rolling coils

When I do guided art in my classroom, I am doing an assessment of sorts. Who is showing an interest in writing their name, who is crossing the mid-line, which hand is being used, are they ready for abstract thought, and so much more. We set the example by beginning a discussion based on a book that was read in class. We collaborate about how to draw, play, craft, or create a concept, and then we make it happen. No child is forced to do any of the projects the "correct" way. Each child does their art as they see fit, and as they are developmentally able to do. This helps me, the facilitator, see where they are in their fine or gross motor development, their executive function, their self-regulation, their communication skills, etc.