Three-Dimensional Activities

1. Three-Dimensional Activities Chapter 14

2. Developmental Levels and Three-Dimensional Media Random Manipulation- This is compared to the early scribble stage Pattering and Rolling- This stage will come as the child’s muscles control starts to develop. Circle and Rectangles- An older preschool child should be able to draw basic forms and also make similar forms with clay. Forming Clay Figures- Many children aged four to five can put together basic clay forms to make up figures. This is equivalent to the pictorial stage in two-dimensional media. Development of Schema- This will come with much practice in making symbols and is in the child’s own special way of making these symbols.

3. Value Of Working With Clay They say that too little attention is given to the use of clay in the early childhood program. At all ages, working with clay gives the child many chances for creative experiences. Some children will not like working with clay because they will say that it is “messy” or “slimy”. Do not force children to work with it. Be patient and give these children lots of time and plenty of opportunities to see the fun others have with clay.

4. Encouraging The Use Of Modeling Materials Make it clear to children that in working with clay, the emphasis is on process rather than product. Introduce new tools for modeling to add variety to clay activities. Encourage children’s efforts at all levels and all stages of growth. Avoid blocking children’s thinking by diverting them from one method of working with clay to another. Always demonstrate to the children how to do something if they need help or ask a question about it.

5. Assemblage • Assemblage refers to placing a number of three-dimensional objects, natural or manmade, on juxtaposition to create a unified composition. • Ways To Encourage Assemblage Activities: • Encourage children to bring objects from their environment and containers for assemblages. • Explore ways of making items from an assemblage; Example- containers, wooden blocks, pasteboard, crates, etc. • Encourage children to collect objects that are meaningful to them. • Encourage children to arrange and rearrange objects until the desired effects is achieved.

6. Woodworking • Planning for the woodworking experience: • Enough time should be allotted for children to explore materials without feeling rushed. • The workbench should be situated so that several children can move around and work without bumping into one another. • Tools and materials need to be geared to the ability level of the children using them. • The teacher needs to familiarize themselves with the use of woodworking tools and materials in order to give effective guidance. • Tools that you may need for woodworking: • Saw • Hammer • Plane • Workbench • Screwdriver • Pliers • Sandpaper

7. Developmental Delays Try not to overwhelm the child with too many choices. Help the child organize his or her space by providing containers for each type of collage/assemblage material. Provide the child with a large collage/assemblage base to compensate for less mature hand-eye coordination. Provide a glue stick instead of white glue for children who have difficulty controlling the amount of glue needed.

8. Attention Deficit/Hyperactivity Disorder (ADHD) • Children with ADHD frequently exhibit poor organizational skills. • Some suggestions to assist a child with ADHD in collage/assemblage activities are: • Have an adult available to sit with the child and guide him or her through the activity, providing ample praise and frequent feedback at each step of the process. • Do not place all of the project materials out on the table. Too many materials will distract the student. • Make sure that the student has his/her own defined workspace.

9. Visual Impairments • Both children who are blind and children with low vision enjoy assemblages and collages. These children are able to use their heightened sense of touch to guide them through the process and then feel their finished product at the end • Some suggestions on facilitating visual impaired students is: • Add yellow food coloring or yellow tempera paint to the glue so it is more easily visible on the collage surface. • Add sand, sawdust, or other textures to the glue to enhance tactile feedback. • Mark the edges of the collage paper with a bright color paint, marker, or tape to help indicate the boundaries. • Line a shallow backing pan with a piece of nonskid shelving material and place the collage materials in the pan. • Guide the child’s arm and show them where each material is located.