"I love to cut"

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On this particular day the children were provided with a few tools and resources.  The resources contained of egg cartons, paint, tape, glue and plain white stickers.  The tools were scissors, rulers, and paint brushes.  With  the resources and tools all on the table the children were given the opportunity to  create something out of what was on the table.   Some children approached this collage table and started engaging in conversation on what they are going to create or make, but I observed one child throughout this process. This particular child approached the table and observed what her peers were doing. She than sat down and continued to observe some more.  I was really interested to see what she was going to do next, because this child is not a child that enjoys collage or art activities, so it was a big surprise for me to see her at the collage table. As I continued to observe I noticed "A" pick up a pair of scissors and started to use her sense of touch to feel the texture of the this tool.  She held on to the scissors for a couple of seconds then she picked up a piece of paper and started to cut.  As I carried on to see what she was doing  while cutting I could see how confident she was in holding the scissors and how she had full grip of the tool. I could see the concentration on what she was doing, even when her peers were sitting alongside her.  Although her peers were still in conversation, not once did she stop cutting, she carried on with her cutting right to the other end of the piece of paper. When she had finished cutting she placed that piece of paper on the table and then picked up another piece of paper that was slightly bigger.  The way she held this piece of paper was different from the way she held her first paper.  She had the piece of paper slightly tilted towards the table and the scissors held approximately the same way.  This provided me with the knowledge that "A" had already explored scissors and that she has developed the skill of the holding tool. "A" carried on cutting paper but did not have a interest in what her peers were doing around her.  As she cut through one piece of paper she will then pick up another piece of paper and cut some more. According to the New Zealand curriculum Te Whariki (1996), children develop "strategies for actively exploring and making sense of the world by using their bodies, including active exploration with all senses, and the use of tools, materials, and equipment to extend skills" (p.86).  "A"sat on this table for about an hour just cutting pieces of paper.  I had the opportunity to observe "A" in this developed skill of hers.  I got to see what she was capable of, and how responsible she was with using a scissors.  "A" demonstrates "increasing ability to choose and use suitable tools, equipment, and materials correctly, skilfully, and safely" (Ministry of Education, 1995, p.26).  I believe I can extend on "A" skill by giving her the chance on a regular basis to cut.  I will give her a pair of to cut different types of material  besides from paper.  I can provide her with some cardboard, or fabric, or even some cellophane paper.  I could also provide "A" with the knowledge of using the scissors appropriately and being safe with the tool.  I will explain that scissors are only used for cutting and nothing else.  I will also discuss that their are different types of scissors to use in different areas, such as garden scissors, cooking scissors. I will also then explain that their are also left hand scissors for people that use their left hand.  With the information that I will provide her with on scissors, will give her the knowledge to share with her peers. Ministry of Education. (1996). Te Whariki – He whariki matauranga mo nga mokopuna o Aoteroa: Early childhood curriculum. Wellington, New Zealand: Learning Media. Ministry of Education. (1995). Technology in the New Zealand Curriculum. Wellington: Learning Media.