellow/blue, and the second was yellow/blue/red.

After that, she was done.

Documenting Passion Roundup

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If you’ve been following me the past week, you know that I’ve been observing my daughter’s interests and activities in an attempt to document her passions by asking the question “What does she gravitate toward?” And the point of all that is to unpack some truths about her core interests (as opposed to forming my own assumptions about her interests). It’s been tough, at times, to separate myself completely into the role of observer, but given that I charted this path for a full week, I think I’ve taken a good stab at picking up on some of the qualities that currently define my child’s interests. And I also recognize that as she further develops and is exposed to new ideas, she’ll change and grow over time.

An interesting development this past week are the observations of Aleksandra and Danielle (see their comments on the past few posts), who both spotted behavioral patterns in their children. Aleksandra saw that her son, Max, needs to find quiet moments in his day to give him a little bit of respite from high levels of activity. And Danielle observed an inherent need to spread materials, objects, and toys in her daughter, Simone.  Related to this, I observed that my child is a sorter: she likes to clean, organize, separate, and place objects in small containers; which has led me to give her plenty of like materials (fake apples, water bottles, ice cubes, etc.) to sort  and organize.

This project has also alerted me to activity interests, the most obvious being her desire to play-act. And she seems most interested in play-acting moments and events from her recent experience. For example, after making pancakes with her G-Ma last week, she spontaneously made sand pancakes in the park yesterday. We’ve also spent a lot of time prepping her for the arrival of her baby sister. In reaction to this, just this morning she crawled all over the house, refused to talk (because, you know, babies don’t talk), and then broke character to ask me to mash up her bananas so she could eat them like a baby. To see how she’s handling the influx of baby gear, check out the picture at the top of this post.  If I didn’t already see a pattern of imaginative play as a means of grappling with her daily reality, I may have been concerned about what could otherwise be interpreted as receding behavior. This is rather obvious stuff, I know, but it alerts me to help her capture defining moments from her experience and support them through imaginative play.

And perhaps one of the biggest eye-openers is that I’ve noticed that art-making activities, which are near and dear to me, have been virtually nonexistent over the past week.  While there have been moments of involuntary drawing and mark-making (tire rubbings at the DeCordova was a big hit), my child has been more invested in other activities. At no point did I jot down any notes like “wants to paint” or “excited about drawing with chalk on the sidewalk.” And there could be many reasons for this: the novelty factor may be low because we make art so often or she may be at the developmental stage where art is too passive and she’d rather keep moving. This doesn’t mean that I’ll stop the art activities all together…my child is young and as she develops, her skills will catch up with her mind…but I am aware that I shouldn’t expect my child to love every activity I set before her.  All in all, following what N gravitates toward has been a worthwhile pursuit that has raised my awareness of her desires.  And for those of you who were playing along — please share how this all sorted out for you too!

On that note, more art and creative activities coming soon. :)

Day 4: Documenting Passion

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Today was a heavy travel day, and my attention was pulled in million directions with my husband being under the weather, a lost phone in the airport (I’d like to attribute this to preggo brain, but it’s probably just me – sigh), and saying goodbye to family after a long visit. However, I was able to capture a few moments of observation.

And I’d love to know…What have your kids been drawn to this week?

  • Tossing bottles at the town dump. My in-laws live in a town with an incredible recycling program, and everyone in the town finds themselves, at some point, at the dump. All the local politicians, including Ted Kennedy, have been spotted campaigning there — a far cry from our curbside pick-up. Anyhow, I picked up on my daughter’s ongoing interest in throwing balls, bottles, apples, etc. and thought she’d enjoy throwing all of our empty water bottles into a huge wire bin of them. 40 bottles later…
  • Baking with grandma. Play-baking, that is. They made everything from pancakes to apple-vanilla pie to maple syrup cookies. She really loves play-acting, and cooking has been a huge interest.  There’s also an element of organizing and sorting involved (filling bowls and cupcake holders, measuring, etc.), which is an ongoing theme this week.

  • Riding the suitcase. Grabbing on to my suitcase as I pulled it through the airport…just for fun. She’s an adventure-seeker, and will try just about anything.

  • Making up lyrics to familiar songs. For example, “Down by the station, early in the morning…” becomes “Down by the airport, late in the evening….” and the iterations move into “Down by the park…” “Down by the swimming pool…” etc.  I think she has fun inventing songs and pulling her own reality into music. She likes singing, and is otherwise disinterested in music…a future rapper, maybe?
  • Pretending to be a baby. We’re expecting “baby sister” in about six weeks, and for the past couple months N has been saying things to us like, “Mommy, pick up the baby. Feed me milk.”  She also likes to crawl, cry like a baby (in a funny fake “eh, eh” kind of way), and ask us to feed her.  Today she asked me to feed her all of her lunch, and specified that her avocado should be “mashed up” (and this is coming from a kid who can also drink from a regular cup and otherwise wants to do everything by herself!). We picked up a play mat for her baby sister, and she negotiated that she would get to use it until baby sister is born.  Makes me think I should pull out all of the baby stuff ASAP to let her get a good run in before it all becomes someone else’s.

Day 3: Documenting Passion

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Our vacation was supposed to end two days ago, thrown off-track when my husband had to pay a surprise visit to the ER. Thankfully, all turned out okay, but our week moved in an unexpected direction. We’re staying with the grandparents near Boston, and the opportunity in disguise was that N got to attend the Barbie-Mermaid birthday party of two of her favorite 4-year old friends yesterday. Yes, you read that right…Barbies AND Mermaids. Woah! And while cupcakes were not involved, a giant Barbie dress-cake (the dress was green with mermaid scales) played center role, captivating the kids more than any cupcakes I’ve ever seen.  In the afternoon we visited the DeCordova Museum and Sculpture Park, a really unique spot to check out if you’re ever in the Boston area.  I worked there a few years back, and wanted to experience it through my daughter’s eyes.  Sooo, day 3’s observations are somewhat based on a sugar-high birthday party and contemporary art, kid-style.

Day 3: Observations

  • Playing with fake apples: Filling baskets with fake apples, selling them to me and her uncle Chris (and then buying them back), shooting the apples into the basket. (Me: “Mmmm….I’m going to have a bite of this apple.” N: “No, that’s not a real apple. It’s pretend.”  Sheesh, she must think I’m losing my brain!). Note: More sorting, selling, and throwing.

  • Throwing water bottles. Hmmm…she knows we only throw balls, but her shot is soooo good, I had to let this one go for a little while. Note: Throwing AGAIN.
  • Setting up a hospital in her friends’ play room. She set up three strollers with dolls in each of them, found a doctor kit, and proceeded to take everyone’s temperature, blood pressure, and listen to their hearts with the stethoscope. Although she occasionally plays doctor at home, could this be connected to dad’s trip to the hospital yesterday?

  • Tire Rubbings. In the DeCordova’s Process Gallery, I showed her how to make a rubbing of tire tread (a thoughtful hands-on project that connected to the work of Chakaia Booker), and once she figured it out, she made seven rubbings. Seven! We tried doing rubbings at home about a month ago, with little success. Maybe the age and the fun materials played a role in today’s high level of interest.

  • Climbing on “logs” (made of recycled magazines and scraps of wood) in a DeCordova installation by Nadya Volicer. Jumping from one log to another, jumping off logs, building a circuit of log-hopping and repeating it least 10 times. Probably not the artist’s intent, but I doubt two-year olds were the audience she was designing the space for. N also loves taking off her shoes — anywhere — and was thrilled that we were required to take our shoes off to enter the space. Note: She’s been testing her body’s capabilities lately, and has been pushing herself to walk on balance beams, climb just about anything, and jump. Loads of fearless climbing, balancing and jumping.


Day 2 – Documenting Passion

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It’s only Day 2 of the observation project, and I’m surprised that I’m already beginning to see a few patterns in my daughter’s current interests.  When given a large quantity of similar objects such as sea shells or coins, my child loves sorting them into other containers, dropping them back into their original bowl/basket/container, and then sorting them out again.  I first noticed this interest last week when she was filling glasses with ice cubes for over half an hour — an activity that we iterated on by first filling a sink with ice, and then a couple days later asking for cups of ice to pour and play with on a long flight.

The other thing that’s been illuminating about this project is a realization that I can’t completely remove myself from the picture…especially at my child’s very young age. However, I can introduce my daughter to an activity, and then do my best to step back and see what aspects of it she’s most excited about.

Observations from Day 2

  • Filling bowls with rocks: Moving a pile of rocks from a large bowl, and dividing them into smaller containers
  • Filling cups with coins: She found a stack of 10 plastic cups, separated them, laid them out, and then dropped a coin in each one.
  • Floating in the Kayak: Enjoyed getting splashed, loved the bumpy waves. No complaints about getting cold, wet, etc. This follows a long-observed love of water in all forms: swimming pools, jumping in the ocean, etc.
  • Walking on a balance beam. This has been a long favorite, and when she spots any elevated curb, it suddenly becomes a balance beam.
  • Playing with the dollhouse with G-Ma: Play acting bedtime, cooking, climbing up ladders, etc.
  • Throwing things into a basket (diapers, balls, etc.), followed by the exclamation, “I am the best shooter!”