How this product aligns with the EYLF
Supporting creativity and self-expression
The La Paris Easel Petit Double provides children with a dedicated space to explore their creativity through painting and drawing. This easel encourages children to express their thoughts and feelings visually, fostering their artistic skills and personal expression in a supportive environment.
Building language, imagination, and social skills
As children engage in art activities at the easel, they have opportunities to communicate their ideas and collaborate with peers. This interaction not only enhances their language skills but also nurtures their imagination as they discuss their creations and share stories about their artwork.
Relevant EYLF Outcomes
Outcome 1: Children have a strong sense of identity
Outcome 2: Children are connected with and contribute to their world
Outcome 4: Children are confident and involved learners
Classroom, Play Activity & Provocation Ideas
Classroom & Learning Area Ideas
Set up the easel in a designated art corner where children can access a variety of materials for spontaneous creative expression.
Incorporate the easel into a literacy area, allowing children to illustrate stories or concepts they are learning about.
Play-Based Activity Ideas
Organise a group painting session where children can collaborate on a large mural, encouraging teamwork and shared creativity.
Provide themed prompts for children to create artwork based on stories or experiences, enhancing their narrative skills through visual representation.
Encourage children to experiment with different painting techniques, such as mixing colours or using various tools, to develop their fine motor skills.
Provocation Ideas
Introduce a nature theme by providing natural materials, such as leaves or flowers, for children to use in their artwork, promoting connection with the natural world.
Create a ‘gallery’ space where children can display their artwork, encouraging them to talk about their creations and share their artistic journeys with others.
