How this product aligns with the EYLF
Supporting creativity and self-expression
The Colour Apps water-based markers provide children with a versatile tool for artistic expression, allowing them to explore colour and create unique artworks. As children engage in painting, they can experiment with different techniques, fostering their creativity and encouraging them to express their thoughts and feelings visually.
Supporting play-based learning and inquiry
These markers invite children to engage in play-based learning by incorporating art into their imaginative play scenarios. As they use the markers to create, children can explore concepts such as colour mixing and pattern creation, promoting inquiry and discovery through hands-on experiences.
Relevant EYLF Outcomes
Outcome 1: Children have a strong sense of identity
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators
Classroom, Play Activity & Provocation Ideas
Classroom & Learning Area Ideas
Set up an art station where children can freely access the Colour Apps markers to create individual or collaborative artworks, enhancing their fine motor skills and creativity.
Incorporate the markers into a sensory play area, allowing children to explore colour and texture through different painting surfaces, such as paper, fabric, or natural materials.
Play-Based Activity Ideas
Organise a colour scavenger hunt where children use the markers to match colours found in their environment, promoting observation and language skills.
Encourage storytelling by having children illustrate their favourite stories or create new ones using the markers, supporting narrative skills and imagination.
Provocation Ideas
Present a large piece of paper and invite children to work together to create a mural using the Colour Apps markers, fostering collaboration and shared creativity.
Introduce a theme, such as “Under the Sea,” and encourage children to use the markers to depict their interpretations, stimulating discussion and imaginative play.
