Exploring with the glue gun

Whenever the glue gun is out I have noticed that it draws children to the table. We have been very lucky to get two new glue guns this week. Today I placed some grease proof baking paper on the table along with the glue gun and glitter glue. As usual the children were straight over excitedly asking if they could have a turn. I told them that since we only have 2 glue guns they would have to have turns using them. Sharing according to Arthur et al, (1996) as cited in Isenberg and Jalonga(2001, p. 21) “maintains positive peer relationships.  It helped to promote social interaction between the children and helped them learn skills such as negotiation and sharing. I placed some baking paper on the table and I explained to the children that they could try making a pattern with the glue on the paper and then peel it off when it’s dry. 

S was the first to have a turn; she created a beautiful piece of art using the glue gun with glitter glue. I was so impressed with her creation that I asked if I could take a picture of her completing her creation, which she responded “yes” to.  In the mean time some of her friends came over to see what I was raving about. S explained to her friends what she was doing saying “It’s like a picture and then you can peel off the paper”. She then turned to her friend K and said “you can have a turn next” and then turned to me and said “I can help and take the pictures of the children when it’s their turn”. S had a turn using the camera to take a picture of K and then decided that it was only fair if K took a picture of the child that created their creation after her.Arthur,Beecher, Dockett and Farmer(2008)encorage the use of real resources as it allows children to have real life experiences. The children had fun taking picture of one another and then viewing them thereafter.  It was really good to see the children share justly during this activity whereby all the children were able to take a picture of their peers whilst working with the glue gun. Strand 3 of Te Whāriki states, “children experience an environment where there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background; they are affirmed as individuals and are encouraged to learn with and alongside each other,” (Ministry of education, 1996, p.64). Once the children had finished making all of their creative glue art we decided to make a big hanging display. They knew that their contributions were recognised and valued as they tried out the new glue gun and experimented with the glitter glue and baking sheet thereby also sharing their ideas with their peers, (Ministry of education, 1996). The photos that the children took were fantastic and this was also added to the hanging display. Te Whāriki adds that children’s development takes place during active participation, each child should be allowed to “make his or her mark,” (Ministry of education, 1996, p.64).