The first behavior that can be evaluated from the children service is their will to work on a particular task. The children seem to be motivated and need some physical activity that can add a healthy habit in their lifestyle. As the children are young and in nursery classes between the age of around 3-6 years, this activity will help them to develop a healthy lifestyle and discipline for self-health management.
The second behavior that can be noticed in these children are the artistic and creative side of them. Different children possess different inclinations in the creative space, each child need to explore that skill and become competent enough to become self-sufficient of their results (Kim and Kim 2019). The activity that can nurture this behavior can be to introduce them with the activities of art and craft classes where they can earn the basics and get going with their skills with appropriate knowledge.
The third behavior that can be noticed was their lack of proper attitude which is seem to be common and expected as the children are in nursery. The activity that can be implemented here could be implementing practical implications of moral science that will help them to comprehend to build better moral values, discipline and relations with others (Raches, Tomlin and Pratt 2019).
The activity area which is to be built for the children are the ones that can be helpful in developing them overall. The activity area will be a different space for them to express their inner talent and grow through it. These nursery or pre-school children have lot to learn and their energy of involving in a task is appreciable. The activities that will aid these students for being a better developed person in future, the activities are the one that enhances their skills and discipline management (Moriguchi and Ogawa 2019). The activities must include physical, moral and creative development of the children. The main activities are the introduction of some physical sport activity that will develop a healthy habit. This activity need to outdoors as it will allow the children to enjoy the environment more. The other activity would be to develop their moral skills, this activity will be indoor and practical moral implications will aid a lot to develop their moral values and discipline management. One more activity that will aid these children are the art and craft classes which will be indoor and allow the children to experience their creative side (Liu et al. 2019).
Open-ended creative play allows children to make selections, display their creativities and provision their individuality. Open-ended creative tools by description does not have a default usage. For children a box could be a bus, cellphone, toy chairs, toy guns or other things that they could make of it. Experiences like these develop the children and enhance their creative mind to make steps forward. The toys that comes under the category of open-ended could be whatsoever which could be played from it irrespective to its primary purpose. Some of the most common examples of open-ended creative tools involves packaging box of any types of shape or size, as well as boxes which can join like that of Legos, geometrical construction tools, craft materials such as papers, paints, pens and clippers, pile of cloth or huge chunks of cloth and covers, mud and water toy basket and environment stuffs like seashells and coconut shells (Wojciehowski and Ernst 2018).
Before giving the children predetermined toys there is a responsibility and duty to be noted that those toys are allowing to have complete fun and expand their creative boundaries. It is a duty to look that if the toys are allowing them to make valuable choices and play with them and provision them in establishing their intellectual, linguistic and public abilities in the development. These open-ended creative play gives the children to expand their creative freedom and come up with something new that others have not seen yet (Arnott and Duncan 2020).
The activity area that will be beneficial for the children to expand their skills and develop them for the future for being a better person are.
Art and craft activities:
Moral Development Activities:
The recycled, re-used or sustainable materials that could be used to create the activity area, and that could be used to stock and equip the activity area are.
Empty plastic bottles: this can be used in art and craft activities to shape a structure or making a showpiece for decoration purpose.
Chairs: these can be reused as a swing for children and let them understand the usage of reusing and making better environment with it.
Wooden sticks: this can be used in various activities from physical sports to hurdles, in art classes to make puppets and decoration items.
Packaging boxes: these are most used open-ended materials used by the children to play it as a bus, suitcase for dolls, oven and many more that an individual can make out of it (Khodadad et al. 2018).
Clay and sand: these materials help in building relationship with the nature by letting them understand the plantation and importance of the nature.
Tin cans: this item has variety of uses and can be transformed into many things an activity requires. Mainly children use it for making wired telephones with string attached to the tins. In art and craft classes these are ca be used as brush and pen holder or even for decoration purposes.
Newspapers: this material can be molded for various activities by making a bag, book covers and art purposes (Engelen et al. 2018).
Arnott, L. and Duncan, P. 2020. Grasping the dynamics of creative play. Early Years Educator, 21(10), pp. 38-44.
Engelen, L. Wyver, S. Perry, G. Bundy, A. Chan, T. K. Y. Ragen, J. Bauman, A. and Naughton, G. 2018. Spying on children during a school playground intervention using a novel method for direct observation of activities during outdoor play. Journal of Adventure Education and Outdoor Learning, 18(1), pp. 86-95.
Khodadad, M. Nadoshan, S. M. M. Khodadad, S. and Sanei, M. 2018. Operative guidelines for sustainable designing of child-oriented architectural spaces. Journal of Civil Engineering and Urbanism, 8(1), pp. 6-11.
Kim, J. W. and Kim, Y. D. 2019. A pathway analysis on determination of nursery teachers' reporting intention for child abuse: Focused on planned behavior theory. Journal of the Korea Academia-Industrial Cooperation Society, 20(12), pp. 425-436.
Liu, Y. Zhang, X. Song, Z. and Yang, W. 2019. The unique role of father–child numeracy activities in number competence of very young Chinese children. Infant and Child Development, 28(4), pp. 21-35.
Moriguchi, Y. and Ogawa, K. 2019. A literature review on the roles of nurses at nursery schools. The Asian Journal of Child Care, 9(4), pp. 21-28.
Raches, C. Tomlin, A. M. and Pratt, C. 2019. Integrating applied behavior analysis and infant/early childhood mental health: Implications for early intensive intervention in autism. Review Journal of Autism and Developmental Disorders, 6(3), pp. 246-254.
Wojciehowski, M. and Ernst, J. 2018. Creative by nature: investigating the impact of nature preschools on young children's creative thinking. International Journal of Early Childhood Environmental Education, 6(1), pp. 3-20.
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