Kids Club

Keeping Kids Busy This Easter

Sunday Kids Club Decorating Papier-Mache Easter Bunnies.

A colourful and bright Easter celebration is coming soon! Why not start to prepare for this beautiful celebration with crafting? During the Sunday Kids Club session, children had an opportunity to use many different tools provided and techniques they have learned so far to decorate their own Easter Bunny. During this activity, they could use their imagination and decorate their Easter bunnies any way they wished. Every little artist came up with a great version of their Easter Bunny!

Materials Sunday Kids Club is using to decorate Easter bunnies:

  • Papier-mache bunnies

  • PVA Glue

  • Ready Mix paint

  • Decoupage paper

  • Tissue paper

  • Paint Brushes

  • Paint pallet

  • Water pot (to wash brushes)

  • Scissors

Successfully engage all children in one activity could be tricky but possible. Being positive, playful and providing clear instructions of the task could be a key element to intrigue children into activity (Tait and Wosu, 2013). It is very important to always leave space for their imagination and playfulness (Tompkins, 2018). Providing a child with the freedom to modify the task, play around and use their imagination will help to nurture their intellect and creativity (Tompkins, 2018). At the end of the class, Sunday Kids Club little artists came up with different Easter bunnies designs even though they all had the same tools and materials. During the activity, some of the children were unsure about how they would want to decorate their bunnies, and at the beginning, they preferred to observe fellow students. This showed clear uncertainty about making decisions for themselves (Boyatzis and Kolb, 1995). This just indicates a different learning pattern or style that kids prefers, in this case, following step by step instructions rather than making their own decision (Boyatzis and Kolb, 1995). Following instructions or making decisions for themselves, these two skills are equally valuable, and both could be nurtured (Boyatzis and Kolb, 1995). Helping children to nurture both of those skills will contribute to their cognitive development process, and it will build better self-assessment skills, which will help children to reflect on different activities and their process (Boyatzis and Kolb, 1995). While observing fellow students around the table, less confident kids eventually pushed themselves to try making decisions and designing their bunny. At the end of the class, everyone was very satisfied with the result and showed great creativity.

Relevant Content

How You Can Help Your Kid to Succeed?

Educators and parents will always strive for young people to succeed in their personal lives, academics and social lives (Payton et al, 2000). Many schools adopted social and emotional learning (SEL) programs to help children through their educational process (Payton et al, 2000). SEL program delivers support for children, which helps to manage their emotions and to recognize reasons for those feelings (Payton et al, 2000). By managing the emotional side of youth, the SEL program helps young adults to see and appreciate the perspective of others, indicate personal goals and understand constructive feedback (Payton et al, 2000). However, according to authors Richard E. Boyatzis who research is based on organizational behaviour and David A. Kolb educational theorist whose research focuses on experiential learning, it is very important to acknowledge that every child will have their style of learning and their unique way to observe information (Boyatzis and Kolb, 1995). Every kid is special and has his/her way of observing information, and the experiential learning theory could potentially help to cover all children needs (Boyatzis and Kolb, 1995). The experiential learning theory model process defines four stages: abstract conceptualisation, concrete experience, active experimentation and reflective observation (Boyatzis and Kolb, 1995). According to Richard E. Boyatzis and David A. Kolb, this kind of learning or teaching style is very “similar to what cognitive psychologists call learning strategies” (Boyatzis and Kolb, 1995, 3). This experiential learning model is just one of the strategies that could be used to help your child to succeed (Boyatzis and Kolb, 1995).

The psychologists Michael A. Tompkins who is certificated in Behavioural and Cognitive Psychology also suggests that one of the key elements for successful cognitive development is to play games (Tompkins, 2018). Playing is a very easy way to provide children with new information, help them to learn and encourage them to set new goals and find different ways of achieving them (Tompkins, 2018). The time when adults play with children helps to reconnect with each other, build trust and contributes to reinforcing positiveness back into their life (Tompkins, 2018).


Boyatzis, R. and Kolb, D. (1995) From learning styles to learning skills: the executive skills profile. Journal of Managerial Psychology, 10(5) 3-17.

Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J. and Weissberg, R. P. (2000) Social and Emotional Learning: A Framework for Promoting Mental Health and Reducing Risk Behavior in Children and Youth. Journal of School Health, 70(5) 179- 185.

Tait, A. and Wosu, H. (2013) Direct work with vulnerable children. London: Jessica Kingsley Publishers.

Tompkins, M. A. (2018) Role of Play in Cognitive-Behavior Therapy. [online] San Francisco Bay Area center for cognitive therapy. Available from: http://sfbacct.com/kid-korner/role-of-play-in-cognitive-behavior-therapy/?fbclid=IwAR3VFY8Up_e6-QZv7T63fFmeEAGG_7-H15YGs4YucHkE0r4Z3CMWyLR5Ueg [Accessed 23rd March, 2020].

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