Children’s voices through materials: Identity, clay, and meaning-making in early childhood
Background: Children’s voices within early childhood education are often positioned as something that must be verbally expressed or documented by educators. This can unintentionally limit the many ways children communicate meaning, identity, and emotion. Drawing upon Reggio Emilia principles and the “hundred languages of children”, this presentation explores how children express themselves through clay, charcoal, paint, movement, and mark-making, advocating for deeper observation and authentic meaning-making through children’s interactions with materials.
Aim: This presentation aims to encourage educators to reconsider how children’s voices are recognised within early childhood settings by exploring how meaning, identity, and communication can be expressed through children’s interactions with materials. It seeks to highlight the importance of observation, interpretation, and relational pedagogy in creating more authentic and inclusive opportunities for children to be seen, heard, and understood beyond verbal language alone.
Method/approach: This presentation draws upon reflective pedagogical practice within an Australian early childhood setting involving 12 children: four nursery (12–18 months), four toddlers (2–3 years), and four kindergarten children (3–5 years). Observations of clay, charcoal, paint, natural brushes and mark-making explored non-verbal communication and symbolic representation. Informed family consent was obtained, and ongoing child assent was respected throughout the inquiry.
Results/findings: The inquiry found that children expressed identity, communication, and meaning in developmentally diverse ways through their interactions with materials. Nursery children explored identity through charcoal and mirrors, toddlers expressed themselves through painting with natural brushes, and kindergarten children represented aspects of identity through clay. Sustained observation enabled educators to recognise children’s voices beyond verbal language, revealing the value of intentional observation and material-rich experiences in understanding children’s perspectives.
Conclusion: The findings suggest that children’s voices are expressed not solely through words, but through meaningful interactions with materials that communicate identity, emotion, and belonging. Slowing pedagogical practice enables educators to observe more intentionally, recognise children’s perspectives more authentically, and value the many ways children make meaning. Reframing children’s voices in this way supports more inclusive, responsive, and relational early childhood practice.
Implications for children and families: Your child’s voice is not only heard through words. Through art, children communicate their ideas, emotions, and identities in many different ways.
Implications for practitioners: You are encouraged to move beyond educator-led questioning and instead deeply observe how children communicate through materials. You can create more authentic, inclusive, and meaningful opportunities for children’s voices to be seen, heard, and understood.
Keywords: abstract, art, slow pedagogy, clay, identity, children’s voices, materials, meaning-making, early childhood
This presentation relates to the following United Nations Sustainable Development Goals: