Cathy Wever

with Janet Benneyworth and Rachel More

What...

During our time with the early years (toddler and preschool age) children, both
Rachel and I independently identified their interest in bubbles, listening to stories/reading books, and fabric. I also noticed a particular love for dress up, movement, and music, including instruments and following the instructions in familiar songs. I was able to further explore these themes using balloons, a flashing lights machine, ribbon wands,and movement scarves during dance parties, as well as by introducing various costume pieces and accessories.

So What...

The children’s responses suggest a strong interest in exploring music, movement, and imaginative play through open-ended materials. Revisiting these experiences over time and making similar materials available between artist visits could support continued exploration, strengthen emerging coordination skills, and provide opportunities for educators to extend the children’s interests through everyday programming.

Now What...

These observations encourage continued exploration of how materials can be arranged and presented to invite children’s curiosity, movement, and imaginative play. Simple, flexible displays—such as a clothesline that allows children to independently access fabrics and props—may support ongoing exploration while making materials more visible and inviting. Making these resources available beyond artist visits can also help educators build on children’s emerging interests throughout the week.

The children returned to the pipe cleaners again and again, extending their ideas through sustained focus and experimentation.