This week in School-age 2 at RisingOaks | John Sweeney, the children engaged in an exciting exploration of clay as a medium for creative expression. The hands-on nature of the activity allowed the children to interact with the material in a variety of ways, fostering creativity, communication, and problem-solving skills. As they molded their clay, some children, like Delphine, crafted animals such as a dog, while others, like Theo and Cohen, worked together to create *Among Us* characters. Rohin observed that the clay felt "sandy," which sparked a conversation about texture and the properties of materials, fostering a rich vocabulary as children articulate their thoughts. These moments of verbal expression align with the “How Does Learning Happen?” (HDLH) framework, where communication is an essential component of cognitive development. Additionally, the children’s shared creative space allowed them to connect and celebrate their individual creations, reinforcing a sense of belonging and community.
As the week progressed, the children continued to build on their initial creations, transitioning from sculpting clay to adding vibrant paint to their designs. Kolade, for example, decided to make a pizza out of clay, experimenting with both texture and color. Meanwhile, Nora and Maiya made turtles but mentioned that the clay was “kind of hard to work with.” These reflections highlight the children’s developing problem-solving abilities and their ability to communicate challenges they encounter during the creative process. The diverse range of creations and the active problem-solving involved reflect key principles of *How Does Learning Happen?*—particularly the emphasis on encouraging children to express themselves, think critically, and engage in collaborative learning. The process of engaging with materials in this way helps to develop not just artistic skills but cognitive and social skills as well.
Throughout the week, some children experienced the challenge of their clay sculptures breaking, a moment that tested their resilience and patience. Theo and Avika were initially disappointed when their creations fell apart, but instead of giving up, they persevered by repairing their work or starting new projects altogether. This experience offers a clear example of how the “ELECT” document supports emotional development by recognizing the importance of resilience. The children learned that creativity is not just about creating a perfect product but also about adapting and finding new solutions when things don’t go as planned. By experiencing this frustration and navigating their emotions, they built emotional resilience, an essential skill for lifelong learning.
In addition to fostering problem-solving skills, the clay activity also promoted social engagement and collaboration. Cohen, for instance, mixed paint and clay, showing a willingness to experiment with different mediums. This collaborative mindset extended to the broader group as well, with children actively discussing their work and sharing ideas. The act of building, fixing, and reflecting on their creations encouraged peer interactions, fostering relationships that are central to the principles outlined in both “HDLH” and “ELECT”. As the children collaborated and provided support for one another, they practiced empathy, communication, and teamwork; skills that will serve them well in future learning experiences.
The week’s activities ultimately provided a holistic learning experience that reflects the interconnectedness of creativity, social interaction, and cognitive development. The hands-on nature of the clay exploration allowed the children to engage in meaningful, active learning, supporting both their individual and collective growth. This kind of learning is central to the “How Does Learning Happen?” framework, where children are seen as capable, competent learners who thrive in environments that encourage exploration, problem-solving, and collaboration. Similarly, the “ELECT” document emphasizes the importance of hands-on exploration for fostering cognitive, emotional, and social skills. The children’s engagement with the clay activity this week is a perfect example of how these principles come to life in practice, promoting growth across multiple developmental domains.
