Creative Colour Play

Overview

This 10-minute play-based art session is designed for a preschool class of 5 students, grounded in the Te Whāriki early childhood curriculum framework. The plan encourages exploration, communication, and creativity through sensory and artistic play, fostering holistic development aligned with Te Whāriki’s principles, strands, and goals.

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Learning Objectives (Te Whāriki-aligned)

• Contribution | Mana Tangata
  Children develop the confidence to contribute ideas and express themselves through art and play, recognising their ability to influence outcomes (He Taonga te Tamaiti: Goal 1).

• Communication | Mana Reo
  Children explore and communicate their thoughts, feelings, and experiences through language and symbols, including visual arts and social interactions (Goal 3).

• Exploration | Mana Aotūroa
  Children engage in sensory exploration and manipulation of art materials, discovering different properties and effects (Goal 4).

• Well-being | Mana Atua
  Children develop autonomy and manage their participation in art activities safely with growing independence (Goal 2).

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Key Competencies Supported

• Thinking: Encourage creativity and problem solving through playful experimentation with colours and textures.
• Relating to Others: Foster cooperation and sharing of ideas during the activity.
• Using Language, Symbols, and Texts: Support expression and story-telling about their artwork and experiences.

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Materials Needed

• Large sheets of paper
• Non-toxic, washable finger paints in various bright colours
• Paint trays or plates for mixing
• Aprons or smocks for children
• Wet wipes and paper towels for clean-up

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Lesson Breakdown

Time	Activity	Description	Te Whāriki Strand & Goal
0-2 mins	Welcome & Set-Up	Gather children sitting in a circle. Introduce the finger painting materials. Discuss how colours can be mixed and how their fingers are ‘brushes’.	Mana Tangata (Contribution), Goal 1
2-7 mins	Exploration & Play	Children freely explore finger painting on paper. Encourage mixing colours, making patterns, and experimenting with textures and shapes with their fingers.	Mana Aotūroa (Exploration), Goal 4
7-9 mins	Sharing & Storytelling	Invite children to show their artwork to the group. Ask simple questions like “What colours did you use?” or “What shapes can you see?”	Mana Reo (Communication), Goal 3
9-10 mins	Clean-Up & Reflection	Support children to help with cleaning hands and work area, reinforcing independence and responsibility. Summarise with positive feedback.	Mana Atua (Well-being), Goal 2

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Teacher’s Role

• Facilitate Play, Not Direct: Encourage spontaneous, child-led exploration over adult-directed outcomes.
• Model Language & Questioning: Use descriptive language to name colours, shapes, and actions; ask open-ended questions to support verbal expression and thinking.
• Support Social Interaction: Encourage sharing materials and peer observation to build relating skills.
• Observe & Document: Note children’s preferences, expressions, and emergent skills related to communication, exploration, and contribution.

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Assessment & Reflection

• Observe children's engagement with materials and whether they experiment freely with colour and texture.
• Note verbal or non-verbal communication about their artwork during sharing.
• Reflect on children's willingness to participate and manage clean-up, supporting emerging autonomy.
• Use these observations to inform future art experiences and individual support in line with Te Whāriki’s holistic learning goals.

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Cultural and Inclusion Notes

• Respect each child’s unique communication style—including gesture, facial expression, or language.
• Incorporate te reo Māori colour names as part of communication encouragement (e.g., kikorangi for blue, kōwhai for yellow).
• Adjust support for differing sensory sensitivities; provide alternatives if tactile play is uncomfortable for some children.

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This plan embodies Te Whāriki’s play-based ethos, nurturing learners’ identities and capabilities through meaningful artistic experience—supporting them to express themselves creatively, communicate effectively, and develop independence in a supportive environment.

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This lesson is tailored specifically for preschool children in New Zealand, respecting national curriculum frameworks and best practices for early childhood education.