Guest Posted January 8, 2010 Share Posted January 8, 2010 Hi, In the guidance the creative development states that children should Use ideas involving fitting, overlapping, in, out, enclosure, grids and sun-like shapes. Can anybody suggest an activity for 'sun like shapes' as I'm not sure I understand this? Thanks Rachael Link to comment Share on other sites More sharing options...
Upsy Daisy Posted January 8, 2010 Share Posted January 8, 2010 Circles with lines radiating out like children use to draw the sun, hands, etc Link to comment Share on other sites More sharing options...
Guest Posted January 8, 2010 Share Posted January 8, 2010 Ah thankyou! now it all makes sense. Link to comment Share on other sites More sharing options...
Cait Posted January 8, 2010 Share Posted January 8, 2010 It is a strange one. I've always taken it to mean that children are doing a mixture of circle shapes and straight lines within the same picture. Not all children do 'sunshine' radiating pictures. Link to comment Share on other sites More sharing options...
Upsy Daisy Posted January 8, 2010 Share Posted January 8, 2010 You may very well be right Cait. Perhaps I've misinterpreted it. What do others think? Link to comment Share on other sites More sharing options...
Guest Posted January 8, 2010 Share Posted January 8, 2010 I have always been rather confused by it! Link to comment Share on other sites More sharing options...
Cait Posted January 8, 2010 Share Posted January 8, 2010 Well to draw a matchstick man , you need to be able to do a combination of circles and straight lines, so I take it to be the ability to do both in a picture, then they can do people, animals, even cars, trees etc. So this step, although in the descriptor it sounds bizarre, is an important one. Link to comment Share on other sites More sharing options...
Deb Posted January 8, 2010 Share Posted January 8, 2010 I think the sun like shapes is just a part of the development matters statement and describes how children connect circles and straight lines such as in sun like shapes or hands. Link to comment Share on other sites More sharing options...
kittycat1279 Posted January 9, 2010 Share Posted January 9, 2010 I'm glad you've asked the question - it's always caused quite a debate in our team! I think it's the one that doesn't really have any exemplification by it! What lots of you have said makes sense though so thanks. Link to comment Share on other sites More sharing options...
Deb Posted January 9, 2010 Share Posted January 9, 2010 This reminded me of something I read in Chris Athey's book ' Extending thought in young children' on page 90 of the chapter 'From marks to meanings: the language of lines' she discusses 'core and radials' ie circles and lines. 'Marks are co-ordinated and the core and radial is one result. In many cases the radials represent the appendages of main bodies', so these could be a spider with legs, a dog with legs, a flower, a tortoise, a life belt and rope, the sun, a tamborine. Initially children may not be that specific about say the number of legs on the spider but eventually they will become more specific and represent the correct number of legs, and children may point out specific features they have represented using the core (circle) and radials, (the lines coming off the circle) or even inside in the case of a representation of a clock. Link to comment Share on other sites More sharing options...
JacquieL Posted January 9, 2010 Share Posted January 9, 2010 This might help explain the stages of drawing. http://k-play.com/pdf/The%20Developmental%20Sta.pdf Link to comment Share on other sites More sharing options...
Recommended Posts