CreativeNest

Growing Minds Play Hub

Welcome to our site dedicated to inspiring creativity and fun children's programs and activities! Here, you'll find a wealth of ideas that encourage learning through play, exploration, and imagination. Whether you're a parent, teacher, or caregiver, our resources aim to spark joy and engagement in the little ones in your life. Dive in and discover a world of exciting possibilities for enriching children's experiences!

Ideas of children's
learning experience

templates

01. Art

Painting Experience Template 1

What We Did:
Children explored an art experience focused on [theme], creating [artwork] using [materials].

How Children Engaged:
Children [painted / dabbed / mixed / attached] materials, with some children [variation of play] and others [variation of play]. Children showed [emotions] throughout the experience.

Learning:
This experience supported children’s creativity, fine motor development, and sensory exploration.

Painting Experience Template 2

Today, children also explored an indoor car wash in the room, building on their interest in transport from last week and connexted to today's car wash sensory learning experience. Wooden arch blocks were set up as tunnels, and children drove their cars through the tunnels before reaching the car wash. They pushed the cars along the road and into the car wash, watching the soft streamers brush over them. Some children moved their cars in and out many times, showing focus and enjoyment. Others slowed down and carefully guided their cars through each space. This experience supported imaginative play, hand–eye coordination, and early understanding of how cars move through different spaces.

Experience:

Today, children participated in an art experience to extend their interest in [topic/theme, e.g. the topic. Children created artworks of [focus subject, e.g. topic], using [materials, e.g. paper plates, paint].

How Children Engaged:
Children explored colours as they [painted / brushed / dabbed] the materials and added [extra materials, e.g. tissues papers], enjoying choosing, tearing, and attaching ... items. Some children experimented with [colour mixing / textures], while others focused on [specific actions].

Learning and Development:
Children showed [emotions/behaviours, e.g. excitement, concentration] as their artworks were displayed. This experience supported children’s creativity, fine motor development, and confidence through shared art making.

02. Fine motor skills

Blocks Experience Template 1

Description:
Today, children explored [activity / materials] during play time. The experience was set up to extend children’s interest in [interest / theme].

How Children Engaged:
Children [what children did – actions]. Some children [variation of play], while others [variation of play]. Children showed [behaviours/emotions, e.g. curiosity, confidence, enjoyment] throughout the experience.

Learning and Development:
This experience supported children’s [skills, e.g. fine/gross motor skills, creativity, social interaction, problem-solving, sensory exploration] and helped strengthen their [sense of belonging / confidence / independence].

Blocks Experience Template 2

Experience:
Today, children explored [type of blocks] through open-ended play. The block area was set up with [extra materials, e.g. animals, cars, loose parts] to extend children’s interests.

How Children Played:
Children [stacked / lined up / balanced / built] the blocks to create [structures such as towers, houses, roads, garage]. Some children played independently, while others built together, sharing ideas and copying each other’s actions.

Learning and Development:
Children showed [focus / curiosity / persistence] as they experimented with balance, space, and problem-solving. This experience supported children’s fine motor skills, spatial awareness, creativity, and social interaction.

03. Music

Music Experience Template

Experience:
Today, children explored music through [singing / instruments / movement]. A variety of [instruments or music resources] were provided to encourage listening, movement, and sound exploration.

How Children Engaged:
Children [shook / tapped / clapped / moved their bodies] to the sounds and rhythms. Some children explored the instruments independently, while others joined in with peers, copying actions and sounds.

Learning and Development:
Children showed [enjoyment / curiosity / confidence] as they explored music together. This experience supported children’s listening skills, rhythm and coordination, self-expression, and social interaction.

Dancing Experience Template

Experience:
Today, children explored dancing through movement and music. A variety of [music styles/songs] were played to invite children to move their bodies freely and express themselves.

How Children Engaged:
Children [jumped / spun / clapped / swayed] to the music, moving fast or slow and copying simple actions. Some children danced independently, while others danced alongside their peers, smiling and laughing together.

Learning and Development:
Children showed [confidence / joy / excitement] as they explored movement. This experience supported children’s gross motor development, coordination, body awareness, self-expression, and sense of belonging.

04. Gross Motor Skills

Obstacle Course Template

Experience:
Today, children participated in an obstacle course set up using [equipment, e.g. mats, tunnels, stepping stones, balance beams] to encourage active play and movement.

How Children Engaged:
Children [climbed / crawled / stepped / jumped] through the course, taking turns and repeating the course at their own pace. Some children moved carefully and slowly, while others completed the course more confidently and quickly. Children showed enjoyment and persistence as they explored the challenge.

Learning and Development:
This experience supported children’s gross motor development, balance, coordination, confidence, and spatial awareness, while also encouraging turn-taking and self-regulation.

Ball Play Template

Experience:
Today, children explored ball play during play time using [type of balls, e.g. soft balls, small balls] in [indoor/outdoor] spaces.

How Children Engaged:
Children [rolled / threw / kicked / bounced] the balls, exploring movement and direction. Some children played independently, while others passed balls to peers or chased rolling balls together.

Learning and Development:
Children showed [excitement / focus / confidence] as they played. This experience supported children’s gross motor development, hand–eye coordination, spatial awareness, turn-taking, and social interaction.

05. Sensory Play

Music Experience Template

Experience:
Today, children explored a sensory play experience using [materials, e.g. water, sand, rice, playdough, natural items] to support hands-on exploration.

How Children Engaged:
Children [touched / scooped / poured / squeezed / mixed] the materials, exploring different textures, colours, and sounds. Some children explored quietly on their own, while others played alongside peers and shared tools.

Learning and Development:
Children showed [curiosity / concentration / enjoyment] during the experience. This play supported children’s sensory development, fine motor skills, hand–eye coordination, self-regulation, and confidence.

Water Experience Template

Experience:
Today, children explored water play using [materials, e.g. water trays, cups, containers, jugs, toys] to encourage hands-on discovery.

How Children Engaged:
Children [poured / scooped / splashed / filled / emptied] the water, exploring movement, volume, and cause and effect. Some children played independently, while others shared tools and played alongside peers.

Learning and Development:
Children showed [curiosity / enjoyment / calm focus] throughout the experience. This play supported children’s sensory exploration, fine motor skills, hand–eye coordination, early problem-solving, and self-regulation.

Our Literacy Books Library

Those books offered children with critical views to see their world.

Activities Brainstorm

Reflection and evaluation on the week
This week, the children enjoyed exploring colours through a range of art, sensory and hands-on learning experiences. They first explored the colour orange through familiar fruits from their everyday life, then continued their learning through orange collage making, toy food colour sorting, colour mixing sensory play and The Very Hungry Caterpillar inspired art experiences. Through these experiences, the children developed their fine motor skills, creativity, colour recognition and early understanding of how colours can change and mix. They showed curiosity and excitement while exploring different textures, recognising colours and engaging in creative play with their friends. Outdoors, the children also enjoyed ball play and obstacle course activities, developing their balance, coordination and movement skills with growing confidence. Due to the weather, outdoor play opportunities were limited throughout the week. Next week, we will continue to provide more outdoor experiences for the children to explore nature, movement and colours through play

KWL experience:

Today, the children explored colours and literacy through The Very Hungry Caterpillar experiences. During group time, the children listened to the story and showed excitement while looking at the colourful fruits and caterpillar characters. They then explored felt fruits and caterpillar pieces, sorting the different coloured fruits into matching containers to support their colour recognition and early sorting skills. The children also enjoyed a creative art experience, painting paper plate caterpillars and drawing fruits with coloured pencils to create their own caterpillar artworks. Through these hands-on experiences, the children explored colours, creativity, fine motor skills and early literacy learning through play

Analysis of learning:
Through these experiences, the children explored colours, early literacy and fine motor skills through hands-on play and creative learning. Some children started to recognise and match different colours while sorting the felt fruits into the colourful containers and connecting them to their previous learning experience. Younger children showed interest in the bright colours and enjoyed putting the food into different containers and engaging in colour sorting with our support. The children also developed their hand control and coordination while painting the caterpillar and drawing fruits with coloured pencils. During group time, the children showed engagement in listening to the story, looking at the colourful pictures and interacting with familiar characters and foods

Reflection:
The learning experiences were set up with a variety of activities, including felt colour sorting and painting experiences, to support children of different ages, interests and learning styles. The children were all engaged in the experiences and explored colours in their own ways, supporting their overall development through literacy, creativity, sensory play and fine motor skills. To make the project more inclusive, we can continue providing different types of materials and hands-on experiences for children to explore at their own pace. We can also include more gross motor experiences, such as colour hunts, ball games and outdoor obstacle courses, to help children explore colours through movement and active play

Where to from here?
We will continue extending the children’s interest in colours through more sensory, creative and outdoor experiences.

Squishy toys

E and A were playing on the sensory mat. They enjoyed squeezing the soft, squishy toys, smiling and babbling as they pressed them and felt the air move inside. They crawled around, exploring and watching how the mat changed, pressing the boards to see the liquids move.
Later, when they were sitting outside, they sat next to each other playing with the cars filled with beads. A enjoyed shaking the car to make sounds. When E heard the noise, she looked at A, pointed to the toy, and gently took it. A smiled at E, then picked up another car and shook it together with E, wiggling her body with excitement.

Analysis of learning:

E and A explored cause and effect through sensory play by squeezing toys and pressing the sensory boards to observe changes. They used smiles, babbling, and gestures to communicate their interest and respond to each other. Their interaction showed early social skills as they shared, took turns, and enjoyed playing together.

Follow up -

In the follow-up experience, E and A explored the instruments placed on the sensory mat, including the xylophone, shaker, drum, and rattles. I sat with them and modelled simple actions like shaking and tapping. E picked up a rattle and, with encouragement, began taking a few steps

towards me while shaking it, smiling as she heard the sound. I responded with “shake, shake!” and she repeated the action with excitement. A sat nearby and tapped the xylophone, smiling brightly each time it made a

sound. I gently tapped alongside her and said, “tap, tap,” and she watched closely before continuing on her own. Both girls looked at me and each other during play, taking turns to explore the instruments. They were engaged and joyful, showing growing confidence in movement, sound exploration, and social interaction.

Reflection:

In this experience, E and A continued exploring movement and sound through instrument play. E has recently started taking steps, and she walked to me holding a rattle, enjoying the sounds she made as she moved. She also enjoyed playing the xylophone, pressing different keys to create sounds. A closely watched E’s play and gently touched the coloured keys on the xylophone. She became excited when she realised she could make sounds by tapping the xylophone and banging a pot from the kitchen play area. They showed their growing fine motor skills and emerging social interaction as they engaged in the music and watched and responded to each other’s play.

Playdough

R, M and G were playing with playdough, pressing, rolling and flattening it with their hands to make “pastries.” M used a stamp to press into the dough and named the animals it made, then pulled it apart, copied my actions by cutting it with a toy knife, and rolled it into small balls. G used a cutter, pressing the dough into it and stretching it with both hands. G then showed interest in M’s knife, babbling to M before looking at me and pointing to ask for help; when I handed him the knife, he smiled and placed the cutter on the table before continuing to play.

M looked at the cutter, then picked it up, watched what others were doing, and began using it to make their own shapes.

Analysis of learning:

The children developed fine motor skills through pressing, rolling, cutting and shaping the playdough while exploring creativity in making their own forms. They showed emerging communication and social skills by observing others, imitating actions, and expressing their needs through babbling, gestures, and seeking support. G’s request for the knife and M’s engagement with the cutter also reflect early turn-taking, problem-solving, and cooperative play.

Follow up:

As a follow-up to their interest in playdough, a sensory experience with cornflour, coloured water, and droppers was planned to support their learning. G, M, and R were curious as they explored the cornflour, using their hands to touch, squeeze, and mix it. They were also excited to see the changing texture as they added water, watching it become softer and more fluid.

M concentrated on using droppers to squeeze colored water into the cornflour, experimenting with filling the water. R enjoyed mixing the colors with her hands, while G kept squeezing and releasing the dropper, stirring the fluid with it. They watched the texture change with more water and how the colors blended with excitement, staying engaged the whole time.

Reflection:

This follow-up sensory experience built on their interest in sensory play, offering a new texture for them to explore and experiment with. G, M, and R used their hands and tools to mix, squeeze, and observe the changes in the, showing strong curiosity. They also demonstrated their developing fine motor skills through squeezing the droppers and controlling their hand movements. The experience also supported their understanding of cause and effect,

as they noticed how adding water changed the texture and how colours blended together.

Car play

O and J were playing with cars outside. They placed the cars on the ramp and watched them slide down, laughing when the cars landed on the flowers. J sat on the floor, carefully placing a car at the top of the ramp, then pushed it down while making engine sounds like “whoo.” O watched J’s play, then joined in, babbling to ask for a turn. I suggested he get another car from the basket, and he followed the suggestion, found one, and placed it on the other side of the ramp.

R became interested in their play, found another car, and joined them. The children watched their cars roll away, then walked over to collect them and repeated the play again.

Analysis of learning:

The children explored cause and effect by placing cars on the ramp and observing how they moved, supporting early problem-solving and curiosity. They developed communication and social skills by watching each other, taking turns, and using babbling and gestures to join the play. Their repeated actions of retrieving and releasing the cars also show persistence, coordination, and growing confidence in active play.

Follow up: Sand car play

To extend their interest in car play, another car play learning experience was set up with sand, cars, a wooden board, and blocks. O, J, and R were curious and engaged in the car play.

O and J worked together to build a ramp using the board and blocks. J

repeatedly said “R”, “O”, and “car” to invite his friends into the play. O

babbled and giggled, enjoying their playtime together. He also explored the sand by scooping it into the tractor, watching how it filled and moved.

R enjoyed rolling the cars, pushing them through the sand, and watching how they travelled. He crawled around in the sensory tray, patted the sand to see it move, and used his hands to fill the cars with sand. Pots and spoons were also provided, and he explored scooping and pouring with

interest.

Reflection:

This experience followed on from the their spontaneous car play, where they showed interest in rolling cars down the ramp and watching how they moved. By adding sand, a wooden board, and blocks, J and O wereable to extend this interest in a creative and cooperative way. O and J

worked together to rebuild the ramp and invite others into their play, while R kept checking out how cars move, he started noticing how the sand changed and flew. He also played with sand, like scooping and pouring, supporting his imagination and motor skills.

Construction play

O, O and I enjoyed construction play with biscuit crumbs. They used their hands, shovels and scoops to crush the biscuits into crumbs. They scooped the crumbs into a cupcake tray and tipped them back into the sensory tray. One O enjoyed scooping the crumbs into a bowl and copied my actions by stirring them. He also scooped the crumbs into a baking tray and shook it to watch them move.

I explored by touching the crumbs, squashing the biscuits with a smile, and placing them onto a spoon using my hands. O showed me his bowl and babbled to ask for a spoon; when I handed it to him, he smiled and continued playing. Later, O and I sat together, happily scooping the crumbs into the same big bowl.

Analysis of learning:

The children developed fine motor skills and coordination by crushing, scooping, stirring, and transferring the biscuit crumbs using tools and their hands. They explored cause and effect and sensory properties as they observed how the crumbs moved and changed during play. They also demonstrated emerging communication and social skills by imitating actions, seeking help, and engaging in shared play experiences.

Follow-up

As a follow-up to their interest in biscuit crumbs play, a cornflour sensory experience with coloured water and droppers was offered. O, O, and I were curious as they walked up to the table and started playing with the cornflour, squishing and squeezing it.

I showed them how to use the dropper. Then O held the dropper but initially found it difficult to squeeze the water. He began experimenting by pressing different parts of the dropper and even shaking it. He smiled as

he watched the cornflour change color when the water was drawn up. Im also observed O’s play and added different colours by pouring water from another container in the tray. O and I were so excited exploring, loving the marks they made. O pushed her hands through the cornflour to see the

marks and how the colors changed.

They explored by touching and squashing the mixture, smiling as it

shifted between soft and firm textures.

Reflection:

This follow-up cornflour experience built on the children’s interest in sensory play and gave them new ways to explore. O showed persistence as he learned to use the dropper, trying different ways to squeeze it and smiling when he squashed the coloured water in the sensory tray. Oenjoyed mixing colours and making marks in the cornflour, showing curiosity about how things changed.

They were engaged

and confident, developing their fine motor skills and exploring how their

actions made a difference.

Sharing toys

A was sitting on the mat playing with pop toys. She pressed the buttons and happily noticed that when she pushed one, another would pop up. She explored different coloured buttons. I asked, “Which colour is your favourite? Pink, yellow, or green?” and she pressed each one. She began to copy the colour names and then kept pressing the pink button. I asked, “Is pink your favourite colour? Audrey loves pink?” She repeated, “pink, pink,” while pressing it again.
S and M joined her play and pressed the buttons together. S then picked up two blocks and tried to connect them but wasn’t able to. She handed the blocks to me, babbling to ask for help. A, S and M watched as I connected the blocks. M then gave me more blocks to make a longer “necklace,” and I made one for each child. They pulled them apart and laughed, then tried to put them back together by themselves.
S wanted a yellow block from M. She said “ta” and took the block. M smiled, watched her play for a while, and then moved on to explore the busy board.

The children explored cause and effect through the pop toys and began linking colours to language, showing growing curiosity and early communication skills (EYLF 4.2, 5.1). S demonstrated persistence and help-seeking by asking for support to connect the blocks, then imitated the modelling to try again independently (EYLF 1.2, 4.1). Social interactions were evident as children shared resources, used simple words like “ta,” and engaged in cooperative play together (EYLF 1.1, 2.1, 5.1).

Follow-up:

As a follow-up experience, A and M continued to engage deeply in the sensory play with cornflour and ice cubes. M spent a long time exploring the texture, touching and pressing the cornflour with her hands, and followed my demonstration to squeeze the dropper, showing excitement

as she added colour and stirred the mixture to watch the colours spread and change. A explored in her own way, using the tweezers to try to pick up the ice cubes with focus and persistence, then pulling and splashing the cornflour mixture with her hands to see how it moved. As the ice cubes melted, she stirred the coloured water into the cornflour and smiled as she noticed the colours blending together. Both children were

highly engaged, exploring texture, movement, and colour while

developing their fine motor skills and understanding of cause and effect.

Reflection:

This experience built on the children’s previous sensory play, where they explored textures and movement. A and M extended their learning by noticing how their actions changed the cornflour and colour. M followed demonstrated actions, while A explored independently using tools and

her hands. Both showed strong engagement and growing understanding of cause and effect.

In the felt board story experiences, S and A showed growing confidence in their literacy and social skills as they used words to communicate, name colours and engage in shared play. Their interest in colour recognition from previous spontaneous play was extended through the Pete the Cat felt board experience, helping them connect our group time stories with hands-on learning. They were curious and engaged as they explored putting the different coloured shoes on the cat, interacted with me by inmitating my actions and words, supporting their language development and confidence in expressive communication.

Free drawing

OB:

Today, O, S, L and C spent a lot of time engaged in a drawing experience. They were excited to pick up the coloured pencils and make lines, marks and scribbles on the big paper taped to the table. They followed my suggestion to explore different colours, smiling as they looked at their creations.

O used his right hand to make big, bold scribbles. I encouraged him to swap pencils with Sanvi, and he happily copied my word “ta” as he passed his pencil to her with a smile.

L explored using both hands, holding pencils of different colours and experimenting freely. He laughed, saying “ho ho,” and looked at his drawing with surprise and excitement.

C explored the pencils by touching them and feeling their texture. He tried using both ends of the pencils to experiment with drawing. He enjoyed making small dots and scribbles, choosing different colours to create different marks.

Analysis:

They used the coloured pencils to make different types of marks, such as lines, scribbles and dots, which helped develop their fine motor skills and hand control. The children showed curiosity as they explored different colours and ways of drawing, and they were engaged in observing the marks they created. O began to show early social skills by sharing his pencil with a peer, while L and C explored freely, using their hands in different ways and expressing enjoyment through laughter and focus. Overall, the experience supported their growing confidence, creativity and early communication as they learned through play.

Follow up:

To extend children’s interest in art experiences and colours, an ice

painting activity was set up to invite them to engage in play. They were excited to hold the paintbrushes and followed my demonstration by dipping the brush into the colour palette and wetting it in a small cup of

water.

C enjoyed dabbing different colours and painting onto the ice, watching as the colours spread and dyed the ice cubes. L and O carefully touched the paint and used their fingers to mix the colours, exploring how they

changed. S held the brush confidently, stirring the colours on the ice and dipping the brush back into the water.O and L said “ta” to ask for help when they noticed their brushes had no colour. Once they had the palette, they were excited to share it, dab the

paint, and focus on their painting.

Reflection:

The ice painting really supported them get more into art and exploring colors. They were curious and engaged, dabbing, mixing, and watching how the colors changed on the ice. It also helped them with their fine

motor skills as they held brushes, controlled their movements, and used their fingers to explore textures. Also, it boosted their communication skills, with them using simple words like "ta" and gestures to show what

they needed. The cold ice and flowing colors added to their engagement, supporting them explore cause and effect and build confidence in their creative expression.

Caterpillar sensory play

Follow up:

This follow-up playdough experience was built on children’s previous caterpillar sensory board play, extending their interest in sensory exploration and supporting both fine and gross motor development. The children moved around the table to reach the tools and playdough, showing growing confidence in their movements. They were curious to explore the playdough with their hands, developing fine motor skills through squeezing, poking, and pressing.

M confidently approached the table, picked up the playdough, pulled it apart, and used stamps to see how it changed. L held onto the table to stand and moved himself along to reach different tools, waving his hands excitedly to show his enjoyment. O babbled to ask for more playdough and stayed focused as he rolled and explored it.

Reflection:

In this follow-up experience, they showed continued engagement by confidently reaching for the playdough and tools, using their hands and simple implements to explore. They demonstrated curiosity and developing fine motor skills through squeezing, poking, and pressing. This also supported their communication, as they used babbling, gestures, and eye contact to express their needs and excitement.

Their gross motor skills developed throughout these weeks as they became more confident in their movements. M was previously walking a little unsteadily, but is now able to walk around the table with more confidence. O and L were pushing against the table and moving around it more confidently, showing improved balance and coordination.

Collaboration

O'Brien & Comber

"Critical literacy enables children to become literacy users, as they gain the ability to question and challenge the way things are in texts and in everyday life”