tag:blogger.com,1999:blog-70968972916619422502024-03-17T02:39:49.803-05:00SAND AND WATER TABLESThis is a blog for early childhood teachers looking for ways to expand and enrich play and learning in and around their sand and water tables with easy-to-make, low-cost apparatus. It may also be of interest for anyone who appreciates children's messy play.Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.comBlogger461125tag:blogger.com,1999:blog-7096897291661942250.post-61885246005589932612024-02-10T13:52:00.000-06:002024-02-10T13:52:25.455-06:00Corn<p>Because I am often asked what materials I use in my sand and water
table, I am writing a series of posts about those materials. I started
to introduce some of those materials in posts about two of my
favorite materials: <a href="https://tomsensori.blogspot.com/2023/08/sticks.html">sticks</a> and <a href="https://tomsensori.blogspot.com/2023/07/rocks.html">rocks</a>. Last October, I wrote about one of the most elemental materials I use in the table, namely, <a href="https://tomsensori.blogspot.com/2023/10/sensory-materials-for-sand-and-water.html">water.</a> And last month, I wrote about another elemental material, namely, <a href="https://tomsensori.blogspot.com/2024/01/sand.html">sand</a>.</p><p>In this post, I write about corn, specifically feed corn. Many years ago, I found myself in the feed section of a big hardware store. I eyed a 50lb bag of feed corn and decided to try it in the sensory table.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9-NJ_HGw41nmZkBWygIHJN4quVmWWb4EOd3-bKi7f3GhGZs0RW_JT3ccM_5cWF96kNQ5dWGV5HLnQrliR_hvMzv4-hmWHrt0meoX-0fKZXlgkTDAJfj0fmZUpTGpIJup-LeIisEjNBmMknc_oJfaDKsja1V5J2EI0HRqfYPA_3L6hIpkQ_Me7d_ww-9KI/s4000/IMG_4895.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="4000" height="341" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9-NJ_HGw41nmZkBWygIHJN4quVmWWb4EOd3-bKi7f3GhGZs0RW_JT3ccM_5cWF96kNQ5dWGV5HLnQrliR_hvMzv4-hmWHrt0meoX-0fKZXlgkTDAJfj0fmZUpTGpIJup-LeIisEjNBmMknc_oJfaDKsja1V5J2EI0HRqfYPA_3L6hIpkQ_Me7d_ww-9KI/w455-h341/IMG_4895.jpeg" width="455" /></a></div><p></p><p>Children are experts at exploring the materials in the sensory table. Below, the child's exploration adds a little bit of knowledge about what is corn: how does it smell; how does it feel as she immerses her arms in the corn.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGGn9U9NfbDBUqEXCaCScZO8yiMTPDD1SgAHsNmM3gTrLRKqcem8hdJ7fqqk1EP0kqFrozHn7OGkq5eteyXoFA4oTFnHI1z9TrrQAWsMmI1lc6CuYYTXhiLidFI6tI29a7fbmisdJng_LiePePqoVt0RrWw_W5_CAIQJiLuLGpr8BpvODks4Sh9RHztSGC/s4000/IMG_4965.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="4000" height="341" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGGn9U9NfbDBUqEXCaCScZO8yiMTPDD1SgAHsNmM3gTrLRKqcem8hdJ7fqqk1EP0kqFrozHn7OGkq5eteyXoFA4oTFnHI1z9TrrQAWsMmI1lc6CuYYTXhiLidFI6tI29a7fbmisdJng_LiePePqoVt0RrWw_W5_CAIQJiLuLGpr8BpvODks4Sh9RHztSGC/w454-h341/IMG_4965.jpeg" width="454" /></a></div> <p></p><p>The corn in the sensory table is made up of many individual kernels. Leave it to a child to find a hole in which to drop individual kernels.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh67iykBCrZ9dkdA7uvLU2544VW45sUgYIjjA5nG78-be6y-Z8WPtT9U7UmM8-ifDxQ-u62vXR1mBEqOJYP0ot5amfhHyH1aLqt4WV0oUqazeD2J623ut8rKMhjCH8aALzt6vI5OzVQFKUmoCLORsen2XPZXMCbaqpaq8aRLnxmNAO-5kfXVzwDJ24-HLIn/s548/Screen%20Shot%202024-02-04%20at%2011.17.50%20AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="548" data-original-width="378" height="405" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh67iykBCrZ9dkdA7uvLU2544VW45sUgYIjjA5nG78-be6y-Z8WPtT9U7UmM8-ifDxQ-u62vXR1mBEqOJYP0ot5amfhHyH1aLqt4WV0oUqazeD2J623ut8rKMhjCH8aALzt6vI5OzVQFKUmoCLORsen2XPZXMCbaqpaq8aRLnxmNAO-5kfXVzwDJ24-HLIn/w280-h405/Screen%20Shot%202024-02-04%20at%2011.17.50%20AM.png" width="280" /> </a></div><div class="separator" style="clear: both; text-align: left;">Not only is this child exploring if the individual kernels fit in the small hole, he is also honing his fine motor skills by using a pincer grip to handle the individual kernels.</div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">Below, the children experience how the corn exits the cardboard chute. The child trying to catch the corn with the pink cup begins to understand that the corn does not exit the chute in a stream much like water or sand, but disperses helter-skelter.<br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV4Bhjc28XFiQWHGHKSmogNNFHacfxd8ZcPNgvoBNZijImIuVIEc6McSllf0vXDheCwDW6nWo39NEMLBTIOfSE2BH3nMUKjEPl-04hzMSwtth094qTXskEEVpSAEmlyfoJaEfGEc8MUdGfFDlXy_-wZjUnojUgFnBq4VTQ3qt7m76wnZgXBNdrL6XOxcO3/s1048/DCP_3719.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="951" data-original-width="1048" height="372" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV4Bhjc28XFiQWHGHKSmogNNFHacfxd8ZcPNgvoBNZijImIuVIEc6McSllf0vXDheCwDW6nWo39NEMLBTIOfSE2BH3nMUKjEPl-04hzMSwtth094qTXskEEVpSAEmlyfoJaEfGEc8MUdGfFDlXy_-wZjUnojUgFnBq4VTQ3qt7m76wnZgXBNdrL6XOxcO3/w410-h372/DCP_3719.jpeg" width="410" /> </a></div><div class="separator" style="clear: both; text-align: left;">It makes it a little harder to fill his cup, but or so much more fun. And speaking of fun, how great it must feel to enjoy a "corn rain."</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0qfASM0Tw2m7NkWIv9h4EilI-hKyzsjcTXayjplaFOSVwcpVwWVRyuZpawGaDqLYKTmJKDRjhgQdMUUqSbC4OhwMgrp9_nC9bl694rvHMJ7g0_jc41GRxZ3uUNFvzsU7HcEoXPJLiE0ECZsl8PT8HoDJm1pV9o0JdrhmUfnTefVDwaVdkvak6lZJvOaeO/s2451/IMG_0716.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2451" data-original-width="1963" height="408" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0qfASM0Tw2m7NkWIv9h4EilI-hKyzsjcTXayjplaFOSVwcpVwWVRyuZpawGaDqLYKTmJKDRjhgQdMUUqSbC4OhwMgrp9_nC9bl694rvHMJ7g0_jc41GRxZ3uUNFvzsU7HcEoXPJLiE0ECZsl8PT8HoDJm1pV9o0JdrhmUfnTefVDwaVdkvak6lZJvOaeO/w326-h408/IMG_0716.jpeg" width="326" /> </a></div><div class="separator" style="clear: both; text-align: center;"> </div><div class="separator" style="clear: both; text-align: left;">In their operations, the children are able to make a lot of good noise. In the short video below, the children are creating a total aural experience as they all dump the corn down the <a href="https://tomsensori.blogspot.com/2013/04/big-box-incline-wardrobe-box.html">big wardrobe box incline</a><br /></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='390' height='324' src='https://www.blogger.com/video.g?token=AD6v5dzW6p4y4aWSIP_QbArBmBnC-jSKz9ax5e4YIhWIsZl2Di79b82iu6HboTT8V2JwIIPrmEbxTSh_l10zk5jkDQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div> </div><div class="separator" style="clear: both; text-align: left;">Sometimes, I like to add actual corn cobs to the corn in the sensory table. It may be hard to see, but below the child is using the handle of a small measuring cup to dislodge individual kernels of the corn. <br /></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtCFV8UYDVorZdbXjHH5tM8SChWcv-gNFE1RaI-6UCF-jTKgGfrxsfaDnqZx13bVg0DWtVEm9RHrK4FCXwuHHkIGJn52B-fBvQBdx8vdZg6E9sa_DqqFe3nJrVfjq0GJW5Bz0R3M4PJ3gE_Bklm79w6FIFlv9Fn2PDp0UumtU2dF8lz7Bqcq1XeoVyuxvm/s713/Screen%20Shot%202024-02-01%20at%203.28.13%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="548" data-original-width="713" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtCFV8UYDVorZdbXjHH5tM8SChWcv-gNFE1RaI-6UCF-jTKgGfrxsfaDnqZx13bVg0DWtVEm9RHrK4FCXwuHHkIGJn52B-fBvQBdx8vdZg6E9sa_DqqFe3nJrVfjq0GJW5Bz0R3M4PJ3gE_Bklm79w6FIFlv9Fn2PDp0UumtU2dF8lz7Bqcq1XeoVyuxvm/w466-h358/Screen%20Shot%202024-02-01%20at%203.28.13%20PM.png" width="466" /></a></div>Not only is she honing her fine motor skills, she problem solves to create a tool to help her extract the kernels from the cob.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Last year I wrote about strategies I used to make changes in the sensory table. One strategy was to change the <a href="https://tomsensori.blogspot.com/2013/04/big-box-incline-wardrobe-box.html">material in the table</a>. Below the children are using a dump truck to deposit a material into a hole. The child on the left is dumping sand and the child on the right is dumping corn. <br /></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: right;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOiWueE7-TxnX3JQ3xBLZ7upsnE2M8V2Cy8-x3EL8si3YQomcSV7dXOMFGVxTWRwDzrFBHD5eABFPhTv-5I3EFHYMnZBHksQnQZyk8fjud2xuJgkgtE2_8mmHcPOmcUWyGlffzhyGbAWu5O-0fcPgB3K0GmfXRxWh4qxLjbJY1P6lwecoBoPkcJsfhYZkM/s2433/IMG_0278.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2433" data-original-width="2304" height="219" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOiWueE7-TxnX3JQ3xBLZ7upsnE2M8V2Cy8-x3EL8si3YQomcSV7dXOMFGVxTWRwDzrFBHD5eABFPhTv-5I3EFHYMnZBHksQnQZyk8fjud2xuJgkgtE2_8mmHcPOmcUWyGlffzhyGbAWu5O-0fcPgB3K0GmfXRxWh4qxLjbJY1P6lwecoBoPkcJsfhYZkM/w207-h219/IMG_0278.jpeg" width="207" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPR-izPI1jM4v2Bighq0g30u34Bwa8ESOLu7VquM_iEKp80LNI1LizfvGBrUj0rXm5Z2dPeLcwg8qspoA3LyrC0u-eLjRfGp5vbT3GMX8haNqY-LRMB3vvOYP2cjEeIomtdj741av6kHyty4gNrmOmos3OEJmCb4FR-81BOZVHI9XftLWKv6e9Tw9aBhi1/s524/Screen%20Shot%202024-02-01%20at%203.34.29%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="428" data-original-width="524" height="216" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPR-izPI1jM4v2Bighq0g30u34Bwa8ESOLu7VquM_iEKp80LNI1LizfvGBrUj0rXm5Z2dPeLcwg8qspoA3LyrC0u-eLjRfGp5vbT3GMX8haNqY-LRMB3vvOYP2cjEeIomtdj741av6kHyty4gNrmOmos3OEJmCb4FR-81BOZVHI9XftLWKv6e9Tw9aBhi1/w266-h216/Screen%20Shot%202024-02-01%20at%203.34.29%20PM.png" width="266" /></a></div></div>Even though the children are doing the same exact operation, they are learning about the properties of each material. That includes things like the difference in sound, weight and smell. It is not that the children set out to find the differences. Rather, their actions with the different materials add to an embedded knowledge about those differences. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"> Up next: wood pellets.<br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><br /> <a href="https://tomsensori.blogspot.com/2013/04/big-box-incline-wardrobe-box.html"><br /></a></div><div class="separator" style="clear: both; text-align: left;"></div><div class="separator" style="clear: both; text-align: left;"></div><div class="separator" style="clear: both; text-align: left;"></div><div class="separator" style="clear: both; text-align: left;"></div><div class="separator" style="clear: both; text-align: left;"><br /> </div><br /><div class="separator" style="clear: both; text-align: left;"><br /></div><br /> </div><div class="separator" style="clear: both; text-align: left;"><br /></div><br /><div class="separator" style="clear: both; text-align: left;"><br /></div><p></p><p><br /></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-67910132889537761162024-01-14T12:10:00.000-06:002024-01-14T12:10:11.637-06:00Sand<p>Because I am often asked what materials I use in my sand and water
table, I am writing a series of posts about those materials. I started to introduce some of those materials in my recent posts about two of my favorite materials: <a href="https://tomsensori.blogspot.com/2023/08/sticks.html">sticks</a> and <a href="https://tomsensori.blogspot.com/2023/07/rocks.html">rocks</a>. Last October, I wrote about one of the most elemental materials I use in the table, namely, <a href="https://tomsensori.blogspot.com/2023/10/sensory-materials-for-sand-and-water.html">water. </a><br /></p><p>In this post, I will write about another elemental material, namely, sand. Like water, sand can take different forms. </p><p>First of all, there is generic play sand. I always get my sand from a big box hardware store in bags that is labeled "play sand."<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4AN_SRbN2zRMVtVLw9NZp4-Jqm6zBCR2_Y53EhHssLufW7gIndPBO9EbdLH_9sPp4iwajyOxeqHs8_BTKdtVIfHMBbgVvuHqCAgDKmcHUPKZU03Q9fUP3DJn8eMsXLVIpjurwamNj5vZUH_hQWvpuy3U02_qjcAwZnW2BdOFdvbYRDUbZ55P9hHkqy4rA/s2433/IMG_0278.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2433" data-original-width="2304" height="408" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4AN_SRbN2zRMVtVLw9NZp4-Jqm6zBCR2_Y53EhHssLufW7gIndPBO9EbdLH_9sPp4iwajyOxeqHs8_BTKdtVIfHMBbgVvuHqCAgDKmcHUPKZU03Q9fUP3DJn8eMsXLVIpjurwamNj5vZUH_hQWvpuy3U02_qjcAwZnW2BdOFdvbYRDUbZ55P9hHkqy4rA/w386-h408/IMG_0278.jpeg" width="386" /> </a></div><div class="separator" style="clear: both; text-align: left;">Never underestimate the power of plain old sand to foster all types of play from scooping, pouring, filling and dumping. The one aspect of generic sand that I do not appreciate is that it tends to be dusty, especially when children pour it even from a small height. To counteract the dust, I use a spray bottle to slightly spray the sand with water. When I change the material in the table, I always make sure the sand is completely dry when I store it in a bucket because wet sand gets musty.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I appreciate different kinds of sands so I was excited one when one year I found a white play sand. The beauty of this sand is that it is dustless so I do not have to spray it with water. An added plus with this sand is that it was very fine and soft. <br /></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmeXMHWu_njFsjNHDvgnNutPBvxGLcp00aKKOaa_p-qqhZYK8yG0osR6VoA5nE4KgOfmn1gQ9mTz2nytm1UZgo4hSIZdXlpWFNm1iuocnm3I0Fmix3R7s4IL_SW15HpQit4fOwWSsutdAZyjARONedvAZPasNzg0NZFeOqBF77m6-0uxffqR2eypchi5gV/s5152/IMG_6102.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3864" data-original-width="5152" height="335" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmeXMHWu_njFsjNHDvgnNutPBvxGLcp00aKKOaa_p-qqhZYK8yG0osR6VoA5nE4KgOfmn1gQ9mTz2nytm1UZgo4hSIZdXlpWFNm1iuocnm3I0Fmix3R7s4IL_SW15HpQit4fOwWSsutdAZyjARONedvAZPasNzg0NZFeOqBF77m6-0uxffqR2eypchi5gV/w447-h335/IMG_6102.jpeg" width="447" /> </a> <br /></div><div class="separator" style="clear: both; text-align: left;">Children in the picture above are pouring sand over a pegboard platform. Even though the sand is dropping a couple of levels, there is no dust.<br /></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">Another feature that enhances the children's play with the sand is that it is so white. In the picture below, one child pretends it is snow and explains to the other child how a blizzard buried all the vehicles. (You have to understand that I write this blog from Minnesota where we can have snow on the ground for up to six months.)<br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW35eOe_9D1ZB2anNa_cOehpnxUzazp8uWzQ9h40WX4UtLwrylwZGN2sB3uzk8oowMu_guyXVrQY0w3g9siQREr2gqYsOS7hnxDnw7_slsGQ_jXFJLRSi_58yL34hGilbDL4Oy6Tz7224ra2-ziBKJ3H0lAfmsctPTGHC-DT2goKsxku6_vYtkue70j22v/s3656/IMG_0089.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3656" data-original-width="2859" height="387" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW35eOe_9D1ZB2anNa_cOehpnxUzazp8uWzQ9h40WX4UtLwrylwZGN2sB3uzk8oowMu_guyXVrQY0w3g9siQREr2gqYsOS7hnxDnw7_slsGQ_jXFJLRSi_58yL34hGilbDL4Oy6Tz7224ra2-ziBKJ3H0lAfmsctPTGHC-DT2goKsxku6_vYtkue70j22v/w303-h387/IMG_0089.jpeg" width="303" /></a></div></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">One year, I found a beige sand that has many of the same properties as the white sand. It is very fine, dustless and quite soft to the touch.</div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP4GY_h0ZWUSEv1N6Pm6pY_wm_oLW3vyBXEOH9Gji_xPZuzVMhB85RWW5hi5jtwfVF5i_8k-VADV8T_nJ1TIL6hPfzYOrmUKy_2T-YyzkZXvspy4nybdmo38MEyJ7bOe2Fj85HVJK1Fl2mJZcUQDGGm76r96vVvMioSL0sS2q9kjG80R-f6MAlhEZ7_jzT/s4608/IMG_2021.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4608" data-original-width="3456" height="504" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP4GY_h0ZWUSEv1N6Pm6pY_wm_oLW3vyBXEOH9Gji_xPZuzVMhB85RWW5hi5jtwfVF5i_8k-VADV8T_nJ1TIL6hPfzYOrmUKy_2T-YyzkZXvspy4nybdmo38MEyJ7bOe2Fj85HVJK1Fl2mJZcUQDGGm76r96vVvMioSL0sS2q9kjG80R-f6MAlhEZ7_jzT/w379-h504/IMG_2021.jpeg" width="379" /></a></div></div><p>There are other fine sands at hardware stores that are often used for sandblasting, but avoid them because they have what are called free silicates. Free silicates are bad for the lungs. In fact, avoid any sand that contains them.</p><p>Another type of sand that is in my inventory is Moon Sand. Moon Sand is not a sand that is pourable. Instead it is moldable, which is great for making things like cakes. <br /></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH5miTKeYxoArnFrKQNUhdDpatfBRgr611Hn9544ZuTi0J-qclm4nqyUNBs-mJ5L_7wSQY93li_-h-zHt_aFH0jdKwRoH7DU-ZPputusHOlSpxkzCRETqptLBC1Y2pChtnAaDO6ftkNuofeBlyh9lZnI5m54cqpvW-5w15_YlTyJibaPDXcfibDl5cRdeh/s3946/IMG_8790.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3946" data-original-width="3108" height="405" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH5miTKeYxoArnFrKQNUhdDpatfBRgr611Hn9544ZuTi0J-qclm4nqyUNBs-mJ5L_7wSQY93li_-h-zHt_aFH0jdKwRoH7DU-ZPputusHOlSpxkzCRETqptLBC1Y2pChtnAaDO6ftkNuofeBlyh9lZnI5m54cqpvW-5w15_YlTyJibaPDXcfibDl5cRdeh/w319-h405/IMG_8790.jpeg" width="319" /> </a></div><div class="separator" style="clear: both; text-align: left;">Notice that the two trays make it possible to display the cakes above the bottom of the sensory table.</div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">Since Moon Sand sticks together and can form a solid shape or block, the children can use real tools to cut it. Below, four children have filled the wooden tray completely with Moon Sand and are all using different size putty knives to cut and jab the block of Moon Sand. Serious work requires serious tools.<br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixgllM4Clkkj3nPJEsdPi7UT9mq1ZA-EB3QD2Z3WJn49KyMFYdcb5Q7QQw0n2_9KgVnlYdra1x9WKb39P0SaKiT9TVu4OzwvwTg36jNlBGjnxiVV2s_DgMWZJ5JbCm0ZNZ2I2eEOM1EUSr6MwQdtuz-IpRZugDdx74pEFO_wp6Qqr1xlVp5kWE1OrnegGY/s888/Screen%20Shot%202023-11-07%20at%201.10.29%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="635" data-original-width="888" height="331" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixgllM4Clkkj3nPJEsdPi7UT9mq1ZA-EB3QD2Z3WJn49KyMFYdcb5Q7QQw0n2_9KgVnlYdra1x9WKb39P0SaKiT9TVu4OzwvwTg36jNlBGjnxiVV2s_DgMWZJ5JbCm0ZNZ2I2eEOM1EUSr6MwQdtuz-IpRZugDdx74pEFO_wp6Qqr1xlVp5kWE1OrnegGY/w463-h331/Screen%20Shot%202023-11-07%20at%201.10.29%20PM.png" width="463" /></a></div>I know there are recipes for making your own Moon Sand. I have never tried to make it. I always ordered a commercial version. By the way, there are other kinds of specialty sand such as kinetic or slimy sand, but I never tried them. They do look interesting.<br /></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">I saved my favorite sand until last. It is called <a href="https://www.jurassicsand.com/">Jurassic Sand</a>. It's color is striking while being dust free, dye free, chemical free and millions of years old to boot. It is also expensive; I always joke with the parents that it is so expensive because it is "antique" sand. <br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiregk3zxtR5YzCfb3iFicwCMiT7SbsmrAtMV51CFkuIUGv_fORmOTiXvVfGewVbu9fZjLe41D1scODuiUtpYYT8czfWZiCVb0fDscHM3NTAKFrb0KNe3lpk-PDCM3UQEARfQ-8qsI0ndYjZeGSvcKPHVViIOyWJuVR9dq6lm8hyphenhyphenFO5XYGqKC5U5GDHr13S/s5152/IMG_4454.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="5152" data-original-width="3864" height="451" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiregk3zxtR5YzCfb3iFicwCMiT7SbsmrAtMV51CFkuIUGv_fORmOTiXvVfGewVbu9fZjLe41D1scODuiUtpYYT8czfWZiCVb0fDscHM3NTAKFrb0KNe3lpk-PDCM3UQEARfQ-8qsI0ndYjZeGSvcKPHVViIOyWJuVR9dq6lm8hyphenhyphenFO5XYGqKC5U5GDHr13S/w338-h451/IMG_4454.jpeg" width="338" /></a></div></div><div class="separator" style="clear: both; text-align: left;">Over the years, I have kept adding to my stash of Jurassic Sand until I now have enough for two tables which is over two hundred dollars worth, but worth every penny.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Since it is Jurassic Sand, I often times I like to include little dinosaurs to enrich the children's play.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglsWFjosVHZobwl7ybD1UsyNcrX4m1_Nt7eEouuBrVxcCDILQRjxdM46_cY5gCSAzgLfyEnmI5vqp2pEE02ufmj3Tqe0wtXvtlqQn85_JKRiE3p0RC8YxyMChILKaz3WZvVWJQ3uNtvsLHIWsgp7tMXBNFI0yeUcnlpvqkoau88A3NeIVMP2dzy-cMg817/s1800/DCP_3904%202.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1800" data-original-width="1200" height="509" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglsWFjosVHZobwl7ybD1UsyNcrX4m1_Nt7eEouuBrVxcCDILQRjxdM46_cY5gCSAzgLfyEnmI5vqp2pEE02ufmj3Tqe0wtXvtlqQn85_JKRiE3p0RC8YxyMChILKaz3WZvVWJQ3uNtvsLHIWsgp7tMXBNFI0yeUcnlpvqkoau88A3NeIVMP2dzy-cMg817/w339-h509/DCP_3904%202.jpeg" width="339" /></a></div><p></p><p>When people asked me if I ever mix sand and water my answer has always been: no! That was true until the spring of 2016 right before I retired from the classroom. The reason why I changed my mind was because of another feature of Jurassic Sand: it is washable. If you want to read more about why and what happened when I mixed water with Jurassic Sand, you can find the answers in the following post entitled <a href="https://tomsensori.blogspot.com/2016/06/i-dare-you.html">I dare you</a>.</p><p>If you have been following this thread about what I put in the sensory table you may be getting the idea that I like materials from nature. You would not be mistaken. So what is up next? Stay tuned!<br /></p><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"> </div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: center;"> <br /></div><br /> <p></p><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"> </div><p></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-64559045719942940012023-10-03T10:27:00.002-05:002023-10-03T10:29:31.082-05:00Sensory materials for the sand and water table.<div><div><p>Because I am often asked what materials I used in my sand and water table, I will write a series of posts about those materials. In a way, I have already started to introduce some of those materials in my most recent posts about two of my favorite materials: <a href="https://tomsensori.blogspot.com/2023/08/sticks.html">sticks</a> and <a href="https://tomsensori.blogspot.com/2023/07/rocks.html">rocks. </a><br /></p><p>Let me backtrack with a post about one of the most elemental materials for the sensory table, namely water. However, when I think of water, I think about how varied that material can be.</p><p>First of all, there is just plain old water that one gets from the faucet. It was never enough for me to just have water and cups and bottles for pouring and filling. I always felt that children would tire of that setup rather quickly. Instead, I would add a construction to the sensory table to invite children to explore the properties of water. For instance, one of the most dynamic apparatus was a large PVC pipe with funnels that was oriented on a slant so when the children poured water into a funnel, the water would exit the end of the pipe into a tub next to the table.<br /></p><p></p><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC78LY0OR_GQZCt7xS_h8rH00X50AXpT9vj-o9grPoFTl0QHsfMG1PaguzgWFBDd26bOYh8eNADbShZYiIYqM5q_sodQpEWeumcPRMQ8Z9BAByvX2n1Fko5xUjF_3q333cqbr360zvEIej3EY8ejmHqZRbd1w5_WHPVXJASG5csoW77knCmHPJonIJSy64/s488/Screen%20Shot%202023-09-27%20at%2010.24.18%20AM.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="418" data-original-width="488" height="221" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC78LY0OR_GQZCt7xS_h8rH00X50AXpT9vj-o9grPoFTl0QHsfMG1PaguzgWFBDd26bOYh8eNADbShZYiIYqM5q_sodQpEWeumcPRMQ8Z9BAByvX2n1Fko5xUjF_3q333cqbr360zvEIej3EY8ejmHqZRbd1w5_WHPVXJASG5csoW77knCmHPJonIJSy64/w258-h221/Screen%20Shot%202023-09-27%20at%2010.24.18%20AM.png" width="258" /></a></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf_ezLYM7DlyjiFpsw3-pStJylwYwGlQdE3xecBeOP3paH5xBwVSlb_1Segdz-m66P7upWLmdXVpAhnJrckouKb_t9zRySUWNHlC2oF3rl3ogT1HOH96V5iaGQ95TsFf-wkjXyIslv79PEckPY-IVbN1QARYMh2EiABzQObBtUsIVzp6VO_VfrBpiROqMV/s591/Screen%20Shot%202023-09-18%20at%2010.52.06%20AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="591" data-original-width="572" height="229" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf_ezLYM7DlyjiFpsw3-pStJylwYwGlQdE3xecBeOP3paH5xBwVSlb_1Segdz-m66P7upWLmdXVpAhnJrckouKb_t9zRySUWNHlC2oF3rl3ogT1HOH96V5iaGQ95TsFf-wkjXyIslv79PEckPY-IVbN1QARYMh2EiABzQObBtUsIVzp6VO_VfrBpiROqMV/w222-h229/Screen%20Shot%202023-09-18%20at%2010.52.06%20AM.png" width="222" /></a><br /></div><p>That may sound simple, but there were some serious physics going on there. Namely, the lateral force of water poured into the pipe through the funnel carried buoyant objects out the pipe. Of course, the children did not have words for their physics experiments, but never the less, they were gaining important knowledge about the properties of water. Back in 2011, I wrote a post about more ways children discovered some of the properties of water, specifically water pressure and <a href="https://tomsensori.blogspot.com/2011/06/large-tube-with-funnels-hydraulics.html">hydraulics</a>. </p><p>To offer the children a little different experience with water, I sometimes used liquid water color to color the water. This was especially useful for the children to tract the flow of water though clear plastic tubing. <br /></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTOG3UHsrZ9KfA6eawtRNpjogoIPg-jzcihC_qQ20gmct3JwL6mO91JBwo2pxP5BtXUvRT1ZfjoH19bD4VS5sRWtDotKl335uoyU5q6XQW2uajpduxBnPK6tXZabbjasF5RWCYWvf-wb5uMx5EldTR4O-3SwrT0A-Hzlknhy2PRfijS-XLy2p0whQTJp3S/s1007/Screen%20Shot%202023-09-18%20at%2010.45.55%20AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="565" data-original-width="1007" height="249" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTOG3UHsrZ9KfA6eawtRNpjogoIPg-jzcihC_qQ20gmct3JwL6mO91JBwo2pxP5BtXUvRT1ZfjoH19bD4VS5sRWtDotKl335uoyU5q6XQW2uajpduxBnPK6tXZabbjasF5RWCYWvf-wb5uMx5EldTR4O-3SwrT0A-Hzlknhy2PRfijS-XLy2p0whQTJp3S/w443-h249/Screen%20Shot%202023-09-18%20at%2010.45.55%20AM.png" width="443" /></a></div></div><p></p><p>I wrote a post back in 2015 about the different tracking strategies the children used to track the the water through the tubes <a href="https://tomsensori.blogspot.com/2015/06/funnels-and-clear-plastic-tubing-2015.html"> here</a>. And wouldn't you know it, there was even a little bit about hydraulics again.</p><p>To offer children yet a different experience with water, I often added a little dish soap to the water. That made it possible for the children to create suds. Below, when the child poured water into the tray, the water dropping through the holes in the tray agitated the soap and water to produce suds. <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs2KJTUX9gzCjUfsrdRhL5tuL8fsC7GfX0QE65CmV5u_77tNUMYslZbayV6bJD1hfBNjuxCajVq514iT3DquqEzD2n9MR5tcyaLfpmf5xo4gGuvvLoVLDdJL7ukr7uK2R0B2OKVMbEahSOJ1f7N-aXf0Frz9cEwImMjwMCujj40N97TxUlXmZb_3JPVCUL/s4078/IMG_6652.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4078" data-original-width="3123" height="379" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs2KJTUX9gzCjUfsrdRhL5tuL8fsC7GfX0QE65CmV5u_77tNUMYslZbayV6bJD1hfBNjuxCajVq514iT3DquqEzD2n9MR5tcyaLfpmf5xo4gGuvvLoVLDdJL7ukr7uK2R0B2OKVMbEahSOJ1f7N-aXf0Frz9cEwImMjwMCujj40N97TxUlXmZb_3JPVCUL/w290-h379/IMG_6652.jpeg" width="290" /></a></div><p></p><p>Suds was a fantastic material. One of the properties that the children discovered was that suds adhered to a lot things, like the hands and face.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaQjiTaIyMJfhy_tyOQegVc2rkMJHtLiz6dBGQBg0Mn9ifzWqhUfcO-8TUnagjs26oJ7syM4gPApoLQt2XNZq9JnUfKbHkxO8jkgwMxt5JtffCTjnJ9g1W4Gf1mPWdVEtyZfhdkAcT9IEAcQHMK-bJNne4_H7HEqNyyOXykBiD51ipGSBTE-wk2jRl4_Fk/s3369/IMG_3826.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3369" data-original-width="3029" height="362" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaQjiTaIyMJfhy_tyOQegVc2rkMJHtLiz6dBGQBg0Mn9ifzWqhUfcO-8TUnagjs26oJ7syM4gPApoLQt2XNZq9JnUfKbHkxO8jkgwMxt5JtffCTjnJ9g1W4Gf1mPWdVEtyZfhdkAcT9IEAcQHMK-bJNne4_H7HEqNyyOXykBiD51ipGSBTE-wk2jRl4_Fk/w326-h362/IMG_3826.jpeg" width="326" /></a></div><br /><p>Suds mixed with paint offered a unique experience for the children to mix colors, paint objects---including themselves---and generally make a beautiful mess. <br /></p><div class="separator" style="clear: both; text-align: right;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPFEm0Nt9LoH6B4LRtecvKnvXUumBq1qhEBU-VW_1vcQwKlR3t-ZQ0KfqI2CxZaoQOSSoKC_DV9pyv58iFW63iUK9RWFk6uNvTAzVOX1IA_CKLT4kwRLxRln0dLyjnqqYcMH7a9pUeTHaExHUt8lWZ3PVvXl5pSyxjrneCTG-7mqCvHF0Z6sCnKu7en4z5/s1022/DCP_1185.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="929" data-original-width="1022" height="184" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPFEm0Nt9LoH6B4LRtecvKnvXUumBq1qhEBU-VW_1vcQwKlR3t-ZQ0KfqI2CxZaoQOSSoKC_DV9pyv58iFW63iUK9RWFk6uNvTAzVOX1IA_CKLT4kwRLxRln0dLyjnqqYcMH7a9pUeTHaExHUt8lWZ3PVvXl5pSyxjrneCTG-7mqCvHF0Z6sCnKu7en4z5/w202-h184/DCP_1185.jpeg" width="202" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDKpQKc6DLDgaBPLQNqhHcfpV_QA7_feyoDE5MIHBEsYMS7f43f3bMM5ZE0Z-FAtEaPNAIqqEvKnJpUpiCToMeccGRTbDl9MPTufT1BPYFMQE4X2vaRGmMHBoeqrmEcBSN-dTr-K1MsWzP6GHb0K7y7sIDGzGkrnfxBwgitcBuIOsauawkjXpdkxaNl2h3/s1860/IMG_3838.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1513" data-original-width="1860" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDKpQKc6DLDgaBPLQNqhHcfpV_QA7_feyoDE5MIHBEsYMS7f43f3bMM5ZE0Z-FAtEaPNAIqqEvKnJpUpiCToMeccGRTbDl9MPTufT1BPYFMQE4X2vaRGmMHBoeqrmEcBSN-dTr-K1MsWzP6GHb0K7y7sIDGzGkrnfxBwgitcBuIOsauawkjXpdkxaNl2h3/w275-h223/IMG_3838.jpeg" width="275" /></a></div></div></div><div style="text-align: right;"><br /></div></div><p>I live in Minnesota. That means water often took on a different state in the winter, namely snow. A few times each winter I would bring the snow into the sensory table for the children to explore. Because the snow was inside, the children could experience the snow without heavy coats and mittens. Instead, they got up close and personal by handling the snow with their bare hands. <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhR_EJBo9LVLDmCfxmxOe3XYoFye1-a3fclz3ZT40Sdox_zNLzDEhd44PBF5pQ6mwHBhg5WcACquu2m8NxM-UecxHTNo6DCF7rh718U_s9wHO98tDFa1OU1fecb432-JEofdz6g_RUrUglz8nYoi8ns0djCbJsRWIgTZUeI3cqmB3xi6DlyRJoZfDeYgFzk/s4608/IMG_1659.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4608" data-original-width="3456" height="335" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhR_EJBo9LVLDmCfxmxOe3XYoFye1-a3fclz3ZT40Sdox_zNLzDEhd44PBF5pQ6mwHBhg5WcACquu2m8NxM-UecxHTNo6DCF7rh718U_s9wHO98tDFa1OU1fecb432-JEofdz6g_RUrUglz8nYoi8ns0djCbJsRWIgTZUeI3cqmB3xi6DlyRJoZfDeYgFzk/w251-h335/IMG_1659.jpeg" width="251" /></a> <br /></div><p style="text-align: left;">Snow was also a great medium on which to paint because it offered the children a bright white canvas. (Notice how the simple tray spanning the width of the table held the children's painted snow creations above the table of snow and even showcased those very creations.)<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_R8Dxe2LI59XGhr5SHr-JBa0l-LD9jK1Vx82bs1YySAo58TFTsayCIiAbnh_vTE932ocwNFehN_1jnAPxevkaAiWCvGNB3YJVRncpG-4twQV3m8SaFGzehWF97hgbprMbFFFR5-4yMXlgUagEmz0EkW7oOu34jV5pmBmJCJIc7tdb8f2EUw_rOmsodFag/s2818/IMG_2787.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2699" data-original-width="2818" height="371" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_R8Dxe2LI59XGhr5SHr-JBa0l-LD9jK1Vx82bs1YySAo58TFTsayCIiAbnh_vTE932ocwNFehN_1jnAPxevkaAiWCvGNB3YJVRncpG-4twQV3m8SaFGzehWF97hgbprMbFFFR5-4yMXlgUagEmz0EkW7oOu34jV5pmBmJCJIc7tdb8f2EUw_rOmsodFag/w388-h371/IMG_2787.jpeg" width="388" /></a></div><p></p><p>There was one more state of water that the children got to experience at my sensory table, namely ice. Again, this was usually a material that I set out in the winter. The usual invitation to explore the ice took the form of freezing things in ice and offering tools to the children to extract those things frozen in ice.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxj6MMSb0uSilAWkIWhV1bahALyDjJ_gZ3VayhIhRj0Kw2HhODhrkV4R1aMB31gwnXuSwaf5tp7RGMuknwXaSVkt3Ytb4S2JjT7KonLeK3acheaYmDemfwVM2_2p-R39US9rv3bYp-kJwi2zVQf5CK7ZQcCxWCF2gzJMyh_CtfFbl9BkcmVdbm5wUc7SSm/s927/Screen%20Shot%202023-09-18%20at%2011.05.37%20AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="569" data-original-width="927" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxj6MMSb0uSilAWkIWhV1bahALyDjJ_gZ3VayhIhRj0Kw2HhODhrkV4R1aMB31gwnXuSwaf5tp7RGMuknwXaSVkt3Ytb4S2JjT7KonLeK3acheaYmDemfwVM2_2p-R39US9rv3bYp-kJwi2zVQf5CK7ZQcCxWCF2gzJMyh_CtfFbl9BkcmVdbm5wUc7SSm/w477-h292/Screen%20Shot%202023-09-18%20at%2011.05.37%20AM.png" width="477" /></a></div><p>Water in the water table was so much more for me than cups for pouring and filling bottles and and other containers. It was observing the children experiencing the different states of water with many different setups. Those setups <b>exponentially</b> increased children's exploration of water and its properties. </p><p>This post has only scratched the surface of the rich possibilities for children experimenting with water in different states and with different setups. </p><p>Next up: sand. <br /></p><p> <br /></p><p><br /></p><p><br /></p><p><br /></p><div style="text-align: right;"><br /></div><br /><div><div><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p></p><p></p><p></p><p></p><p></p><p><br /> </p><p></p><p></p><p></p><p></p><p></p><p><br /> <br /></p><p></p></div></div>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com2tag:blogger.com,1999:blog-7096897291661942250.post-49470929210626088622023-08-22T16:18:00.001-05:002023-08-22T16:32:37.915-05:00Sticks<p>A couple weeks ago, I wrote a post singing the praises of offering rocks for children's play and exploration at the sensory table. You can find the link <a href="https://tomsensori.blogspot.com/2023/07/rocks.html">here</a>. Now let me sing the praises of offering sticks for children's play and exploration at the sensory table.</p><p>For me, the term sticks was a very broad category. It included such things as bark, driftwood and sticks of various sizes, shapes, lengths and texture.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq9QD6A2Q4RWGwIqSSjXF0PWY_G5FLqs6jlmrntQ_sAo_ZHOUUNA4AVdjBPqZjrxlPqMerqNNoKgkLYohycidlXlpPoron67iA0gMpv2TvUPob0Wj57xTXWs2dnEH2_ytsDQ2lzOghtCTlFC4GCPG3HBSZJTf0b3lyKM1Rjkj19tc07TnE9RQeoS94IhVV/s4000/IMG_3763.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="4000" height="368" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq9QD6A2Q4RWGwIqSSjXF0PWY_G5FLqs6jlmrntQ_sAo_ZHOUUNA4AVdjBPqZjrxlPqMerqNNoKgkLYohycidlXlpPoron67iA0gMpv2TvUPob0Wj57xTXWs2dnEH2_ytsDQ2lzOghtCTlFC4GCPG3HBSZJTf0b3lyKM1Rjkj19tc07TnE9RQeoS94IhVV/w490-h368/IMG_3763.jpeg" width="490" /></a> </div><div class="separator" style="clear: both; text-align: left;">This display was just one example of items the children could choose from for their play in the sensory table. This was more than a science table display; it was an invitation for the children to interact with these natural elements in their never ending quest to create.</div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">This child balanced sticks over a bowl and then poured sand through the creation. Was this child recreating a camp fire? <br /></div><p></p><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeg_6t-iqzMClhOzkop9eLQG8nS4aeddFyPljQRuKxSaHxF0bhpb32vWh0mrFPTIJ3dGeEuACFOe0bcv8ql0lsdtuggERc6RDQmCNOsSO9tP4Se3NPG-cUj_SLFnkjXTTDijKnJL5Afl49RObgHQRYKG8Bi7Nx8H-0mHOPUS8-BIUL6iPHpC1JCl9PXI-j/s3462/IMG_7688.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2369" data-original-width="3462" height="379" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeg_6t-iqzMClhOzkop9eLQG8nS4aeddFyPljQRuKxSaHxF0bhpb32vWh0mrFPTIJ3dGeEuACFOe0bcv8ql0lsdtuggERc6RDQmCNOsSO9tP4Se3NPG-cUj_SLFnkjXTTDijKnJL5Afl49RObgHQRYKG8Bi7Nx8H-0mHOPUS8-BIUL6iPHpC1JCl9PXI-j/w554-h379/IMG_7688.jpeg" width="554" /></a> </div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">This child got real creative by inserting a crooked stick into the hole of a tree knot to create a microphone. <br /></div><p></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio_xCVHyvcUM85A-P46sHmjjUFXipgNvTiQ4Xd-GOo7-E8KJINkK2JCdku_1Amt8-t0PoPJWujk5I6dVe-SquiSpcNqaD-RpyFrjdQEWq8iXd-RpO7YDnV7_g9KBk0CLtoBtZEJ3DSYcjMJiG0q3-UznLmpt_6Ra-5Iu21b6Fjy6ZgH8q7UL5mwsTINd8s/s2297/IMG_2432.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2297" data-original-width="1545" height="513" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio_xCVHyvcUM85A-P46sHmjjUFXipgNvTiQ4Xd-GOo7-E8KJINkK2JCdku_1Amt8-t0PoPJWujk5I6dVe-SquiSpcNqaD-RpyFrjdQEWq8iXd-RpO7YDnV7_g9KBk0CLtoBtZEJ3DSYcjMJiG0q3-UznLmpt_6Ra-5Iu21b6Fjy6ZgH8q7UL5mwsTINd8s/w345-h513/IMG_2432.jpeg" width="345" /> </a></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">This child found a good size piece of bark to fashion it into a ramp for
testing how rocks slid down. That might sound simple, but in essence
the child created a tool for her exploration.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVEtP1F_nYI1bixzrM9PqMwj6knxWhKdB409NiapfF6ZUm-xlR6cIXcMToEhUaHNV3zBuosqAwl5B_DRDr4HZ15y28XxmLHlR7qFintFnNjJlcoWvGc8mcELpL1ybe3Zt8-VC7exXwIwGdUoW_Rn1hvU6rQMaw5pqT-szWUhvtz5UC8ve_tEhrgzQ_oY46/s3065/IMG_2431.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3065" data-original-width="1529" height="612" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVEtP1F_nYI1bixzrM9PqMwj6knxWhKdB409NiapfF6ZUm-xlR6cIXcMToEhUaHNV3zBuosqAwl5B_DRDr4HZ15y28XxmLHlR7qFintFnNjJlcoWvGc8mcELpL1ybe3Zt8-VC7exXwIwGdUoW_Rn1hvU6rQMaw5pqT-szWUhvtz5UC8ve_tEhrgzQ_oY46/w306-h612/IMG_2431.jpeg" width="306" /></a> </div><p></p><p></p><p></p><p>Once I knew the children in my room and trusted them to use sticks more constructively than not, I introduced long sticks that I had collected on one of river walks along the Mississippi River.</p><p>These children decided to build "bridges" across the width of the
table. They then created a game in which they would place a bug on one
of the sticks and then shake the stick so the bug would drop into the
table. (Believe it or not, there was absolutely no sword fighting with
these sticks!)</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDSiKJn3sQ57SuEj4drF0E51nTOVVmErh-rgxMyZQ3RCacnLY9wjT1taLaDaN4gOcSe2J-Ur86vzPAHirlmZowXCSxuL_q8V_Ot7MLSpm7W8B1Cp7GpTXtxc3NK_-sDm_IoKyZfTQHpUKWns4XuuIWvODEYksMxXV-RXUZU-SN5XOlKukdvqjH-lv-Gp1N/s744/Screen%20Shot%202023-08-19%20at%204.16.47%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="602" data-original-width="744" height="259" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDSiKJn3sQ57SuEj4drF0E51nTOVVmErh-rgxMyZQ3RCacnLY9wjT1taLaDaN4gOcSe2J-Ur86vzPAHirlmZowXCSxuL_q8V_Ot7MLSpm7W8B1Cp7GpTXtxc3NK_-sDm_IoKyZfTQHpUKWns4XuuIWvODEYksMxXV-RXUZU-SN5XOlKukdvqjH-lv-Gp1N/s320/Screen%20Shot%202023-08-19%20at%204.16.47%20PM.png" width="320" /></a></div> <p></p><p>I did say I had a broad definition of sticks. In fact some of the sticks I offered the children were branches.</p><p>This child decided to take out all the branches from the sensory table
and stack them on the floor. I really felt like he was "working." In
any case, it fulfilled a need to transport coupled with the physical
challenge of moving large pieces of wood. </p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtjOdrB_JyWuV6Qhs6aFysRvtyJ3q89TQBhfa-47dh9NA0Ugtqpc7rWPoVkY8kkhMyLy5bNnIFje6xb1KbZ1ans9E9C5NrFOFaosTcWGHZtlByIkAQ4r_FY7EdS1uILbJYdfAqnrE1Y8YssinjEQQ6sZvo7G25-I7oxAU6OH12XRJOizI7HytQSUJ0QdaX/s3864/IMG_7380.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3256" data-original-width="3864" height="405" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtjOdrB_JyWuV6Qhs6aFysRvtyJ3q89TQBhfa-47dh9NA0Ugtqpc7rWPoVkY8kkhMyLy5bNnIFje6xb1KbZ1ans9E9C5NrFOFaosTcWGHZtlByIkAQ4r_FY7EdS1uILbJYdfAqnrE1Y8YssinjEQQ6sZvo7G25-I7oxAU6OH12XRJOizI7HytQSUJ0QdaX/w480-h405/IMG_7380.jpeg" width="480" /></a></div></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">Again, I pushed the bounds of what constituted a stick by putting a stump and a tree trunk in the sensory table for the children to explore.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Speaking of transporting and physical challenges that children create
for themselves, this child decided to move the trunk of the tree to roll
it onto the stump.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9Xe0A7GWrSxsxjhpUeFX2uTriqUn6Z_Ktz-vhwBT1fyMPQXOpDl9ixoxzr7b56l5VKZZb7O5BuO18tTF2DO7zH0CL3u6ISUtX39lM_sfwjZ7BUangBI0MPsL64Z_0cz_xDXfvmbp0n5elOF5ahqHf3HRtHcq0AeyKdaaQcpZKXDdRK6lEw5ExP_apLu-g/s827/Screen%20Shot%202023-08-18%20at%2010.49.18%20AM.png" style="margin-left: 1em; margin-right: 1em;"> <img border="0" data-original-height="529" data-original-width="827" height="353" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9Xe0A7GWrSxsxjhpUeFX2uTriqUn6Z_Ktz-vhwBT1fyMPQXOpDl9ixoxzr7b56l5VKZZb7O5BuO18tTF2DO7zH0CL3u6ISUtX39lM_sfwjZ7BUangBI0MPsL64Z_0cz_xDXfvmbp0n5elOF5ahqHf3HRtHcq0AeyKdaaQcpZKXDdRK6lEw5ExP_apLu-g/w551-h353/Screen%20Shot%202023-08-18%20at%2010.49.18%20AM.png" width="551" /></a></div><p></p><p>If you want to read more about how I introduced sticks in the classroom and how the children made sense of those natural elements, check out <a href="https://tomsensori.blogspot.com/2017/03/sticks.html">this post</a> and <a href="https://tomsensori.blogspot.com/2017/03/sticks-continued.html">this post. </a><br /></p><p>I knew that sticks were important for children. Any time I would take a walk with children or my grandchildren, they would inevitably pick up sticks. Since they were important for children, I made a point of bringing them inside creating a context in which the children found constructive ways to use them.<br /></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com1tag:blogger.com,1999:blog-7096897291661942250.post-17227761580710712742023-07-30T11:57:00.000-05:002023-07-30T11:57:57.673-05:00Rocks<p>Rocks were one of my favorite things to put in the sensory table. One reason was: I liked to bring natural elements into the classroom. Another reason was: rocks in my collection came in all shapes, sizes and colors. For example, some were porous; some were rough; some were smooth; some were heavy; some were surprisingly light; some were speckled; some had stripes. And another reason was: as a child, I just liked rocks. I would hunt for agates and, every chance I got, I would skip rocks across the water. (I still like rocks and skip them any time I get a chance.) <br /></p><p>Here was an example of a variety of rocks that I exhibited on a table next to the sensory table. The rocks were there to explore and transport into the sensory table. <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFE4ZEI_jCl96mq2EKopUw6XM7dlsQowbjwsNWORdUR3Rag6m7IIny79pBa0xB2WrP2dAsDiAoroZhRUVikYOWdsYZ9SrhxYPOSmoJL0AMylg203N9dMd2IAda_N9NVLVVC9utV-Ra1r-4rwYgBcO_jfvnRyH1_DCuV7eh1TfhOtyDhtEc5rQk2kodyIBk/s1954/IMG_4037.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1033" data-original-width="1954" height="310" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFE4ZEI_jCl96mq2EKopUw6XM7dlsQowbjwsNWORdUR3Rag6m7IIny79pBa0xB2WrP2dAsDiAoroZhRUVikYOWdsYZ9SrhxYPOSmoJL0AMylg203N9dMd2IAda_N9NVLVVC9utV-Ra1r-4rwYgBcO_jfvnRyH1_DCuV7eh1TfhOtyDhtEc5rQk2kodyIBk/w584-h310/IMG_4037.jpeg" width="584" /></a></div><p></p><p>This set of rocks had many features to discover. However, let me highlight just a couple. There was a small gray rock that was smooth and had a round hole in it. The fossil rock also had a hole, however the shape was of a telltale snail not smooth and round like the one in the small rock. On the other hand, the volcanic rock had many holes and was quite rough. Most of the rocks, like the petrified wood, did not have holes. <br /></p><p>By offering rocks in the sensory table, the underlying question was: What sense would the children make of them? Truth be told, there was no end to the sense the children made of the rocks as they explored their many features.</p><p>The rocks served as building material as one child stacked them in one corner of the sensory table.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoAEm651BD3NwBFKAaFDC60g-IE_aKC2fkBwF65lhTS_MfWSpabsJsaoYvditrUCkvP_LIrQZ036mv9-UELSrsbeYHfppsRrOfDu9QDLxFVNFYqGx9BY5DonulbKE_kS93VPD0eoTIQ5f8kRP09qUhzERuacilHx39rHvw7LDeykj6LUh_6AJ2Mh9jxQ-2/s2587/IMG_6142.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2540" data-original-width="2587" height="453" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoAEm651BD3NwBFKAaFDC60g-IE_aKC2fkBwF65lhTS_MfWSpabsJsaoYvditrUCkvP_LIrQZ036mv9-UELSrsbeYHfppsRrOfDu9QDLxFVNFYqGx9BY5DonulbKE_kS93VPD0eoTIQ5f8kRP09qUhzERuacilHx39rHvw7LDeykj6LUh_6AJ2Mh9jxQ-2/w461-h453/IMG_6142.jpeg" width="461" /></a></div><p></p><p>That may sound simple, but because the rocks were smooth/slippery, different shapes and different sizes, that endeavor challenged his attempt to build higher and higher.</p><p>The little gray rock with the nice round hole became a scooping tool measuring just the right amount of sand onto the dustpan. </p><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu0rNXk_XfR9Iapz64Ie-OHrBAbLdXJV33jbvWPO0LYWUF90Z-QcbYOWNGBlCbMABdcOxxOyjc_P3HiMe9lPvvUUvwjQS9OfhoSGfxQzpe1YIRE0Q8UleFXnGJWXA-tkS-1VfHNrXPP09uCvq4G3uwfThEJqOh0CVg6ELlGhOlgH-gJHvEqNGb_56oVbgD/s554/Screen%20Shot%202023-07-29%20at%202.53.29%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="440" data-original-width="554" height="341" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu0rNXk_XfR9Iapz64Ie-OHrBAbLdXJV33jbvWPO0LYWUF90Z-QcbYOWNGBlCbMABdcOxxOyjc_P3HiMe9lPvvUUvwjQS9OfhoSGfxQzpe1YIRE0Q8UleFXnGJWXA-tkS-1VfHNrXPP09uCvq4G3uwfThEJqOh0CVg6ELlGhOlgH-gJHvEqNGb_56oVbgD/w429-h341/Screen%20Shot%202023-07-29%20at%202.53.29%20PM.png" width="429" /></a></div><p></p><p>Another child created a bit of symmetry/art with the rocks by topping his birthday cake with rock "candles."</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEif71RUw8r2X58cSUOxf6a5nXLOjA9z7xqHDAjtw0yao0vn4dlkoXaMdUO2JwG02ngzqPbB303X_TEh3CUaWku7FFiPSAfOEF4y4phdtx8JbTwYoS37GJaHq4OHY97zJmCLCPJwHLCOM47YTQKGoU8mKPW2-PaVA-jgD1GAqkE4d-cRnLbX4QKlQPaosOK-/s2803/IMG_2145.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2803" data-original-width="2134" height="440" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEif71RUw8r2X58cSUOxf6a5nXLOjA9z7xqHDAjtw0yao0vn4dlkoXaMdUO2JwG02ngzqPbB303X_TEh3CUaWku7FFiPSAfOEF4y4phdtx8JbTwYoS37GJaHq4OHY97zJmCLCPJwHLCOM47YTQKGoU8mKPW2-PaVA-jgD1GAqkE4d-cRnLbX4QKlQPaosOK-/w335-h440/IMG_2145.jpeg" width="335" /></a></div><p></p><p>One child discovered that by striking two rocks together, she could spice up her concoction with a little bit of cinnamon. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhADuZgMiliPjGQJJF-HLxUw02IiyGhwyeYHWJx-YvNRwrvNZQ__uMV_WMCzG18Q2xZRuv2dHa1WYzg0f6ov-_vp77ysOgcOmDHGcbioJMZ5pkap2nWe-bitzgrv4nMrfBIs9RAG0flBwiCzxfIuD-X2yQu6scgOswkZTvTwoaCgBVJ6nOnzYopR0fYpnCc/s686/Screen%20Shot%202023-07-29%20at%2012.48.07%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="633" data-original-width="686" height="394" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhADuZgMiliPjGQJJF-HLxUw02IiyGhwyeYHWJx-YvNRwrvNZQ__uMV_WMCzG18Q2xZRuv2dHa1WYzg0f6ov-_vp77ysOgcOmDHGcbioJMZ5pkap2nWe-bitzgrv4nMrfBIs9RAG0flBwiCzxfIuD-X2yQu6scgOswkZTvTwoaCgBVJ6nOnzYopR0fYpnCc/w427-h394/Screen%20Shot%202023-07-29%20at%2012.48.07%20PM.png" width="427" /></a> <br /></div><p>Somehow she figured out that hitting the soft, reddish-brown rock against the harder rock resulted in tiny flecks that she saw as a special spice.</p><p>One child amazed himself by using one rock to draw lines on another rock. (Do I dare venture a guess that this was how early humans began the transition to written language?)<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdhHD05fp-ayuVmyvC7BfW1Nka6be6PagCv393xlUPE32lpzPNtwDt8S6qb-JRCiNRaGmuEi4Ea1nYKl0klh0EHHl1I2KsvbqUsPXmX6XkrG06GE2t6M65R4orGKF8uUwgA7-ttLsNeqpdlXvvS0109T472Ew3PsIz5B2RFdXwhNOxw60Ba_60dEBBXmmz/s867/Screen%20Shot%202023-07-29%20at%2012.39.35%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="665" data-original-width="867" height="370" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdhHD05fp-ayuVmyvC7BfW1Nka6be6PagCv393xlUPE32lpzPNtwDt8S6qb-JRCiNRaGmuEi4Ea1nYKl0klh0EHHl1I2KsvbqUsPXmX6XkrG06GE2t6M65R4orGKF8uUwgA7-ttLsNeqpdlXvvS0109T472Ew3PsIz5B2RFdXwhNOxw60Ba_60dEBBXmmz/w483-h370/Screen%20Shot%202023-07-29%20at%2012.39.35%20PM.png" width="483" /></a></div><p></p><p>I have only scratched the surface of how children came to understand rocks, but let me give you one last example of a child making sense with rocks. This happened with a rock-query episode during which a child searched for rocks with specific attributes. I wrote it down in real time on a large post-it easel pad sheet that I taped to the wall next to the sensory table. S is the child and T is the teacher<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXaNNVi8jmfobX9w6dexpXbN8fnDiRCeIWWQFQdsJGoGJdsGze57PXo9eGhV0Tl4quqpIqMTKVcAaxiijRducEn2T58wSqyyzRlj8y1_MG6HdsQd8HBtMgG6MDabNnOo1u0JyJu0u6ajvW0R8gntMWeb6zx-WaVNBpchzkQzPn7fITkmr1nssvRW65MLxj/s3072/IMG_0611.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3072" data-original-width="2304" height="549" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXaNNVi8jmfobX9w6dexpXbN8fnDiRCeIWWQFQdsJGoGJdsGze57PXo9eGhV0Tl4quqpIqMTKVcAaxiijRducEn2T58wSqyyzRlj8y1_MG6HdsQd8HBtMgG6MDabNnOo1u0JyJu0u6ajvW0R8gntMWeb6zx-WaVNBpchzkQzPn7fITkmr1nssvRW65MLxj/w412-h549/IMG_0611.jpeg" width="412" /></a></div><p>The child began by looking for a "pretty big rock." She found what she was looking for but then began a new search for a different kind of rock. She again found what she was looking for: one that was "shiny, heavy and little.</p><p>I could point out that this was a spontaneous vocabulary exercise, but that was just a by-product of a natural conversation about finding the right kind of rock. That was true of the other examples, also. Children began to build their knowledge of rocks as a by-product of their experiences with the real rocks.</p><p>p.s. Some may be uncomfortable with rocks in their classroom. There may be an underling fear that children will throw the rocks. That may be a valid fear so it is important to know your children. If I thought a child might throw a rock, I would do one of two things: closely supervise the child or remove the rocks. However, that was so rare, I don't ever remember doing either of those interventions.</p><p>I believe that if children are given constructive ways to play with the materials in the sensory table, they will do so responsibly and in the process start to understand the materials and what they can do with them.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNtiyy3tvlNSts5K-WmhxNrCWlCTf_bEOdZnR8ofLUw10gOLME4FlqraOG5bhWY90WTGWbYQQde2peFD42MZox60mXrmZUv1fuVJtYD6aDDZ1yPWFQILrVBLPIQVlKNDHdZw3c1UEyh4fUOfjBUro5AiF9OXHpx6Pfzy1PRWKIr72VrOj6-dU_uF_NOdh8/s2609/IMG_0727.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2452" data-original-width="2609" height="470" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNtiyy3tvlNSts5K-WmhxNrCWlCTf_bEOdZnR8ofLUw10gOLME4FlqraOG5bhWY90WTGWbYQQde2peFD42MZox60mXrmZUv1fuVJtYD6aDDZ1yPWFQILrVBLPIQVlKNDHdZw3c1UEyh4fUOfjBUro5AiF9OXHpx6Pfzy1PRWKIr72VrOj6-dU_uF_NOdh8/w499-h470/IMG_0727.jpeg" width="499" /></a></div>One child was very intentional fitting nine rocks into this jello mold. Wait! Are those square rocks in there? Is there such a thing as a square rock? <p></p><p><br /></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com1tag:blogger.com,1999:blog-7096897291661942250.post-45414375725384551942023-07-16T15:58:00.000-05:002023-07-16T15:58:23.177-05:00Strategy #3 for changing the sensory table.<p>Two weeks ago I began a series of posts about the three strategies I used to
make changes more manageable in the sensory table so every week for the
entire school year the children would experience something new there. The strategies were: 1) to keep an apparatus for a second week
but change the medium in the table; 2) to keep an apparatus for a second
week but add on to the existing structure; 3) to keep an apparatus for
a second week but change its orientation. To read about the first
strategy, <a href="https://tomsensori.blogspot.com/2023/07/changing-sensory-table.html">here is the link</a> To read about the second strategy, <a href="https://tomsensori.blogspot.com/2023/07/strategy-2-for-changing-sensory-table.html"> here is the link</a>.</p><p>This week's post is all about strategy #3. As an example, I will start with an apparatus made from a big box used by moving companies to quickly pack up clothes hanging in a closet. It is called a wardrobe box. I set the box up on an incline by taping the box to a wedge contraption and the lip of the table on the low end of the box. I cut multiple holes in the box so the children had multiple entry points for their play and exploration. I cut a slit in the low end of the box so when the children poured the feed corn down the wardrobe box incline, the corn dropped into the tub at the end of the table.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTOF1yvI4GW1GFBqa_xS2DO7BQfiBpzl8yOz48h2lnVwlRAuGRuCjdUPifATNus56HxDeX_wn3TMaMSJjm-imutIy-sTJF-fa5tzWY0Rb-Oci3Zud9RWs__DXlQnKQxb0hE2l3Owtz_fneEiux90b7godUeRqbG8rRCqbjPokS32vDy3q4tUki6sU_N45T/s3317/IMG_3196.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2378" data-original-width="3317" height="335" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTOF1yvI4GW1GFBqa_xS2DO7BQfiBpzl8yOz48h2lnVwlRAuGRuCjdUPifATNus56HxDeX_wn3TMaMSJjm-imutIy-sTJF-fa5tzWY0Rb-Oci3Zud9RWs__DXlQnKQxb0hE2l3Owtz_fneEiux90b7godUeRqbG8rRCqbjPokS32vDy3q4tUki6sU_N45T/w468-h335/IMG_3196.jpeg" width="468" /> </a></div><div class="separator" style="clear: both; text-align: center;">Children made use of all the holes. <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSCjhT6eiOnyyYsRE-SoER80dSC5AtUkeB-6QD1vmT-vR-M4seXweX7B1oHLJoiJTk1YhGrqf-aLp9FRfTzFNsUADgLohZ2lvSJ5mjbrHHIPDudAk4fTFr9pEcM7tsjiyDm08DrwvA3QUX2OYczLAdLVoOqEzvH71nb3YDrfucr14MyYIyojxGYNBgGw_a/s4608/IMG_3164.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3456" data-original-width="4608" height="357" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSCjhT6eiOnyyYsRE-SoER80dSC5AtUkeB-6QD1vmT-vR-M4seXweX7B1oHLJoiJTk1YhGrqf-aLp9FRfTzFNsUADgLohZ2lvSJ5mjbrHHIPDudAk4fTFr9pEcM7tsjiyDm08DrwvA3QUX2OYczLAdLVoOqEzvH71nb3YDrfucr14MyYIyojxGYNBgGw_a/w477-h357/IMG_3164.jpeg" width="477" /></a></div></div><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglGmLdyE8cIhXD35iuINRs8tFuFa6cq1eSJPEqLfs_lHcwe2pTld-sccQ8O3pMrExlSfUrWNKOp_dvAvAmsN2_veh_2QXARnSahAUaORtsJ-q5LPQ8-JpCXo_2AowCpyaGswXazD1vdJ3MOebHxgM1lgl3q3jjHoV_JLDMSPjqoF72KrRXxTtGjJ4FNiDY/s4608/IMG_3312.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3456" data-original-width="4608" height="365" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglGmLdyE8cIhXD35iuINRs8tFuFa6cq1eSJPEqLfs_lHcwe2pTld-sccQ8O3pMrExlSfUrWNKOp_dvAvAmsN2_veh_2QXARnSahAUaORtsJ-q5LPQ8-JpCXo_2AowCpyaGswXazD1vdJ3MOebHxgM1lgl3q3jjHoV_JLDMSPjqoF72KrRXxTtGjJ4FNiDY/w485-h365/IMG_3312.jpeg" width="485" /></a></div><p style="text-align: center;">They even even explored the bottom slit through which the corn exited the big box apparatus.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1ewt3L_ooBHHLH3K6aV6n72c2Mb7W9Tfd9-mHxQq4hxMmyOEVVuZDqS35Aobcd1yngPYmYU6V-3K_bYTV0KJyXqPdPOca5hgOhJpTYoPdpGSuf1sXQN3KEoIO9aTlArsUvXInIK8xLt7IMrhHKlxE8l_UrwLWcpIRQ5nMqaBL-OUCj0A5E8ERIrcQ1jBZ/s4608/IMG_3122.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3456" data-original-width="4608" height="357" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1ewt3L_ooBHHLH3K6aV6n72c2Mb7W9Tfd9-mHxQq4hxMmyOEVVuZDqS35Aobcd1yngPYmYU6V-3K_bYTV0KJyXqPdPOca5hgOhJpTYoPdpGSuf1sXQN3KEoIO9aTlArsUvXInIK8xLt7IMrhHKlxE8l_UrwLWcpIRQ5nMqaBL-OUCj0A5E8ERIrcQ1jBZ/w476-h357/IMG_3122.jpeg" width="476" /></a></div> <p></p><p>This apparatus had two highlights that could have been overlooked. The first was that the children pouring the corn down the box were connected in play with the children at the bottom of the box. That was all the more unique because they could not see each other since there was no hole cut out at the bottom of the box except the narrow slit where the corn exited the box. The second was that it was a total aural experience as the corn tumbled down the inclined box. It took on greater significance when a child at the end of the box knew to listen to the sound of the tumbling corn so they could get ready to catch the corn as it spewed from the box. <br /></p><p>I wanted to use the wardrobe box a second week, but with a simple change. I removed the wedge contraption and laid the box horizontally across the width of the table.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL2TUcSsv90sfpVxttXBiHG6q4xXEQaT0go9zLwhwLJpNk-N5bzeDdOAKuotYj3U2btZ3U0cnq0LaN-vCx5OE2QICBvFIQAVAjgmt8HTmvreTBG_cJcI61PXkTb7N4p26YuuFi1lowkZvw1IXHYA3AXR0kRuz3TnpqaENdMiBzhaXqvhwUVqAYiGfZXdVY/s2554/IMG_3869.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2391" data-original-width="2554" height="423" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL2TUcSsv90sfpVxttXBiHG6q4xXEQaT0go9zLwhwLJpNk-N5bzeDdOAKuotYj3U2btZ3U0cnq0LaN-vCx5OE2QICBvFIQAVAjgmt8HTmvreTBG_cJcI61PXkTb7N4p26YuuFi1lowkZvw1IXHYA3AXR0kRuz3TnpqaENdMiBzhaXqvhwUVqAYiGfZXdVY/w451-h423/IMG_3869.jpeg" width="451" /></a> <br /></div><p></p><p>I used planter trays to support the big box across the width of the table for extra stability. Not so unexpectedly, the planter trays offered opportunities for children to scoop in a horizontal space.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjP_UM5m03rZUZNvRHfw_gyl3O99YkW6uEG_x3I-eZ60QbjGXS2HEM7b53G4jAkqBM5MHjDulnEFFyiuTcBkwVdFkDFHbd8X0aJfu8Ky_ssVvDAUX_n8Pncpyjop0mbQozBWTQM3ib4EyTVOJIMJLwFrOb5rrwoGiuaJMpqhctADoCFqaNu1tZeubm0gv7P/s4608/IMG_3701.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4608" data-original-width="3456" height="555" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjP_UM5m03rZUZNvRHfw_gyl3O99YkW6uEG_x3I-eZ60QbjGXS2HEM7b53G4jAkqBM5MHjDulnEFFyiuTcBkwVdFkDFHbd8X0aJfu8Ky_ssVvDAUX_n8Pncpyjop0mbQozBWTQM3ib4EyTVOJIMJLwFrOb5rrwoGiuaJMpqhctADoCFqaNu1tZeubm0gv7P/w416-h555/IMG_3701.jpeg" width="416" /> </a></div><div class="separator" style="clear: both; text-align: center;"> </div><div class="separator" style="clear: both; text-align: left;">There was a huge difference in the children's play from the previous week when the big box was set on an incline. One of the biggest differences was the sound of the children's play. On the incline, the sound of the corn tumbling down the box was amplified which made for pretty loud play. With the box on the horizontal, however, play was significantly quieter.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Another difference was that on the horizontal, children explored the inside of the big box with there bodies more. The horizontal orientation was at a level that seemed to invite the children in.</div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijLVeJZwKqAtdEpI01lNPEGHC2heRuXa3TSXmJcBm9I7tUatz8gTN5ympnQgl14HkyGx9dUnCi8-1n89i0AgT845tPFKAkBiY7wPPEIlVj-8aDH6ejyD7A3YpuECUyomOfjk8eyXbxI1JqL65LeaeCUqIW_YTsgRyqdyhIUoctR7HrhRwquCsIFRhRQ5Og/s953/Screen%20Shot%202023-07-14%20at%202.45.06%20PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="543" data-original-width="953" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijLVeJZwKqAtdEpI01lNPEGHC2heRuXa3TSXmJcBm9I7tUatz8gTN5ympnQgl14HkyGx9dUnCi8-1n89i0AgT845tPFKAkBiY7wPPEIlVj-8aDH6ejyD7A3YpuECUyomOfjk8eyXbxI1JqL65LeaeCUqIW_YTsgRyqdyhIUoctR7HrhRwquCsIFRhRQ5Og/w468-h266/Screen%20Shot%202023-07-14%20at%202.45.06%20PM.png" width="468" /></a> <br /></div></div><p></p><p>If you want to make your own comparison, you can find the original write up on the incline apparatus <a href="https://tomsensori.blogspot.com/2013/04/big-box-incline-wardrobe-box.html">here</a> and you can find the original post on the horizontal apparatus <a href="https://tomsensori.blogspot.com/2013/05/wardrobe-box-changing-orientation.html">here. </a></p><p>Come to think of it, I did have a 4th strategy for making changes every week at the sensory table more manageable. There were several apparatus made from wood or tubes or pipes that I would save and set up from year to year. The examples I used for the three strategies were made out of cardboard. When I was done with them, I would recycle them. I knew there would always be a cardboard box when I needed to build a new apparatus. And besides, a new box would inevitably offer exciting possibilities for a completely new apparatus.<br /></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-40065567504803682252023-07-09T14:46:00.001-05:002023-07-15T16:04:05.819-05:00Strategy #2 for changing the sensory table<div><p>Last week I began a series of posts about the three strategies I used to make changes more manageable in the sensory table every week for the entire school year. They were 1)to keep an apparatus for a second week but change the medium in the table; 2)to keep an apparatus for a second week but to add on to the existing structure; 3)to keep an apparatus for a second week but to change its orientation. To read about the first strategy, <a href="https://tomsensori.blogspot.com/2023/07/changing-sensory-table.html">here is the link</a>. <br /></p><p>This week's post is all about strategy #2. As an example I will start with an apparatus I called the BRIDGE. I called it that because an I Mac box formed a bridge between a large furniture box and the sensory table.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSZVuOF36u74DqQ9K6j7o3L3QTXloOG30jlAT8suk6G0aAE6w3dteT6TF5HJzZ04L09mInDuJ4A8pvxMJa2xLYCqiiWxToh5IwkdhKNdqN1AajelWfxabPoDPFQm7I4nLhxsXkwF56dFSzB5t9oO5sKARUzKLmjZNRtuGhpw0nFQECgnOK6D8azJ9KExw6/s4000/IMG_1778.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4000" data-original-width="3000" height="471" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSZVuOF36u74DqQ9K6j7o3L3QTXloOG30jlAT8suk6G0aAE6w3dteT6TF5HJzZ04L09mInDuJ4A8pvxMJa2xLYCqiiWxToh5IwkdhKNdqN1AajelWfxabPoDPFQm7I4nLhxsXkwF56dFSzB5t9oO5sKARUzKLmjZNRtuGhpw0nFQECgnOK6D8azJ9KExw6/w353-h471/IMG_1778.jpeg" width="353" /> <br /></a></div><div class="separator" style="clear: both; text-align: center;"> </div><div class="separator" style="clear: both; text-align: left;">This apparatus essentially expanded the sensory table. It left the table as a open reservoir for the feed corn. It also offered the opportunity for the children to transfer the corn between the boxes and back into the table. I cut numerous holes on different levels in both boxes. The structure itself created a new play space under the bridge.</div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC0-Hx7FMjcRLBkuvmts-PTad4bNyTt6zvvAwMKAgqNEbW_wAmD-91qOHvOTxgNvuStJYkJPa0aoUa8y6A3WfnGayWmDudC2qq-PQyyDmlYvxQlpcLE7z6ZwRP6myrfmSB7_WJxX23UWsBikzEPb0wdRA3NmEVVZlNx5Fc604UD1D8O5ZwNYB1rl91UMgn/s4000/IMG_1762.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4000" data-original-width="3000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC0-Hx7FMjcRLBkuvmts-PTad4bNyTt6zvvAwMKAgqNEbW_wAmD-91qOHvOTxgNvuStJYkJPa0aoUa8y6A3WfnGayWmDudC2qq-PQyyDmlYvxQlpcLE7z6ZwRP6myrfmSB7_WJxX23UWsBikzEPb0wdRA3NmEVVZlNx5Fc604UD1D8O5ZwNYB1rl91UMgn/s320/IMG_1762.jpeg" width="240" /></a> <br /></div><p></p><p>Here is another view of the apparatus. The I Mac box was taped to the lip of the table and embedded in the large furniture box making the structure very sturdy<br /></p></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnvvTAQ-PxkRWeXfsh-jt1uij8_2nzF2dKXMW1jeLJzf24ohm3fg7r9Gw76H6fks3Y1GE5-F2C5lpvPlgQN5p2bBsyoHvcHzqRsiOVO79KhvwnExT6WMFG_6kTAirUajfVSM6Co2mD8EFJzesyNsMXYJYJm5BusIALlHCrFRbfdeuXA2SpoN4WteUT5V4W/s4000/IMG_1782.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4000" data-original-width="3000" height="481" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnvvTAQ-PxkRWeXfsh-jt1uij8_2nzF2dKXMW1jeLJzf24ohm3fg7r9Gw76H6fks3Y1GE5-F2C5lpvPlgQN5p2bBsyoHvcHzqRsiOVO79KhvwnExT6WMFG_6kTAirUajfVSM6Co2mD8EFJzesyNsMXYJYJm5BusIALlHCrFRbfdeuXA2SpoN4WteUT5V4W/w361-h481/IMG_1782.jpeg" width="361" /></a></div><p></p><p>The children found, explored and gladly played on every level of the apparatus through the many holes. <br /></p><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0tyQDDtJCCAtd5Y-vWnlNMDkttbzTaknR0y3773lFJJSOxXEwhCBC_c9-BDpsGLsT9IuBaOJu5Q5hn2yoXH0d6fbgRpoD3F50pqga6LB75WZ9ZKY89dXyYqGnPSSviXhXYD4DPOX781lwGdl-HKjZWT39oDbLjej4kN76ozBnL0_zrUASEFx59rsoTJ6s/s3576/IMG_1750.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3576" data-original-width="2346" height="398" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0tyQDDtJCCAtd5Y-vWnlNMDkttbzTaknR0y3773lFJJSOxXEwhCBC_c9-BDpsGLsT9IuBaOJu5Q5hn2yoXH0d6fbgRpoD3F50pqga6LB75WZ9ZKY89dXyYqGnPSSviXhXYD4DPOX781lwGdl-HKjZWT39oDbLjej4kN76ozBnL0_zrUASEFx59rsoTJ6s/w261-h398/IMG_1750.jpeg" width="261" /></a></div> <br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivF5ZBAqMtOJeDW3bq9_KI5Z1UlwNLv4k7sTQ73S4t8w-paD0T5mqKTDvFGFmo0Mj36hCYSTdewblMHA7cyoweeRCE7JfN6kDnFcdfObYdmBaMQ0aLAhHoERPoAiRiTf5Eedy1pADLkPixjWeGh7hhtcQImtczT6hNaI7hgIJhkOFMXY96NCREImuSLiVf/s3998/IMG_1754.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2482" data-original-width="3998" height="260" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivF5ZBAqMtOJeDW3bq9_KI5Z1UlwNLv4k7sTQ73S4t8w-paD0T5mqKTDvFGFmo0Mj36hCYSTdewblMHA7cyoweeRCE7JfN6kDnFcdfObYdmBaMQ0aLAhHoERPoAiRiTf5Eedy1pADLkPixjWeGh7hhtcQImtczT6hNaI7hgIJhkOFMXY96NCREImuSLiVf/w417-h260/IMG_1754.jpeg" width="417" /></a></div><br /></div><div style="text-align: center;">You can find the original write up on this apparatus <a href="https://www.blogger.com/blog/post/edit/7096897291661942250/5410515354117642036">here</a></div><div style="text-align: center;"> </div><div style="text-align: left;">For a second week, I kept the original bridge apparatus but added two more boxes: another I Mac box and a long square box.</div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7n5shHAVHW5vTgdMrKB72Y-IHGzR6EAb41aABsCVWJrvB-I_Mm5UfJOC_V2qMWLa6jyX5Yen4btEEhAJ5fbto1o-W3WGHdhWzR32pyMTnAU9m1y6yqS7V2YNW7rQ7KC_nZbvGyBaBxXOW9iHgF7mkKCYtiDRJxBM0eGVrrUluIMoJM6YNYtyKavEJDycL/s4000/IMG_1784.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="4000" height="407" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7n5shHAVHW5vTgdMrKB72Y-IHGzR6EAb41aABsCVWJrvB-I_Mm5UfJOC_V2qMWLa6jyX5Yen4btEEhAJ5fbto1o-W3WGHdhWzR32pyMTnAU9m1y6yqS7V2YNW7rQ7KC_nZbvGyBaBxXOW9iHgF7mkKCYtiDRJxBM0eGVrrUluIMoJM6YNYtyKavEJDycL/w543-h407/IMG_1784.jpeg" width="543" /> </a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIaleB5VPPAVnesNKcilEV3bxi7sNfORDE1jW2_dPJMw3jnwf7085ZplNQhLhsN9I2klCzoAaEGM75T0TbjqB0pJVwMc8auZP0dJ90hpAF69rBmm-i5dJLfqnUmso1dnoLNEuBPMhFQ99z8NlmGsRqLFQ2Cya3XFa5sC1VfFMwiZSUQfOsMv6ubi1vhJZR/s4000/IMG_1786.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="4000" height="407" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIaleB5VPPAVnesNKcilEV3bxi7sNfORDE1jW2_dPJMw3jnwf7085ZplNQhLhsN9I2klCzoAaEGM75T0TbjqB0pJVwMc8auZP0dJ90hpAF69rBmm-i5dJLfqnUmso1dnoLNEuBPMhFQ99z8NlmGsRqLFQ2Cya3XFa5sC1VfFMwiZSUQfOsMv6ubi1vhJZR/w544-h407/IMG_1786.jpeg" width="544" /></a></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">The new I Mac box was taped to a planter tray that spanned the width of the table and the long square box was embedded through both I Mace boxes. By adding more boxes and cutting more holes, I was able to offer the children so many more possibilities for play and exploration.</div><div class="separator" style="clear: both; text-align: left;"> <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzDoc5hUh-X8oDZZK1kR3L9UV2gVwSuKHR2CukVgLKHDXFrSvsqv3b4pi13en1glMhE211rAeUnymmaW7nYDYtgcmlm2f1TjumgeeOFD4_QozA9s15LtDsSRHTN8pAjGBoKLptujPcKCAuLv9DnkeUwJbLoJZlYRHLfMyTghAE1vFZLqoMx7keTr8MutRE/s4000/IMG_1795.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="4000" height="421" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzDoc5hUh-X8oDZZK1kR3L9UV2gVwSuKHR2CukVgLKHDXFrSvsqv3b4pi13en1glMhE211rAeUnymmaW7nYDYtgcmlm2f1TjumgeeOFD4_QozA9s15LtDsSRHTN8pAjGBoKLptujPcKCAuLv9DnkeUwJbLoJZlYRHLfMyTghAE1vFZLqoMx7keTr8MutRE/w561-h421/IMG_1795.jpeg" width="561" /></a></div></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-8srIkNjtohaZJcQrNn9XMx3yIhY137g7ts-bU_T7Nh9a7Gm3IUQEe9mDMbODjnfozsJZR-2AwzurJfDnZn5koEpKJRHyz0Qpm6KEFYNFfeHpDjKkkH40M-bggLyWnFRbX9zbdDgCaY_VoYi1WtL99_21_DUyWoMCjrTg4osG0B3ewcNZTeYuMfsEqcEt/s4000/IMG_1804.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="4000" height="414" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-8srIkNjtohaZJcQrNn9XMx3yIhY137g7ts-bU_T7Nh9a7Gm3IUQEe9mDMbODjnfozsJZR-2AwzurJfDnZn5koEpKJRHyz0Qpm6KEFYNFfeHpDjKkkH40M-bggLyWnFRbX9zbdDgCaY_VoYi1WtL99_21_DUyWoMCjrTg4osG0B3ewcNZTeYuMfsEqcEt/w551-h414/IMG_1804.jpeg" width="551" /></a></div></div><div></div><div style="text-align: center;"><br /></div><div style="text-align: left;">As you can see, some of that play and exploration was up close and personal. You can find the original write up on this expanded bridge apparatus <a href="https://www.blogger.com/blog/post/edit/7096897291661942250/835153327250422965">here. </a></div><div style="text-align: left;"> </div><div style="text-align: left;">Could I have kept adding boxes? Yes, of course. In fact one year I kept adding boxes for three weeks until I had over 20 boxes in and around the sensory table.</div><div style="text-align: left;"> <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ_ZR-lihRiarQNSYSkaouwgQBv1vnxaVU2mO27QMhSJ5Tl5Z0_nXbgk4wZmNaLN9Fcv8NZZ6JLRB3ctATWI5k0TVlZJ460cYtr7NpJ0zoQDpxXGOvxa0HiqvRorjQWI4WIr9PvpEK1D0pg2ws_jtvaeMLTb0hZr1sGY90pSpJ02S2AuQ-OoyTmNxiXnUg/s640/Screen%20Shot%202023-07-09%20at%202.08.55%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="640" height="391" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ_ZR-lihRiarQNSYSkaouwgQBv1vnxaVU2mO27QMhSJ5Tl5Z0_nXbgk4wZmNaLN9Fcv8NZZ6JLRB3ctATWI5k0TVlZJ460cYtr7NpJ0zoQDpxXGOvxa0HiqvRorjQWI4WIr9PvpEK1D0pg2ws_jtvaeMLTb0hZr1sGY90pSpJ02S2AuQ-OoyTmNxiXnUg/w500-h391/Screen%20Shot%202023-07-09%20at%202.08.55%20PM.png" width="500" /></a></div></div><div style="text-align: left;"> </div><div style="text-align: left;">Next week: Strategy #3 <br /></div><div><p style="text-align: center;"><br /></p><p><br /></p><p> </p><p><br /></p><p><br /></p><p><br /></p><p><br /></p></div>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-24926681851388394062023-07-01T13:12:00.001-05:002023-07-02T09:27:08.035-05:00Changing the sensory table<p>I am often asked: How often did I change things in the sensory table? My answer has always been that I changed what was in the table every week. There were two main reasons why. The first reason was that building the apparatus for the sensory table was a creative outlet for me. (I do believe that we all need a creative outlet to stay fresh in the classroom.) The second reason was that I wanted to offer children novel sensory experiences on a consistent basis. To that end, I was able to offer something new in the sensory table every week of every school year I taught.</p><p>To make that a manageable proposition, I employed three strategies. The first was to keep an apparatus for a second week, but change the medium that was in the table. The second was to again keep an apparatus for a second week but add something to the existing construction. The third strategy was to again keep an apparatus but change its orientation. (Orientation is highlighted on the right-hand column of this blog.)<br /></p><p>Let me give you an example of the first strategy. For this example, I offer you an apparatus I called horizontal channels. </p><p></p><div class="separator" style="clear: both; text-align: center;"><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwFWeqB7h-xCMtie33UTKLTtuUUaUT6ONT9FO7UR_FeIOtqVI5lV57ZU0_OGG5T5R5I2jUbf9FA0dVCc125Cxv9mlfBDHcH0AnwxwIotS3bn5qR_7zQQeLKqafh5RBJAfJ0ocoEj6EN3SXt1KWTGnf0WXVzyHZvucClK0nHVOfFNTUZ1K8vXvDupKdk0U_/s2979/IMG_0568.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2979" data-original-width="1660" height="510" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwFWeqB7h-xCMtie33UTKLTtuUUaUT6ONT9FO7UR_FeIOtqVI5lV57ZU0_OGG5T5R5I2jUbf9FA0dVCc125Cxv9mlfBDHcH0AnwxwIotS3bn5qR_7zQQeLKqafh5RBJAfJ0ocoEj6EN3SXt1KWTGnf0WXVzyHZvucClK0nHVOfFNTUZ1K8vXvDupKdk0U_/w284-h510/IMG_0568.jpeg" width="284" /> </a></div><div class="separator" style="clear: both; text-align: center;"> </div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: left;">I constructed this apparatus from a box in which a new easel arrived. It was long, wide and narrow. I wanted to take advantage of those features so I cut out one complete side and inserted channels. This apparatus rested on top of the cover of the sensory table. You can find the original write up for this apparatus <a href="https://tomsensori.blogspot.com/2011/03/horizontal-channels.html">here</a>. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">The first time I set this apparatus out, I used regular play sand as the medium. I subsequently replaced the sand with feed corn.</div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjCqYgP3xvA1ObuIiy40Pg1CkZiR3P8irZICu-6W0wnu9SJsh3cNk5HcVzcLeRIfVyaYnpkik7XbRxDrVWwKeNIHyXm8UQyi3A0W7N3Rh92P5LwkrJ63_NKIOyDa3UfgXgus_eNkMAGQRy1A7NqVVDFg32fE7hlU4BU8wJAcGzb2AOqASj5xialpx-HWZI/s2647/IMG_1129.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2647" data-original-width="1885" height="447" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjCqYgP3xvA1ObuIiy40Pg1CkZiR3P8irZICu-6W0wnu9SJsh3cNk5HcVzcLeRIfVyaYnpkik7XbRxDrVWwKeNIHyXm8UQyi3A0W7N3Rh92P5LwkrJ63_NKIOyDa3UfgXgus_eNkMAGQRy1A7NqVVDFg32fE7hlU4BU8wJAcGzb2AOqASj5xialpx-HWZI/w318-h447/IMG_1129.jpeg" width="318" /></a></div> </div><div class="separator" style="clear: both; text-align: left;">The corn and sand had different textures; sand felt gritty whereas the corn was smooth. They made different sounds as they were dropped or slid across the cardboard surface: the sand made scraping sounds whereas the corn made popping sounds. They had a different smell; the sand had an earthy smell whereas the corn smelled like---well---corn. There was also a difference in how the vehicles performed in the media; the sand was a little heavier so it took more effort to move it down the channels with the vehicles whereas the corn was lighter so less effort was needed to push the corn. Because I changed the medium in the sensory table, the children experienced the same apparatus differently.</div><div class="separator" style="clear: both; text-align: left;"> <br /></div><div class="separator" style="clear: both; text-align: left;">I rarely used the same apparatus more than two weeks in a row. However, I did find other media to use in the channel apparatus in other years. <br /></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">One year I used a white play sand. The sand was soft and dustless and very fluid. (When buying sand, make sure that it does not contain free silicates.)</div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrIj4-Z8KE7zS9I6LuswuU6WfvKESrlJ_0KK3fS_OVfVICsKHAGPR3yJUjJwqO9fuql2-9XVlMyYx0OJpXFNiXbA22OD9TZ0RO4WDCHivfMwk4Jk6p1ctzSOA86zZrPAS6jWgfGk-vRDvDbRCLiSvpg1kKbv4Kaxqj6MeBVtFxTrQCYgLwy4VehR5-EEqs/s735/Screen%20Shot%202023-06-28%20at%2010.43.23%20AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="588" data-original-width="735" height="348" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrIj4-Z8KE7zS9I6LuswuU6WfvKESrlJ_0KK3fS_OVfVICsKHAGPR3yJUjJwqO9fuql2-9XVlMyYx0OJpXFNiXbA22OD9TZ0RO4WDCHivfMwk4Jk6p1ctzSOA86zZrPAS6jWgfGk-vRDvDbRCLiSvpg1kKbv4Kaxqj6MeBVtFxTrQCYgLwy4VehR5-EEqs/w435-h348/Screen%20Shot%202023-06-28%20at%2010.43.23%20AM.png" width="435" /></a></div><br /></div><div class="separator" style="clear: both; text-align: left;">For the second week, I replaced the sand with wood pellets, which had many of the same properties as corn, but was still a little different. For example, the pellets were like round, miniature logs that rolled easily through the channels and down the chute.<br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2dBs-PKTgK503TnNeWJD-bI17KbaWOZJaezLCe2BwfY5JPY4s1qklpo8-h1Zp_kj602n0aXckZwtfeRawd8l18WKQSicGI9U7-xgJPmxaPGq2GXFZTCTAFtoaHzuSQ3BY-MjOkPtM4O6tIYFoypUow4O2iju3lO67p-qWvClEi0DTDGwRWcx6TP3pC72H/s2438/IMG_3736.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1629" data-original-width="2438" height="341" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2dBs-PKTgK503TnNeWJD-bI17KbaWOZJaezLCe2BwfY5JPY4s1qklpo8-h1Zp_kj602n0aXckZwtfeRawd8l18WKQSicGI9U7-xgJPmxaPGq2GXFZTCTAFtoaHzuSQ3BY-MjOkPtM4O6tIYFoypUow4O2iju3lO67p-qWvClEi0DTDGwRWcx6TP3pC72H/w511-h341/IMG_3736.jpeg" width="511" /></a></div><br /><div class="separator" style="clear: both; text-align: left;">By the way, if I knew---and remembered---I elicited the children's help during the last class of the week to assist in emptying the medium out of the apparatus into a storage container. <br /></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS82ul32WEAIeNC3I3akT4teBlPjksdVsRCvfbutKv2kjGtycJ6vGAU-eRr1lQvE4J-Qd3bJbiOU_sBeJqCXXacV_-FEO3y8Z0P4xrxe98ta2LiZ8CWX5-uCb0Bx0ELEoXXTgBLRzD5wtIxH0ZHzj2Ho7a78P8rEa8bibHLrqJgRrbo8tw5F4zu-W7xTgw/s694/Screen%20Shot%202023-06-28%20at%204.34.51%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="536" data-original-width="694" height="340" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS82ul32WEAIeNC3I3akT4teBlPjksdVsRCvfbutKv2kjGtycJ6vGAU-eRr1lQvE4J-Qd3bJbiOU_sBeJqCXXacV_-FEO3y8Z0P4xrxe98ta2LiZ8CWX5-uCb0Bx0ELEoXXTgBLRzD5wtIxH0ZHzj2Ho7a78P8rEa8bibHLrqJgRrbo8tw5F4zu-W7xTgw/w440-h340/Screen%20Shot%202023-06-28%20at%204.34.51%20PM.png" width="440" /></a></div> </div><div class="separator" style="clear: both; text-align: left;">Clean up and play became synonymous when the children willing helped. From my experience, children were almost always willing to join in the work if it was real work that made a difference in the classroom and if they felt appreciated for their contribution. <br /></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">Stay tuned for examples of strategies two and three in subsequent weeks. <br /></div>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-44986085637274622132023-06-17T14:07:00.000-05:002023-06-17T14:07:27.259-05:00Here's another idea<p>Last week I encouraged those who wanted to build constructions for the sensory table to <a href="https://tomsensori.blogspot.com/2023/06/start-simple.html">start simple.</a> Here is another idea: remove the sensory table all together and just replace it with multiple containers, buckets and tubs. Of course, you also want to provide plenty of those <a href="https://tomsensori.blogspot.com/2012/12/hodgepodge-and-doohickies.html">hodgepodge and doohickies. </a><br /></p><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaxV5SCUbLyjnYqVBH1r2Xi04Xe1zI81PtgHSvypUwX-a2ar1whYIJn9FIZmhxjyNDxVScGETgkQygzDe0tcJ9VJ-x6jdVV3Cm_LN5-CCRODx-1joMTlk-AeM-bHPHCK4O8-ardwzV1SCWYGeCh76Y9FwPRsn131OWG9woNtEJ2ecUXOk_qJDev1jCCg/s3603/IMG_9548.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2430" data-original-width="3603" height="291" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaxV5SCUbLyjnYqVBH1r2Xi04Xe1zI81PtgHSvypUwX-a2ar1whYIJn9FIZmhxjyNDxVScGETgkQygzDe0tcJ9VJ-x6jdVV3Cm_LN5-CCRODx-1joMTlk-AeM-bHPHCK4O8-ardwzV1SCWYGeCh76Y9FwPRsn131OWG9woNtEJ2ecUXOk_qJDev1jCCg/w431-h291/IMG_9548.jpeg" width="431" /></a></div><p></p><p>With this idea, I purposely highlighted the very first phrase of axiom #1 listed in the right hand column of this blog: <b>Children need to transport. </b>By taking the sensory table out of the room entirely, I created an invitation for the children to devise multiple transporting operations of their own choosing.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhct3gnZvmVAOSwb7J91pdFALoYIeL55lFnWIJTXzzTghVtBkj6mFSLye5eYCFzg0nN_u_gZGUXq-CfyNg99uuZxQD3zD0SuObFzFEbPI7nlpH8PhiAv4CC3dKjiMA4kQN2Yc0kJB4b6Jle8NpzsOPjF1R0crFzVxnqo2hlZJVujCl58356zGckHGWptw/s3694/IMG_9543.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2023" data-original-width="3694" height="284" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhct3gnZvmVAOSwb7J91pdFALoYIeL55lFnWIJTXzzTghVtBkj6mFSLye5eYCFzg0nN_u_gZGUXq-CfyNg99uuZxQD3zD0SuObFzFEbPI7nlpH8PhiAv4CC3dKjiMA4kQN2Yc0kJB4b6Jle8NpzsOPjF1R0crFzVxnqo2hlZJVujCl58356zGckHGWptw/w519-h284/IMG_9543.jpeg" width="519" /></a></div><p>Back in March of 2016, I wrote a post about what did happen when the children generated their own transporting endeavors. I had the audacity to call it: <a href="https://tomsensori.blogspot.com/2016/03/transporting-paradise.html">Transporting paradise</a>.</p><p>The setup worked so well, I tried a second version of the transporting paradise. For this version, I removed some of the tubs and buckets and added plastic chutes and cardboard tubes.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0wyxsOR7H1_ETKTC7H2lIegiYAHdKP6kk35OyCIZ2ujFU0nVZ4WK-ia4Xqe418V8ayzd8WXVSpwlo1I2gsTRPvwWwnRFSssMiFoUNekvG5_KOGJh4D-BSlY83jIRDd_pIN3pXbwZuSBMAC4tGfpRAX5SZ7n495ZCQbALzcRyexJ5TTHog4VHL0Cz9ew/s4608/IMG_9816.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3456" data-original-width="4608" height="341" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0wyxsOR7H1_ETKTC7H2lIegiYAHdKP6kk35OyCIZ2ujFU0nVZ4WK-ia4Xqe418V8ayzd8WXVSpwlo1I2gsTRPvwWwnRFSssMiFoUNekvG5_KOGJh4D-BSlY83jIRDd_pIN3pXbwZuSBMAC4tGfpRAX5SZ7n495ZCQbALzcRyexJ5TTHog4VHL0Cz9ew/w455-h341/IMG_9816.jpeg" width="455" /></a></div><p></p><p>The children treated me to a host of new transporting operations, like building a bridge to transport the pellets horizontally. <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHZrHACAgoQkJ4EL4SCSqDaq2E0RshLsLsM34esZx46peQWq_uMGxhjUSDnG26EOUM9X7ZMJXqky50xbIx6Vh40qoepXWxKI5zOB88sLLKya3qOR1156wg2ECO9CkIobOuBa0QmO6DQgnruhkK0uJZwSNwq7MQlkT-Lr9kc1SB2Mr1hVOSN0ecUbwVcA/s810/Screen%20Shot%202023-06-14%20at%204.21.05%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="520" data-original-width="810" height="303" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHZrHACAgoQkJ4EL4SCSqDaq2E0RshLsLsM34esZx46peQWq_uMGxhjUSDnG26EOUM9X7ZMJXqky50xbIx6Vh40qoepXWxKI5zOB88sLLKya3qOR1156wg2ECO9CkIobOuBa0QmO6DQgnruhkK0uJZwSNwq7MQlkT-Lr9kc1SB2Mr1hVOSN0ecUbwVcA/w473-h303/Screen%20Shot%202023-06-14%20at%204.21.05%20PM.png" width="473" /></a></div><p>One child decided to use a plastic chute as a tool to fill the "bridge" plastic chute. Both instances were brilliant examples of basic engineering assemblages.<br /></p><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXKj1kgSa681WjwGGVjoA8S2hXEXPsQx9bbWiUYShTL5yVTtZHG5-K5HRDSh1eZ1-qXIFB_hzMlvrThhce5FHp3BW_LqX3R6qN0hQtvL69G1s4yDFvWkUHIkI-NaN6ASLnmBxJiAljA9JxRfLzO1BZvrW0DwIXth6REFdZUvgQgSOLLOxi8eodht1G3g/s737/Screen%20Shot%202023-06-14%20at%204.09.42%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="576" data-original-width="737" height="362" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXKj1kgSa681WjwGGVjoA8S2hXEXPsQx9bbWiUYShTL5yVTtZHG5-K5HRDSh1eZ1-qXIFB_hzMlvrThhce5FHp3BW_LqX3R6qN0hQtvL69G1s4yDFvWkUHIkI-NaN6ASLnmBxJiAljA9JxRfLzO1BZvrW0DwIXth6REFdZUvgQgSOLLOxi8eodht1G3g/w463-h362/Screen%20Shot%202023-06-14%20at%204.09.42%20PM.png" width="463" /></a></div><p>With no sensory table to contain the material that usually goes in it, there was more than the usual amount of spillage onto the floor.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWK-UhnNgbXPQJ8MUTTuZ3E2EVs7jv0ijclOXGSUb2dK6Jnnym2XlRwYbbYXd6vU3NHaxzwweErwr3GZfIQ2g0JDcc_s0vIu1oj5TUHY4psN5HlEWCyU61W9MN5WStb20Yh1vANIjHpqVxV8vmUucF7YnTHDAS_kQ8-VCu7UQ4a7pIbDz_R8_OqnUu_g/s2593/IMG_9800.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2590" data-original-width="2593" height="410" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWK-UhnNgbXPQJ8MUTTuZ3E2EVs7jv0ijclOXGSUb2dK6Jnnym2XlRwYbbYXd6vU3NHaxzwweErwr3GZfIQ2g0JDcc_s0vIu1oj5TUHY4psN5HlEWCyU61W9MN5WStb20Yh1vANIjHpqVxV8vmUucF7YnTHDAS_kQ8-VCu7UQ4a7pIbDz_R8_OqnUu_g/w410-h410/IMG_9800.jpeg" width="410" /></a></div><p></p><p>However, all that spillage created opportunities for the children to practice their broom and dust pan skills. More importantly, it turned out to be good practice for taking care of the room through cleaning up our messes.<br /></p><p>The second setup really did generate more mess. I wrote about this setup's unique transporting operations and its subsequent mess in a blog post I called: <a href="https://tomsensori.blogspot.com/2016/03/dont-do-this.html">Don't do this</a>.</p><p>For those ECE people who have to share a room, this may actually give you some ideas about buckets and containers that nest inside each other and can be easily stored. </p><p>The setup was rather complex. You may want to try it, but like I said last week, start simple!</p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p><br /></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-65689145167487436192023-06-11T10:18:00.001-05:002023-06-15T17:06:05.351-05:00Start simple<p>I recently did a session on play at the sensory table for the Free to Play Summit curated by Sally Haughey. It was an hour session that seemed to inspire ece professionals to see the sensory table as a place for new possibilities for play and exploration. The question is: where to start?</p><p>Whenever I talk to people about building at the sensory table, I encourage them to start simple. Heck, that is how I started. My first sand table was a yellow square metal box on legs. It measured two feet by two feet and stood twelve inches off the floor. For one of my very first builds, I taped a box inside the table. I added a PVC chute on an incline from the box to the other end of the table.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO04y7NzHBbESeV6dQ3aDRhvaiSI3nFQDrFPYPkTo_f9HtX2kjxt-Xun-kPINJZ6x2FsWwphFajezYus721XKkcXInQkOn8gvbbH7pQP87GT3deVyfRJitv2F7vKOw33Ukk7pp6i0kBOoMXplCGENI2AMyh3MucQqgEGlEsej181lS4-Ln7XXCL0Au6w/s2397/P1000617.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2397" data-original-width="2365" height="388" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO04y7NzHBbESeV6dQ3aDRhvaiSI3nFQDrFPYPkTo_f9HtX2kjxt-Xun-kPINJZ6x2FsWwphFajezYus721XKkcXInQkOn8gvbbH7pQP87GT3deVyfRJitv2F7vKOw33Ukk7pp6i0kBOoMXplCGENI2AMyh3MucQqgEGlEsej181lS4-Ln7XXCL0Au6w/w383-h388/P1000617.jpeg" width="383" /></a></div><p></p><p>That was a very simple apparatus that offered multiple entries for the children's play and exploration. I taped the box in the middle of one side so the children had access to the sand in the table on three sides. They could take the sand from the table and put it in the box; they could dig the sand out of the box; they could transport the sand into the bucket next to the table; they could dump the sand down the chute. A nice feature of this apparatus was: the sand that missed the chute fell into the box and not onto the floor.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgk4ODVK7LARzUuBiXzKkuJ2h-mLhYn4QYUyOJj9ZcKcffQkNx6VLtxNAe6ZDnSrlxWLoqMHqizCETd1nsP7vNawS_T-PeK0yfL3IU_9alm9VJ1j1rMTPdoauaTawtsEXCujZz-z_QtYdH_YR7TWimVgTmlcCm1yf7de_WbLApoeAW4CoUUN5_I7OcW4A/s2767/P1000618.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2767" data-original-width="2491" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgk4ODVK7LARzUuBiXzKkuJ2h-mLhYn4QYUyOJj9ZcKcffQkNx6VLtxNAe6ZDnSrlxWLoqMHqizCETd1nsP7vNawS_T-PeK0yfL3IU_9alm9VJ1j1rMTPdoauaTawtsEXCujZz-z_QtYdH_YR7TWimVgTmlcCm1yf7de_WbLApoeAW4CoUUN5_I7OcW4A/s320/P1000618.jpeg" width="288" /></a></div><p></p><p>Back then, I worked in an infant/toddler room that later became a birth-to-five room. A simple apparatus like this provided enough novelty to the sand table that the children found multiple ways to scoop, pour and transport the sand. Even an older infant or young toddler could sidle up next to the little sand table to play in the sand.<br /></p><p>Since my sand table was so small, I sometimes expanded it by taping a relatively large box next to the table. I cut a tab in one side of the box to make a connecting ramp between the box and the sand table. The big box not only expanded the play area at the sand table, but also added another level for the children's operations.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJ-pUzBTY5mfnY9nQ6hghOtY_mPN_4hRqh1UTIcUEFPtkeMnIy9Y96XbvGjmymjo8kH0qKbUBhyhsdWqktLMxhIMgZGKjlIenHPFIvAFFfUkeSUQqMYBpyXPeb6eoGF1iN0EGUxgfpqP6FnrD8ep76rWpIsj336v3PgQpC1HWrPTVtxNxs8wXNNkTK9g/s3198/P1010235.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2669" data-original-width="3198" height="339" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJ-pUzBTY5mfnY9nQ6hghOtY_mPN_4hRqh1UTIcUEFPtkeMnIy9Y96XbvGjmymjo8kH0qKbUBhyhsdWqktLMxhIMgZGKjlIenHPFIvAFFfUkeSUQqMYBpyXPeb6eoGF1iN0EGUxgfpqP6FnrD8ep76rWpIsj336v3PgQpC1HWrPTVtxNxs8wXNNkTK9g/w406-h339/P1010235.jpeg" width="406" /></a></div> <p></p><p>Well, maybe this was not so simple because I had to create a false bottom to lift the bottom of the large box several inches off the floor. To do that, I cut a sheet of cardboard the size of the box and set it on top of a couple of other boxes to hold it in place and provide strength so the weight of the sand would not make the cardboard sheet sag. (It is important to understand that there are two boxes underneath the cardboard sheet that created the elevated bottom of the large box.) I then used duct tape to seal the edges and to hold the cardboard sheet in place.</p><p>Even when I inherited a larger sensory table, I experimented with rather simple setups. For one setup, I found two planter trays that fit snugly in the sensory table. The lips of the trays rested on the lips of the sensory tables; that held the two trays above the bottom of the sensory table which provided space underneath each tray for children to explore. The children happily scooped sand from underneath the trays, often times crossing their midlines to do so.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiowlFVduJ5jh5aQvH76pAya2soJ3jLnAOdS_iwJJzu7qxco9KgQwJUBSj43j8UwFK5J6GUG6hF_hlQT5Ai0YAtgpoRIwH0Cub3cghA-npptyTC-132mvttGa6VeuXsFF-csZ0tupC-5PpXt9k2TZJL07GrmDNclcSQE_kLP6DPgFexTm_I8l2bbubLIA/s4608/PICT0305.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3072" data-original-width="4608" height="302" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiowlFVduJ5jh5aQvH76pAya2soJ3jLnAOdS_iwJJzu7qxco9KgQwJUBSj43j8UwFK5J6GUG6hF_hlQT5Ai0YAtgpoRIwH0Cub3cghA-npptyTC-132mvttGa6VeuXsFF-csZ0tupC-5PpXt9k2TZJL07GrmDNclcSQE_kLP6DPgFexTm_I8l2bbubLIA/w454-h302/PICT0305.jpeg" width="454" /></a></div><p></p><p>I also built a very simple tray from scrap wood that spanned the width of the table. Again, this offered spaces over, under and around for the children's chosen operations.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA_mOIMBcwBAo_sfUEIQPepDL3aJ7Kmae4uUlkD1B0E9BG9P02yAaa8fKaQC1b0cCg5xfZjiUAw8c2lwbEHox4ZLuXOqzT0Y0SFM9LhrUIDEvAiZk_pe2i27Tkm06-Ve9tdtX8YLq27fmaznXXMyPugs6yk_zMvAwrbzvd6QekNs2rrL0-faJN5y0vGw/s2156/IMG_3883.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1270" data-original-width="2156" height="274" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA_mOIMBcwBAo_sfUEIQPepDL3aJ7Kmae4uUlkD1B0E9BG9P02yAaa8fKaQC1b0cCg5xfZjiUAw8c2lwbEHox4ZLuXOqzT0Y0SFM9LhrUIDEvAiZk_pe2i27Tkm06-Ve9tdtX8YLq27fmaznXXMyPugs6yk_zMvAwrbzvd6QekNs2rrL0-faJN5y0vGw/w466-h274/IMG_3883.jpeg" width="466" /></a></div><p></p><p>The tray in this instance also offered a platform on which the children could display their work. Imagine if there was no tray. The play in this instance would not have been so rich.</p><p>My first water table was also very simple. Again, this was in an infant/toddler room so the water table was small. <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikiVVZVeyfchiaVwISe0eaVhBd6gPsnCXsalj9VEdIPYDOledc3kCpEpR9DFwdm7IM9BDZYXFDrkxmvms3JFjktYizoJwaoruEHzuAwaeggx9krsnfQFdtmTiLmgWF4Hbl9sK-YWDNaSHmINAEZOl3M4whRiTqXF1NVrbU59NYl_SLVI-LIEJn1R4Urw/s3196/P1010336.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2394" data-original-width="3196" height="341" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikiVVZVeyfchiaVwISe0eaVhBd6gPsnCXsalj9VEdIPYDOledc3kCpEpR9DFwdm7IM9BDZYXFDrkxmvms3JFjktYizoJwaoruEHzuAwaeggx9krsnfQFdtmTiLmgWF4Hbl9sK-YWDNaSHmINAEZOl3M4whRiTqXF1NVrbU59NYl_SLVI-LIEJn1R4Urw/w455-h341/P1010336.jpeg" width="455" /></a></div><p></p><p>To make it more inviting for the children, I added a couple of incline PVC pipes, one emptying into the table from a bucket elevated by crates and one emptying into a bucket on the floor from the table.</p><p>I know and have observed that adding apparatus to the sensory table enriches and expands children's play and exploration exponentially. Give it a try, but keep it simple to begin with. My journey started with very simple apparatus. As I watched how children queried each new apparatus, I was able to hone my own craft for building.<br /></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-66166123148559710482021-04-21T14:56:00.001-05:002021-04-21T19:54:11.516-05:00Balance<p>Scott McCredie in his book <a href="https://www.littlebrown.com/titles/scott-mccredie/balance/9780316011358/">Balance: In Search of the Lost Sense</a> calls balance the sixth sense. For the most part, we take it for granted not realizing that it affects everything we do. It operates subconsciously in real time. Balance is a moving target, never static, because we are always moving and making complex but subtle adjustments to stay upright. Gill Connell and Cheryl McCarthy in their book <a href="https://www.freespirit.com/teaching-strategies-and-professional-development/moving-child-is-a-learning-child-gill-connell-cheryl-mccarthy/">A Moving Child is a Learning Child</a> state: "It[balance] must be learned. And the only way to learn balance is through movement---all different kinds of movement experienced many times in many varied ways."(p. 84).<br /></p><p>How can that happen in an early childhood classroom? I actually think it can and should happen all throughout an early childhood classroom. Instead of looking for examples throughout the room, however, I would like to examine different balancing strategies children employ at the sand and water table around just one apparatus. I could choose almost any apparatus I have built, but I will choose one of my favorites from 2013 I call <a href="https://tomsensori.blogspot.com/2013/11/tall-cardboard-tubes-and-ropes.html">tall cardboard tubes and ropes</a>. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; margin-left: 40px; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUDJPIdNawIMmpw1sTHpW5Z_ajAxVOALpq0BxqwVVuySBTyAwmcZfO_V8h9MypAbqg9ElAR1bve0wHdnYKtHW09QEdDHZfdEXrzfzcXmtrn3KBz-zbKEFZm1shSzdnl0Cu3LZ5qIKWzMPg/s2048/IMG_7861.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1630" data-original-width="2048" height="319" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUDJPIdNawIMmpw1sTHpW5Z_ajAxVOALpq0BxqwVVuySBTyAwmcZfO_V8h9MypAbqg9ElAR1bve0wHdnYKtHW09QEdDHZfdEXrzfzcXmtrn3KBz-zbKEFZm1shSzdnl0Cu3LZ5qIKWzMPg/w400-h319/IMG_7861.jpeg" width="400" /></a></div> <br /></div><div class="separator" style="clear: both; text-align: left;">In the picture below, the child uses her torso, arms and chin propped against the table itself to keep her balance as she scoops the pellets to fill her metal bowl. <br /></div><p></p><p></p><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVH4-yi58XFs8fstPRqeo6u3sjOFEVF3mi4FOIbHQR25P1sZYp9qGlAZW24rJG1Qw1g4wkXi1zy8Q1pLE5RIHBKQNMMrZIEzw4pMEGvB8DuvQv_qdEGqY_7VxUqE9oMApFRB5Xh_uxyE_1/s2048/IMG_7998.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVH4-yi58XFs8fstPRqeo6u3sjOFEVF3mi4FOIbHQR25P1sZYp9qGlAZW24rJG1Qw1g4wkXi1zy8Q1pLE5RIHBKQNMMrZIEzw4pMEGvB8DuvQv_qdEGqY_7VxUqE9oMApFRB5Xh_uxyE_1/w300-h400/IMG_7998.jpeg" width="300" /></a></div>That type of balancing is quite common, even for adults. For example. we often lean up against a counter top when we cook.<br /><p></p><p>Below is another way to use the table to perform a more dynamic balancing operation. The child balances on the lip of the table on his abdomen. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzhIsW3YuxHKRiyt9FzbdZh_DlKirrTfDOyv8UkISzHKxWfpWoMs1Klt5mxAKnSmIaoEgL0FEzqOHGG39IaZHIlB0WbZmpNT3uRuvWYteHLRBFqnMaATbMlWA_eMvFHghYZOiANsQHp-EJ/s2048/IMG_7631.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzhIsW3YuxHKRiyt9FzbdZh_DlKirrTfDOyv8UkISzHKxWfpWoMs1Klt5mxAKnSmIaoEgL0FEzqOHGG39IaZHIlB0WbZmpNT3uRuvWYteHLRBFqnMaATbMlWA_eMvFHghYZOiANsQHp-EJ/w300-h400/IMG_7631.jpeg" width="300" /></a></div><p>He is able to do that because he bends his knees so his feet move toward the center of gravity closer to his abdominal balancing point. In addition, he grabs the lip of the table with his left hand for greater stability. This balancing operation allows him to reach further into the table to scoop pellets with his metal measuring cup. <br /></p><p>In the photo below, the child in the lavender shirt is not leaning up against the table for balance. Rather, she leans over and into the table, but she extends her backside away from the table for counter balance.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbPy-Ztfamigh6fVGeT5Vwz4bgCduagKXg6BLZUeK-iHsNDwnVh5MdF3rlaoEQT81F1QRU-XBGf6LjfiAl1cV1jyvoWGNS7-A3O58Nhb1WvcnLrCj5nsw7eFyXbMojL6uLsh0OLJ8bwMEy/s2048/IMG_7532.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbPy-Ztfamigh6fVGeT5Vwz4bgCduagKXg6BLZUeK-iHsNDwnVh5MdF3rlaoEQT81F1QRU-XBGf6LjfiAl1cV1jyvoWGNS7-A3O58Nhb1WvcnLrCj5nsw7eFyXbMojL6uLsh0OLJ8bwMEy/w400-h300/IMG_7532.jpeg" width="400" /></a></div><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p>Her balancing looks a bit strained. One reason for that is she grabs the lip of the bucket to help balance. However, the bucket hangs on the rope by a S hook so it sways with very little force. Is she steadying herself with her left hand at the same time she tries to steady the bucket? <br /> </p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p>Below is another nice bit of balancing by a child. This child is pouring pellets from his metal pot into the top of one of the cardboard tubes. To do that, he steps up onto the stool, stands on his tip toes, reaches up as high as he can and deposits the pellets into the top of the tube. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2PqBUhCBFStUlAifm22hw_3ERWVqaN_OsToNA5E-VSlEYxEtBmlM4TvmnLby7ubDIzV3UT1wG_UrKWv8TwKj4h8oDRMWJPV-UGeDgLcwXhDG_T41kpQa9ALMaVcw9hVN5S2cV3zzedZqg/s2048/IMG_7596.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1595" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2PqBUhCBFStUlAifm22hw_3ERWVqaN_OsToNA5E-VSlEYxEtBmlM4TvmnLby7ubDIzV3UT1wG_UrKWv8TwKj4h8oDRMWJPV-UGeDgLcwXhDG_T41kpQa9ALMaVcw9hVN5S2cV3zzedZqg/w311-h400/IMG_7596.jpeg" width="311" /></a></div><p>This child performs a little different type of balance. This balance is on a vertical with a fairly narrow base comprised of his tip toes. Besides the fact that he is doing an operation fully extended and over his head, this balancing requires the child to stay balanced as he hastily pours his pellets. He uses his left hand to grab a hole in the tube to steady himself, but that does not take away from the vertical nature of his balancing act.<br /> </p><p>In the photo below, the child is balancing using the thin ropes threaded through some of the holes in one of the cardboard tubes.<br /></p><p></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAdkK8hkc8sXudcNhzAlg581dq7vrAupCw_ECu2hhtkybTMMKMvQUoamVZqZQ6CSbDFPuRM26cRoOKdC3R3iANfJZGCUEcGsKWN5JWSuU4OWSFy7M7Q1k8aCXumMui4EG-uUM6vc2wzYhD/s2048/IMG_8002.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAdkK8hkc8sXudcNhzAlg581dq7vrAupCw_ECu2hhtkybTMMKMvQUoamVZqZQ6CSbDFPuRM26cRoOKdC3R3iANfJZGCUEcGsKWN5JWSuU4OWSFy7M7Q1k8aCXumMui4EG-uUM6vc2wzYhD/w300-h400/IMG_8002.jpeg" width="300" /></a></div>This child leans back as he pulls on the ropes. If he were to let go, or if the rope would break, or if the heavily duct taped tube broke free of the table (highly unlikely), the child would fall backwards. In essence, he balancing on a thread. However, the thread does not stop him from swinging back and forth. Rather, he uses his knees against the red tub to keep him from tipping over sideways.<br /> <p></p><p></p>Here is one more example of a child performing a balancing act on the apparatus. The child stands on the thin lip of the table almost like a tight rope walker with her body straight and her arms out to the side. She even splays the fingers on her left hand to help her balance.<br /><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi30EfQsh-OPnOKcHP9uxCi4TpwOSOgUoYUdf4kFm-u4CXX2aeSLrp6ThaQ3K76-0lc7Bt6dsZGotQsHMGWB8bVOmBrgbkPX2MrvU1CsX97IRXC97MPIaQ10d5adCKfTp74-8ruZskebOIT/s2048/IMG_7812.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1524" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi30EfQsh-OPnOKcHP9uxCi4TpwOSOgUoYUdf4kFm-u4CXX2aeSLrp6ThaQ3K76-0lc7Bt6dsZGotQsHMGWB8bVOmBrgbkPX2MrvU1CsX97IRXC97MPIaQ10d5adCKfTp74-8ruZskebOIT/w477-h640/IMG_7812.jpeg" width="477" /></a></div><p>She does hold the top of the one of the tubes to aid in balancing, but the look on her face makes me think she is ready to let go of the tube to demonstrate her acrobatic balancing skills.</p><p>I have only given a few examples around one apparatus. Believe me, their are so many more. And with each new apparatus, the children find new ways to test their balance. I contend that if we look closely enough, the children are constantly finding ways throughout the classroom to challenge and fine tune their ability to balance physically, socially and psychologically . Just maybe being off balance is important for all learning---metaphorically speaking. </p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com4tag:blogger.com,1999:blog-7096897291661942250.post-89885855806390742112021-04-05T09:18:00.000-05:002021-04-05T09:18:18.882-05:00Gifts and gratitude<p>I have over 25,000 images of children in the classroom from my work as an early childhood educator. Even though I am retired, I am still able to revisit life in the classroom through those images. Recently I was thinking about how those images testified to the fact that the children offered me gifts every day. Those gifts often came in the form of attention and engagement to what I offered to them in terms of classroom setup, materials and provocations. However, those gifts were as unique as each child. Follow me around the classroom to find just a few examples of those gifts. <br /></p><p>Below is a photo of a child who crawled inside a <a href="http://tomsensori.blogspot.com/2011/09/big-box-ii-with-tubes.html">big box </a>next to the sensory table. He used the small blue pail to plug the cardboard tube. When the children at the top of the tube indicated that the tube was full, the child in the box pulled the pail from the bottom of the tube and watched the pellets drain into the box. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfngEummm3PeG4OuuSLfOkSqHYoci7BeCrf42GydZvf8IXLo5fo2I_4r7bvyy5peBdfHf9efVQLmrY1Mowo5y0Q4NTenxdTJhBJ-FuqrufscqKAr_I2-KlIWv2yljkHCTTaRqoRLsdSJ7n/s2048/IMG_4126.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfngEummm3PeG4OuuSLfOkSqHYoci7BeCrf42GydZvf8IXLo5fo2I_4r7bvyy5peBdfHf9efVQLmrY1Mowo5y0Q4NTenxdTJhBJ-FuqrufscqKAr_I2-KlIWv2yljkHCTTaRqoRLsdSJ7n/w400-h300/IMG_4126.jpeg" width="400" /></a></div>The gift this child offered me was a gift of <b>wonder</b>, the wonder of experiencing how his actions of plugging and unplugging generated a gush of pellets. <br /><p></p><p>In the picture below, two children were playing basketball in the large muscle area of the room. I purposefully set out the steps to add a challenge their sport.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzUcb9iu2z_Z3Mdl67LJqIxW_0G3pMbpro-MowClJBK2NrY5TzEaU4D4xvdppW_NtLAaWoxGcjI0Vwgaq14jPsFqZ8cNjZ0Qlq8g2YFK1fVfjJL4LvZY9z8XvGPmv6VKEBFGIwYAN-hY15/s2048/basketball+jumping.jpeg" style="margin-left: 1em; margin-right: 1em;"> <img border="0" data-original-height="2048" data-original-width="2046" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzUcb9iu2z_Z3Mdl67LJqIxW_0G3pMbpro-MowClJBK2NrY5TzEaU4D4xvdppW_NtLAaWoxGcjI0Vwgaq14jPsFqZ8cNjZ0Qlq8g2YFK1fVfjJL4LvZY9z8XvGPmv6VKEBFGIwYAN-hY15/w400-h400/basketball+jumping.jpeg" width="400" /></a></div>Their gift to me was a gift of <b>engagement</b>. They took my offer of steps with the basketball hoop to more fully engage their bodies. The endeavor became much more than just shooting a basket. By engaging with the steps, it encompassed climbing, jumping, reaching, shooting, flying and landing. <br /> <p></p><p>The children pictured below were also in the large muscle area. They were playing their own made-up game of basketball. The child sitting on the ledge held the basket above his head as the others attempted to throw the balls into the basket. The child holding the basket kept moving the basket so it was not so easy to make a basket.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje0HHj0vW8V_2xIZcyyQIWFy0OnSBB1Ua4ubS0AcbKZVVId2OiREiyAmUrSPpBSgk1uL6MfIU4QFWlY_BCtFfhmFMOfb9HoB25lFlAb2mVMuA0PemxmUiaU-ZoHY7c7nkwTJgzeiMAzmTR/s759/Screen+Shot+2021-03-30+at+9.58.05+AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="645" data-original-width="759" height="340" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje0HHj0vW8V_2xIZcyyQIWFy0OnSBB1Ua4ubS0AcbKZVVId2OiREiyAmUrSPpBSgk1uL6MfIU4QFWlY_BCtFfhmFMOfb9HoB25lFlAb2mVMuA0PemxmUiaU-ZoHY7c7nkwTJgzeiMAzmTR/w400-h340/Screen+Shot+2021-03-30+at+9.58.05+AM.png" width="400" /></a></div>The gift here was a gift of <b>creativity.</b> These children created an original game that included an unique challenge of a moving target. <br /> <p></p><p>In the photo below, the children found a bin of small tree cookies on the manipulative shelf. They proceeded to build a structure using all the tree cookies. Since the tree cookies were irregular in size and shape, the children were forced to make many minute adjustments to get all the tree cookies to balance. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJdmbEWtPuGYNwSFI5jJSi-WX6Ey-8CEeEB_FUBGIs016-4295_S9-POHKQ5xM6Pi5dcgN-NnYUa-45j5CpsXgJKOJhAVftp-BlQYKkgW4-HwDACeLJINKS8DXYTu2QDvwQKGmC7ZoqOuQ/s2048/IMG_1041.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1648" data-original-width="2048" height="323" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJdmbEWtPuGYNwSFI5jJSi-WX6Ey-8CEeEB_FUBGIs016-4295_S9-POHKQ5xM6Pi5dcgN-NnYUa-45j5CpsXgJKOJhAVftp-BlQYKkgW4-HwDACeLJINKS8DXYTu2QDvwQKGmC7ZoqOuQ/w400-h323/IMG_1041.jpeg" width="400" /></a></div>The gift here was one of executing a<b> shared idea.</b> The attention to each other's moves made the balancing and building possible. The shared idea was not the tower of tree cookies but an active idea of how to proceed step by step.<br /><br /><p>In the picture below, the child drew a picture from a photograph on the wall of a block structure he had built the week before. He did his drawing on a white board that I held for him.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcgxGOtTmWcodTuRsHc2HDKXqB0v0amVEgXEMpOxoaKN7GkLRP4SfBgKnpSKxZjjBJ6EjpEMMyTkq0s3LZrl-Lz10BOGzvMu-mwbI0BKkYx9X2lEI3mvdGsl520AjQgGBooKuJvqAy25lp/s2048/IMG_3791.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcgxGOtTmWcodTuRsHc2HDKXqB0v0amVEgXEMpOxoaKN7GkLRP4SfBgKnpSKxZjjBJ6EjpEMMyTkq0s3LZrl-Lz10BOGzvMu-mwbI0BKkYx9X2lEI3mvdGsl520AjQgGBooKuJvqAy25lp/w400-h300/IMG_3791.jpeg" width="400" /></a></div>The gift here was one of <b>noticing. </b>He paid careful attention to the photograph of his previous block structure so he could recreate it on the white board.<br /><br /><p></p><p>The picture below was taken in the block area. In the photo the child put together a large floor puzzle of a tiger. After completing the puzzle, he used blocks to outline the puzzle.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPd7T-2Mqu2scPsfdJF7xsf30VzYO3wvXQTYT98UH1mGaW3p0U9y3MS_663B2W1-jUrnqUY3Wkb606c2P-nRwtU7iTtTBpEbeMmkH5cKoo26JwTgZWf4hVVKxo_Xtt4Gj_mFPk2GvJZGDe/s2048/IMG_3964.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1484" data-original-width="2048" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPd7T-2Mqu2scPsfdJF7xsf30VzYO3wvXQTYT98UH1mGaW3p0U9y3MS_663B2W1-jUrnqUY3Wkb606c2P-nRwtU7iTtTBpEbeMmkH5cKoo26JwTgZWf4hVVKxo_Xtt4Gj_mFPk2GvJZGDe/s320/IMG_3964.jpeg" width="320" /></a></div>The gift here was one of <b>original thinking</b>. The child decided to combine two completely different materials in a unique way to create an original work.<br /> <p></p><p>The photo below was taken at the writing table. The child used the plasticine and wire that was provided to make a rainbow. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8pXrq73iLYtanA3QyRynln9k8WYObOzpq_L1l6fcSqVqDiX9N-Ak519QgoRalVyOC3eCSqkeFMghhx-SrlW-G1U5f1bVPmv5tspM8-klSwYrKheJgXLma0JqaMY9Ad-7RJv1-7OPBIum6/s2048/IMG_3626.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1285" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8pXrq73iLYtanA3QyRynln9k8WYObOzpq_L1l6fcSqVqDiX9N-Ak519QgoRalVyOC3eCSqkeFMghhx-SrlW-G1U5f1bVPmv5tspM8-klSwYrKheJgXLma0JqaMY9Ad-7RJv1-7OPBIum6/w402-h640/IMG_3626.jpeg" width="402" /></a></div>The gift here was one of <b>bringing her best thinking<span> </span></b><span>to her undertaking. Her best thinking included using her hands to make the wire bows for the rainbow arcs and to embed them in the plasticine.</span><b><span> </span></b><p></p><p>The picture below was taken in the housekeeping area. The child appropriated all the scarfs to accessorize his outfit. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMA1hQAIWUx4wFxhqA_KvNzmj2TGE5u0hgWq73lPYfWs0eDKlQoxXql578roCj4NyX_EiohDlL8J55VL-UO2soxo54Gs-SaFvB8JLqURKyU7hh-3YX8_xevvQDwrjGLCYgJisi3gN3vFKX/s2048/IMG_0148.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMA1hQAIWUx4wFxhqA_KvNzmj2TGE5u0hgWq73lPYfWs0eDKlQoxXql578roCj4NyX_EiohDlL8J55VL-UO2soxo54Gs-SaFvB8JLqURKyU7hh-3YX8_xevvQDwrjGLCYgJisi3gN3vFKX/w300-h400/IMG_0148.jpeg" width="300" /></a></div>The gift here was one of <b>unbridled experimentation.</b> The child was able to put a scarf on his head, around his neck and around his waist. Where did the fourth one go?<br /> <p></p><p>In the photo below, a child used the window as a vertical platform to create a stained glass with window blocks. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipnj1wuUPRtJC7GESVi3w2NlwakUSz8GrQDPgAQyrPUp1QEW5CAeFFDqyYTwYA8trKLehq27a1o3nuM7lEMVwnJGYL4fxcprezsKv7K0JWr-NiGbicgG1Jh4qYMLmeHD3bpNZZ9Me6vp1C/s2048/IMG_1516.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipnj1wuUPRtJC7GESVi3w2NlwakUSz8GrQDPgAQyrPUp1QEW5CAeFFDqyYTwYA8trKLehq27a1o3nuM7lEMVwnJGYL4fxcprezsKv7K0JWr-NiGbicgG1Jh4qYMLmeHD3bpNZZ9Me6vp1C/w300-h400/IMG_1516.jpeg" width="300" /></a></div><p>The gift here was her <b>tacit insight that she had license to transform the classroom. </b>That is all the more impressive because the child also knew she could stand on the <a href="http://tomsensori.blogspot.com/2018/08/the-ledge-part-one.html">ledge </a>, which was three feet off the ground, in order to complete her masterpiece. </p><p>Though the children did not think they were giving me gifts, they were teaching me to see the world through ever new and ingenious ways. They were my best teachers who never stopped offering their unique gifts. For that I am eternally grateful.<br /></p><p></p><p><br /></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com2tag:blogger.com,1999:blog-7096897291661942250.post-31327990631139800522021-03-22T10:42:00.000-05:002021-03-22T10:42:32.062-05:00The life of a dead tree trunk in the classroom<p>In a way, this post is a sequel to my <a href="https://tomsensori.blogspot.com/2021/03/all-play-is-local.html">previous post</a> about the possibilities for play in a provocation I called the <a href="http://tomsensori.blogspot.com/2015/11/swamp-iii.html">Swamp.</a> The environment helped determine the possibilities. And by environment, I meant the process of setting up the provocation by me; I meant the children and the curiosity and imagination they brought to their investigations; and I meant the materials themselves which begged to be explored.</p><p>This post is an experiment to see how the possibilities of play unfolded when just one of the materials offered to the children got placed in other parts of the room. The object and its potential I would like to examine is the a piece of tree trunk from a tree I cut down in my yard. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUfSRBIrlJRSGaFb-fpqQg7eScl9J9_wmE8Xi4OIFhcFDf65fOYjM-IcA8-xkWTCRqboGIU-njZDMtjRfcZ0NWMaGqOcflfvakKlEEA4kJ-j60M7aY2bq7-s_Tth1sRQusf2ie1NM38a62/s2048/IMG_7358.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUfSRBIrlJRSGaFb-fpqQg7eScl9J9_wmE8Xi4OIFhcFDf65fOYjM-IcA8-xkWTCRqboGIU-njZDMtjRfcZ0NWMaGqOcflfvakKlEEA4kJ-j60M7aY2bq7-s_Tth1sRQusf2ie1NM38a62/w400-h300/IMG_7358.jpeg" width="400" /></a></div>As part of the swamp, the tree trunk was a loose part that could be used as a place where some of the plastic animals could find a home. (If you look closely in the picture above, there is a plastic grasshopper on the tree trunk.)<p></p><p>And because it was a loose part, it did not have to stay in the table. In the picture below, the child lifted the tree trunk out of the table and was about to drop it on the floor. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3bgAiLI_YzA26V7tCF57wgIDbXm3R0aLdTMuaeMaynao1R3KRAxTgjiLC5TMrGQH2T7XtveyVdvTqclInbL61FB0z0TZZMHqgtCR4QP1iw3ZRdZqmflOeHN2yJBvECLSQP6UsMfYHw16r/s2048/IMG_7380.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1726" data-original-width="2048" height="338" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3bgAiLI_YzA26V7tCF57wgIDbXm3R0aLdTMuaeMaynao1R3KRAxTgjiLC5TMrGQH2T7XtveyVdvTqclInbL61FB0z0TZZMHqgtCR4QP1iw3ZRdZqmflOeHN2yJBvECLSQP6UsMfYHw16r/w400-h338/IMG_7380.jpeg" width="400" /></a></div>In a way, he was deconstructing the swamp by piling the pieces of wood on the floor. But at the same time, he was constructing his own collection of wood by using the floor as an open platform to pile.<p></p><p>After the swamp, I moved the tree trunk to the housekeeping area to see how the children would use it in their play and explorations. I placed it on the shelf by the window and by some living plants.<br /> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhokNyrr2AKN8f41sVQF0XeaZnqjuj1ItdQ1pskcqfjLQ-LaxNYEXPSoSl6Wu6heFGlkn15RsSSk9nPBab2aQB4O5GrBP6kZ1a_CT0V-qBHZqrCCuLnMnLiQMb0-JaVPaRE06jkOay8cbhp/s2048/IMG_3319.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhokNyrr2AKN8f41sVQF0XeaZnqjuj1ItdQ1pskcqfjLQ-LaxNYEXPSoSl6Wu6heFGlkn15RsSSk9nPBab2aQB4O5GrBP6kZ1a_CT0V-qBHZqrCCuLnMnLiQMb0-JaVPaRE06jkOay8cbhp/w300-h400/IMG_3319.jpeg" width="300" /></a></div><p>In the picture above, the child noticed that the tree trunk had a hole in it. She found a stick from the bowl of sticks on the bottom shelf and used it to explore the hole. By the way, the hole was a entrance to an old bird nest so it was worth exploring.</p><p>One child took the tree trunk off the shelf to put it on the floor where he proceeded to dislodge a piece that had rotted and become weak. <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWkvzpligelMnpl1ZYiE6_xI7EWhee8gE15_2P7bOuJtlC8hCOj8d76RR8rgjLOSOBkKwFswfixPlX_aY8wXzqqn4v955HwOy5PmitOMd9MJYogBPUK2sBTogJ7KYBhwToAAJpXkqC1wHA/s2048/IMG_8506.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWkvzpligelMnpl1ZYiE6_xI7EWhee8gE15_2P7bOuJtlC8hCOj8d76RR8rgjLOSOBkKwFswfixPlX_aY8wXzqqn4v955HwOy5PmitOMd9MJYogBPUK2sBTogJ7KYBhwToAAJpXkqC1wHA/w300-h400/IMG_8506.jpeg" width="300" /></a></div>I noticed that the child found the work gloves in the house area to add a little authenticity to his deconstruction operation.<br /><p>I subsequently moved the tree trunk to the writing table as a provocation with other Fall elements like gourds and corn. The children found many more ways to explore and examine this natural element.<br /></p><p></p><p></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJf6bkQqOnE102kqC4ghX-5fsM6TsAheCPtNtuxrlgEq2eyAGBgSXVNz8_qkZbFaegTaEDsECc2hgQRCZTiufVtnKXJKRL3JIpMyFRrY1Hdx7gru1q7ANKO7vVp62E08ZKLSrpYDbvnszU/s2048/IMG_6855.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1936" data-original-width="2048" height="378" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJf6bkQqOnE102kqC4ghX-5fsM6TsAheCPtNtuxrlgEq2eyAGBgSXVNz8_qkZbFaegTaEDsECc2hgQRCZTiufVtnKXJKRL3JIpMyFRrY1Hdx7gru1q7ANKO7vVp62E08ZKLSrpYDbvnszU/w400-h378/IMG_6855.jpeg" width="400" /></a></div> <p></p><p>For example, the child pictured below examined the bottom of the tree trunk. That way she was better able to see that the hole was bigger on the inside where the nest had been. <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLwyuJ0HTA669vXKwa7_3yQKsnO0w8IuLnntpb2_GIbW0wbX2KpH9lzKQD17Y3duJeBSp4Vbtr6r_meoHaJYL5W2z9QXVWv8lP6zoWiX2vYf9Xl0VDxjXdEJiv3KRtUe3u_7oWbXLOrJ8A/s2048/IMG_6674.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1503" data-original-width="2048" height="294" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLwyuJ0HTA669vXKwa7_3yQKsnO0w8IuLnntpb2_GIbW0wbX2KpH9lzKQD17Y3duJeBSp4Vbtr6r_meoHaJYL5W2z9QXVWv8lP6zoWiX2vYf9Xl0VDxjXdEJiv3KRtUe3u_7oWbXLOrJ8A/w400-h294/IMG_6674.jpeg" width="400" /></a></div><p></p><p>For another example, the child below found a different way to examine the hole in the tree trunk. He used one of the ears of the Fall corn to "measure" the size of the hole.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA3sUg27_FSBqpLbeG8pwNZJOIMthHAXVfBTKSm26I4-NGqNxIINHxK1tuKzxN2FC0teYXT_syuNpscf1JnANmU8gJ8eJKLbYwo7BHpCzQlMHs9wpZ_DkQ61YqwXA2dHy0zMrnYgQrfQx9/s2048/IMG_6791.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1627" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA3sUg27_FSBqpLbeG8pwNZJOIMthHAXVfBTKSm26I4-NGqNxIINHxK1tuKzxN2FC0teYXT_syuNpscf1JnANmU8gJ8eJKLbYwo7BHpCzQlMHs9wpZ_DkQ61YqwXA2dHy0zMrnYgQrfQx9/w318-h400/IMG_6791.jpeg" width="318" /></a></div><p></p><p>A good question is: Did any of the children draw the tree trunk? I do not know and since these pictures were taken more than five years ago, I do not even remember. However, one of more stunning pictures I took was a picture of a child showing his mother the picture of the girl examining the bottom of the stump.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAeP-eIpwmUFwDohb5FoEmlfsxxLk4rrTcENEp7QZ3gYydym3SbAUUkAdz06TSAeGdKq3gHHMLSSGJ2d-0j1f8UyoBaZyai-NdhV86sPNBa7OL9YUumupPVgryiB4LUsTGKtP3A5SVLtQi/s2048/IMG_7301.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1660" data-original-width="2048" height="324" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAeP-eIpwmUFwDohb5FoEmlfsxxLk4rrTcENEp7QZ3gYydym3SbAUUkAdz06TSAeGdKq3gHHMLSSGJ2d-0j1f8UyoBaZyai-NdhV86sPNBa7OL9YUumupPVgryiB4LUsTGKtP3A5SVLtQi/w400-h324/IMG_7301.jpeg" width="400" /></a></div><p>This was the same child who had used the Fall corn to explore the hole in the top of the tree trunk. In other words, the documentation from the week before triggered a memory, a memory that he could share with his mother about his own interaction with the tree trunk.</p><p>This was actually an enjoyable reflection for me. I remembered that I had brought in a tree trunk into the room to add to the swamp and I remembered that I had moved around the room. However, I had not realized how this dried up piece of wood spawned so much engagement by the children in multiple areas of the room, whether that engagement was with the piece itself or in concert with other objects. The quintessential point was that this was a narrative about just one object in a sea of objects in my early childhood classroom. As it moved, so did the narrative. And it was not lost on me that this dried up piece of wood was basically waste wood not even good enough for firewood. Leave it to the children to bring it back to life and make multiple meanings out of it.<br /></p><p> </p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><br /><br />Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-14258430514756521042021-03-09T10:50:00.000-06:002021-03-09T10:50:18.607-06:00All play is local<p>All my adult life I have watched children play. Even when I was not in a classroom, I paid attention to children's play whenever I was out and about. To complement my observations of children's play, I have also read a bit about children's play. For example, here are five <a href="https://www.naeyc.org/our-work/families/five-essentials-meaningful-play">generally agreed upon principles of play</a> from the National Association for the Education of Young Children authored by Marcia L. Nell and Walter F. Drew:</p><p> 1) Children make their own decisions. <br /></p><p> 2) Children are intrinsically motivated.</p><p> 3) Children become immersed in the moment.</p><p><span> </span><span> </span>4) Play is spontaneous/non-scripted.</p><p><span> </span>5) Play is enjoyable.</p><p>These "essentials" by no means exhaust the definition of play but are meant to summarize some important characteristics of play. However, for me, there has always been something lacking in these generally agreed upon characteristics of play. </p><p>I was recently reading an interview with Vivian Gussin Paley in the Fall 2009 edition of the <u>American Journal of Play</u> in which she added a new characteristic of play that struck a chord with me and all she needed was four words: "Play is entirely local..." p. 128.</p><p>Let me see if I can explain why those four words add richness to the idea of children's play. To do that, I will look back on a provocation I would set up every year in the Fall in my sensory table. I called it the swamp.</p><p>The swamp usually consisted of Fall leaves, gourds, sticks, branches, stumps, rocks, pine cones, grass and plastic swamp-dwelling animals such as frogs, snakes and bugs. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp_4d6q9pqbN98pNLgx2AzKM58xy5AB17RRvnaqsNWPztMvAeS3F8gdWnjHgb1KRYL4VjZJwHTAS7uxQjNIrejah79vz3hrJwtdDbSOedASIsJJzCijDHJIZLo6UBGxo3wxsAsjmLL26uf/s2048/IMG_7490.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp_4d6q9pqbN98pNLgx2AzKM58xy5AB17RRvnaqsNWPztMvAeS3F8gdWnjHgb1KRYL4VjZJwHTAS7uxQjNIrejah79vz3hrJwtdDbSOedASIsJJzCijDHJIZLo6UBGxo3wxsAsjmLL26uf/w400-h300/IMG_7490.jpeg" width="400" /></a></div><p>I would add about an inch or two of water to the table because it just would not be a swamp without water. The shelf next to the table offered various containers and kitchen utensils. <br /></p><p></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihoho2PQJ4GaWhdspYQL0699WV-Z88ieOxuji8kp2MooDj0mwSjFPmzXCN4PUaWhC8dl1YgRbtyf8rFHzUMQzotnYNNzhRLlS1OW_so9gy018_0GKIj13iduZPKXuFqdlAtj26iRHNYtXk/s2048/IMG_7469.jpeg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1676" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihoho2PQJ4GaWhdspYQL0699WV-Z88ieOxuji8kp2MooDj0mwSjFPmzXCN4PUaWhC8dl1YgRbtyf8rFHzUMQzotnYNNzhRLlS1OW_so9gy018_0GKIj13iduZPKXuFqdlAtj26iRHNYtXk/w328-h400/IMG_7469.jpeg" width="328" /></a></div> <p></p><p>The child pictured on the left used her hands and eyes to examine one of the logs in the sensory table. What made this local? First, the log was locally resourced. I found it at the Mississippi River just a few blocks from my school. Its shape and smoothness invited the child to handle it. Second, the child brought her own curiosity and desire to know more about this piece of wood that was unique as an object and unique as part of the sensory table. She would be the only child that week to examine this piece of wood in such a way. Local for her was her unique way of examining the piece of wood. <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCBj3ptu5i3m4hGun5YdPwkTdNy8DjMhe8lsI1BxMpPiVoHjAc40w7zFeuWnvEs9PgQXzTX9d8FdIBytkWUy5UtGPSe6MrDHs2JsxJePihWDuWLm-to8IIQemq6L290xmK9cm8QZwa2GZZ/s2048/IMG_7386.jpeg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="2048" data-original-width="1780" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCBj3ptu5i3m4hGun5YdPwkTdNy8DjMhe8lsI1BxMpPiVoHjAc40w7zFeuWnvEs9PgQXzTX9d8FdIBytkWUy5UtGPSe6MrDHs2JsxJePihWDuWLm-to8IIQemq6L290xmK9cm8QZwa2GZZ/w348-h400/IMG_7386.jpeg" width="348" /></a></div><p></p><p> </p><p>The child pictured on the right also examined a different piece of wood. This log, too, was locally sourced: it was a section of a maple tree that I cut down in my front yard. This child brought a different curiosity and desire to better know this piece of tree. He wanted to test his strength by attempting to lift the log off the bottom of the table. For this child what was local was his approach to better understand the physical properties of the log and the limits to his own capabilities in relation to the properties of the log.<br /></p><p><br /></p><p></p><p></p><p><br /></p><p><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFV9KDSPBylkXOF7ZLs3ZU74fz90Z5Pu5OaKhcshtdZApy263AqF3wgddzBekJxBZE2LodR3GOMozVnA10KHfHr0NqWYt_Dfjj2ftLf52vSXTiss6wzMOJ1hN5XAyUogndd8VMMCfkcYiS/s708/Screen+Shot+2021-01-26+at+10.52.33+AM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="582" data-original-width="708" height="329" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFV9KDSPBylkXOF7ZLs3ZU74fz90Z5Pu5OaKhcshtdZApy263AqF3wgddzBekJxBZE2LodR3GOMozVnA10KHfHr0NqWYt_Dfjj2ftLf52vSXTiss6wzMOJ1hN5XAyUogndd8VMMCfkcYiS/w400-h329/Screen+Shot+2021-01-26+at+10.52.33+AM.png" width="400" /></a></div><p> </p><p>The child on the left used yet a different piece of wood that came from the tree I cut down in my yard. He was actually attempting to balance the three-part branch on top of a long log taped between the two sensory tables. For this child what was local was his attempt to bring two separate pieces of the tree into a balancing relationship. <br /></p><p><br /></p><p><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv3f4xrCzUB-TKtpzx9JIC9ySiJOLp-IBjUwnizK7gojk5zGNOISl2ssWUkZVDGsAEKIhiR7jQdR8FuWUtQ0f7saqo1datfH4gNJaPvcg5xEFRrhPnAzRjEcq1wsqwrIkMOr7sYbOxHh9m/s2048/IMG_3822.jpeg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv3f4xrCzUB-TKtpzx9JIC9ySiJOLp-IBjUwnizK7gojk5zGNOISl2ssWUkZVDGsAEKIhiR7jQdR8FuWUtQ0f7saqo1datfH4gNJaPvcg5xEFRrhPnAzRjEcq1wsqwrIkMOr7sYbOxHh9m/w400-h300/IMG_3822.jpeg" width="400" /></a>The child on the right used smaller sticks across a larger branch to make a home for a bug. The sticks again came from my walks by the river and the larger branch from the tree I cut down in my yard. The leaves and grass he used to complete the roof were from my yard. For this child the local was the knowledge he brought to the encounter around building a home for the bug. <br /></div><p><br /></p><p><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNoY2pJP2xrubeTaeq0Jf-LJe7DO4ADLzThoyUIcOqQu_DKmI3NtqdyoXh74Ab-qEXHlCtteCcAs7L9Q-EyRWbunIAw7OaejzForwn-00b1fiTWOEP2oMNRpnV0HF6cNbd1OstqRK8VCER/s2048/IMG_7472.jpeg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1610" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNoY2pJP2xrubeTaeq0Jf-LJe7DO4ADLzThoyUIcOqQu_DKmI3NtqdyoXh74Ab-qEXHlCtteCcAs7L9Q-EyRWbunIAw7OaejzForwn-00b1fiTWOEP2oMNRpnV0HF6cNbd1OstqRK8VCER/w315-h400/IMG_7472.jpeg" width="315" /></a></div><br /><p> </p><p>The child on the left used the largest log in the table as a platform to create a frog world. The log again came from the tree I cut down. However, the frogs were plastic and not locally resourced; they were bought. What was local for this child was her ability to use the log as a platform to animate the frogs in a way that utilized her own unique imagination to create novel relationships between objects and herself.</p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p>For me, play in the classroom was an extremely complex concept. In fact, I eschewed trying to define it. Instead, I spent more time creating the conditions for play. My own play with the materials, which must be included in the conditions for play, was an invisible part of the children's play. The properties of the materials themselves offered the children possibilities for play that matched their burgeoning imaginations. And each child---and combination of children---not only brought imagination to the conditions of play, but they also brought a certain amount of unique knowledge to bear on the conditions of play. The phrase "all play is local"encompassed all conditions---past, present and future---in the immediacy of each and every moment of play. <br /></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com1tag:blogger.com,1999:blog-7096897291661942250.post-87458148309480827602021-01-09T10:47:00.003-06:002021-01-10T09:30:59.014-06:00Postscript to picture of the year<p>I am revisiting the play episode with my grandson from my previous post entitled "picture of the year." The reason I have done that is because it has raised questions for me about the nature of play trajectories. I have added those questions as a postscript at the end of the original post. If you have already read the original post, you can skip to the end to find the postscript.<br /></p><p>Every year I designate a photo my picture of the year. It has been a
strange year to say the least. A strange year deserves an offbeat
picture of the year. As a consequence, a photo of a humble, empty
oatmeal box is my choice for my picture of the year.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjt0r9DD8lS7IJLHr46SXMPFbftnjv5N3NIeFgDdmuy5KCq0I-gWSzSQxaBS4_k11x4q-x6BR1sVAqiuVTRHzU__MMHZzr7IgO-XydLmxFIGR5aOSe3SbLRjtwkZWM8PpXgeVw5rtvA9K7Y/s2048/P1040596.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1145" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjt0r9DD8lS7IJLHr46SXMPFbftnjv5N3NIeFgDdmuy5KCq0I-gWSzSQxaBS4_k11x4q-x6BR1sVAqiuVTRHzU__MMHZzr7IgO-XydLmxFIGR5aOSe3SbLRjtwkZWM8PpXgeVw5rtvA9K7Y/w224-h400/P1040596.jpeg" width="224" /></a></div><p>For
an early childhood blogger, that would truly seem to be a peculiar or
mystifying picture of the year, so let me tell you why I chose this
image.</p><p>The story begins in November, November 19th to be
exact. That was the date of my grandson's birthday. He received a
couple of nerf guns as presents. A few days later, he came over to our
house to show us one of his nerf guns. Of course, to show us his new
nerf gun, he had to show us how it worked. In showing us how it worked,
he haphazardly shot the gun all over the living room. </p><p>I have
no problem with toy guns. As a child, I played with squirt guns and cap
guns on a regular basis. However, I was not in favor of the
scatter-shot nature of my grandson's play in the living room. I
suggested that we needed a target to shoot at. We went down the
basement and found an empty oatmeal box, actually six of them, that we
thought would be great for target practice.<br /></p><p>First, my grandson
set them up in the shape of a pyramid: three on the bottom; two on the
next level; and one on top. We took turns trying to knock down all the
boxes. My grandson then began experimenting with arranging the boxes in
different configurations such as stacking all the boxes vertically on
top of one another. Each new configuration presented new challenges for
knocking down the boxes.</p><p>When it was time to put things away, I
went down the basement stairs and asked my grandson to toss the oatmeal
boxes down so I could put them away. When he threw the first one down,
on a whim, I threw it right back up to him. What ensued was a raucous
game of tossing the boxes up and down the basement stairs. One of our
objectives was to catch each other's throw. At one point, my grandson
asked to switch places. Putting away the oatmeal boxes became joyful,
rowdy fun that lasted more than 15 minutes. </p><p>The play with the
nerf gun may have been the starting point of my play with my grandson,
but the play with the oatmeal boxes became more compelling and vital.
Instead of trying to analyze why that happened, I am left with the
thought that an empty oatmeal box in the hands of a child---and
sometimes, an adult---offers unlimited possibilities for play
trajectories. And that is why the photo of humble, empty oatmeal box is
my "picture of the year."</p><p>Happy New Year. May the new year be
filled with many unexpected and unpredictable play trajectories that
bring some sparks of joy into your life. </p><p> </p><p><b>POSTSCRIPT:</b></p><p><b>
</b></p><p class="MsoNormal">I have been thinking about this play episode with my
grandson.<span style="mso-spacerun: yes;"> </span>For me, many questions remain
about how the flow seemed to be seamless with multiple tangents.<span style="mso-spacerun: yes;"> </span>For instance, why did my grandson accept my
suggestion to search for a target instead of just continuing with his scatter-shot
approach to demonstrating the power of his new nerf gun?<span style="mso-spacerun: yes;">
</span>Was it because he welcomed the idea of a more focused action?<span style="mso-spacerun: yes;"> </span>Did he sense that his scatter-shot approach would
be shut down because it was uncertain what was an acceptable target?<span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal">What happened after we chose a target also raised several
questions for me.<span style="mso-spacerun: yes;"> </span>Why didn’t we just
settle on one configuration of the oatmeal boxes for target practice?<span style="mso-spacerun: yes;"> </span>After we knocked down one configuration, why
did my grandson continually construct different configurations?<span style="mso-spacerun: yes;"> </span>And why, with each new configuration did he
feel the need to make up rules about what constituted a hit?<span style="mso-spacerun: yes;"> </span>For example, was knocking over the box better
than just hitting the box?<span style="mso-spacerun: yes;"> </span>Did the need
to define a hit declare his need to keep score?<span style="mso-spacerun: yes;"> </span>And what is it about target practice that
made him want to keep score?</p>
<p class="MsoNormal">What happened for our cleanup operations also raised several
questions for me.<span style="mso-spacerun: yes;"> </span>Why did I throw the first
oatmeal box back up the stairs?<span style="mso-spacerun: yes;"> </span>My
grandson and I do have a habit of playing catch and even playing catch up and
down sets of stairs, but that has always been with a ball.<span style="mso-spacerun: yes;"> </span>Was this just a way to keep our play going? <span style="mso-spacerun: yes;"> </span>And why did this play again take on a competitive
nature?<span style="mso-spacerun: yes;"> </span>We did not keep score who caught
how many boxes, but we did experiment with throwing the boxes harder or higher or
bouncing them off the steps to make the other person miss.<span style="mso-spacerun: yes;"> </span>Was the competition important for keeping this
trajectory of play going?<span style="mso-spacerun: yes;"> </span>Were we also
competing to see who could come up with the most unique way to throw the
box?<span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal">Even though I cannot answer my own questions, I have used
this reflective exercise in good faith. <span style="mso-spacerun: yes;"></span>What I see is that there are moments during
play when multiple possibilities present themselves.<span style="mso-spacerun: yes;"> </span>The decision to explore one possibility over
others is made in those moments.<span style="mso-spacerun: yes;"> </span>That may
not mean that the other possibilities are lost.<span style="mso-spacerun: yes;">
</span>There is always the possibility that we will again throw oatmeal boxes
up and down the basement stairs, but if we do, it will never be the same as this
first time. That is because genuine play trajectories unfold moment by moment; they are expansive rather than restrictive. They are often unpredictable, full of surprises and full of joy. <br /></p>
Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com2tag:blogger.com,1999:blog-7096897291661942250.post-53675784201759515252021-01-02T10:29:00.000-06:002021-01-02T10:29:24.253-06:00Picture of the year<p>Every year I designate a photo my picture of the year. It has been a strange year to say the least. A strange year deserves an offbeat picture of the year. As a consequence, a photo of a humble, empty oatmeal box is my choice for my picture of the year.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjt0r9DD8lS7IJLHr46SXMPFbftnjv5N3NIeFgDdmuy5KCq0I-gWSzSQxaBS4_k11x4q-x6BR1sVAqiuVTRHzU__MMHZzr7IgO-XydLmxFIGR5aOSe3SbLRjtwkZWM8PpXgeVw5rtvA9K7Y/s2048/P1040596.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1145" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjt0r9DD8lS7IJLHr46SXMPFbftnjv5N3NIeFgDdmuy5KCq0I-gWSzSQxaBS4_k11x4q-x6BR1sVAqiuVTRHzU__MMHZzr7IgO-XydLmxFIGR5aOSe3SbLRjtwkZWM8PpXgeVw5rtvA9K7Y/w224-h400/P1040596.jpeg" width="224" /></a></div><p></p><p>For an early childhood blogger, that would truly seem to be a peculiar or mystifying picture of the year, so let me tell you why I chose this image.</p><p></p><p>The story begins in November, November 19th to be exact. That was the date of my grandson's birthday. He received a couple of nerf guns as presents. A few days later, he came over to our house to show us one of his nerf guns. Of course, to show us his new nerf gun, he had to show us how it worked. In showing us how it worked, he haphazardly shot the gun all over the living room. </p><p>I have no problem with toy guns. As a child, I played with squirt guns and cap guns on a regular basis. However, I was not in favor of the scatter-shot nature of my grandson's play in the living room. I suggested that we needed a target to shoot at. We went down the basement and found an empty oatmeal box, actually six of them, that we thought would be great for target practice.<br /></p><p>First, my grandson set them up in the shape of a pyramid: three on the bottom; two on the next level; and one on top. We took turns trying to knock down all the boxes. My grandson then began experimenting with arranging the boxes in different configurations such as stacking all the boxes vertically on top of one another. Each new configuration presented new challenges for knocking down the boxes.</p><p>When it was time to put things away, I went down the basement stairs and asked my grandson to toss the oatmeal boxes down so I could put them away. When he threw the first one down, on a whim, I threw it right back up to him. What ensued was a raucous game of tossing the boxes up and down the basement stairs. One of our objectives was to catch each other's throw. At one point, my grandson asked to switch places. Putting away the oatmeal boxes became joyful, rowdy fun that lasted more than 15 minutes. </p><p>The play with the nerf gun may have been the starting point of my play with my grandson, but the play with the oatmeal boxes became more compelling and vital. Instead of trying to analyze why that happened, I am left with the thought that an empty oatmeal box in the hands of a child---and sometimes, an adult---offers unlimited possibilities for play trajectories. And that is why the photo of humble, empty oatmeal box is my "picture of the year."</p><p>Happy New Year. May the new year be filled with many unexpected and unpredictable play trajectories that bring some sparks of joy into your life. <br /></p><p></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com1tag:blogger.com,1999:blog-7096897291661942250.post-47875677858200870562020-12-13T12:13:00.001-06:002020-12-13T21:41:02.572-06:00An apparatus from 30 years ago<p>Looking through an old filebox of pictures that I took before I had a digital camera, I found a couple pictures of an apparatus I built over 30 years ago. The apparatus was made from half-gallon milk containers that were taped together with duct tape in a kind of C shape. The apparatus sat directly on the floor and was filled with sand. <br /></p><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwjU-xbXDSdEvpzWL9hxEJE0yPeNsxMaKVIcLraEDUeksy7tSrrdIBmcBNfyoojnSop3mYKDYRItOwoHi9GZ66DyMPxSy8z_srnwCENqlJWM6Ew_25wtJu1-EG5lYnai3p-q647efJ_Thz/s2048/P1040592.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1687" data-original-width="2048" height="330" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwjU-xbXDSdEvpzWL9hxEJE0yPeNsxMaKVIcLraEDUeksy7tSrrdIBmcBNfyoojnSop3mYKDYRItOwoHi9GZ66DyMPxSy8z_srnwCENqlJWM6Ew_25wtJu1-EG5lYnai3p-q647efJ_Thz/w400-h330/P1040592.JPG" width="400" /> </a></div><div class="separator" style="clear: both; text-align: left;"> </div><div class="separator" style="clear: both; text-align: left;">When I cut openings on the top side of each carton, I left a strip on each end. Those strips allowed me to tape the cartons together while also giving the structure a little more stability.<br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmHXaJVsWRhPCxkNkyfZapH0dpwv-GufCQGdwCEOrpModTFDFQBPC1UhTMZWWU3b65gv7QQ6rhyUL2NkdjsYC9hiznGtd9ryyqfM2_zhopYDnE0VgsXGos79ozJ4-Ar528Jdhcp1AbCVBX/s2048/P1040592.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1687" data-original-width="2048" height="330" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmHXaJVsWRhPCxkNkyfZapH0dpwv-GufCQGdwCEOrpModTFDFQBPC1UhTMZWWU3b65gv7QQ6rhyUL2NkdjsYC9hiznGtd9ryyqfM2_zhopYDnE0VgsXGos79ozJ4-Ar528Jdhcp1AbCVBX/w400-h330/P1040592.JPG" width="400" /></a></div><br /></div><div class="separator" style="clear: both; text-align: left;">That strips also had an effect on how the children interacted with the apparatus. In the picture below, both children were operating in the same hole so the child on the left had to reach under the strip to scoop sand into her little cup. <br /></div><div class="separator" style="clear: both; text-align: center;"> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil2IHlmxN4oX987NI65Ff5SbB6_44cCXLU-GlhvZNhR_4rad7FzdMHrkLPpPfGXz2ppgAlHPfj1FttjXiLutAy44iRGKO2yBWxlkpPuSM1Go5oAeCbmTawdMZOnIX2KFbqKWIikrgjXpti/s2048/P1040591.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1391" data-original-width="2048" height="271" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil2IHlmxN4oX987NI65Ff5SbB6_44cCXLU-GlhvZNhR_4rad7FzdMHrkLPpPfGXz2ppgAlHPfj1FttjXiLutAy44iRGKO2yBWxlkpPuSM1Go5oAeCbmTawdMZOnIX2KFbqKWIikrgjXpti/w400-h271/P1040591.JPG" width="400" /></a></div><p></p><p>In other words, she was faced with a unique proprioceptive challenge to navigate her hand and wrist and arm through the hole and under the strip and back out again. </p><p>Because I was using a film camera, I only have two pictures of children exploring this apparatus. Would I have taken more pictures with a digital program? Probably. When I was taking pictures back then, I was taking pictures solely to have a record of the things I built for the sensory area. After I got a digital camera, I continued to record the things I built. <br /></p><p>Now it is only in hindsight that I can look at my documentation as a window into what is important for children in their play and explorations. Even from just two pictures, I can still highlight at least three different aspects about how children played at this apparatus. 1) Children were attracted to the holes. 2) They were comfortable playing on the floor. 3) They willingly engaged in physical challenges. Looking at two pictures from 30 years ago offer only small---albeit
concrete---traces of our attempt to make sense of this apparatus. I do
remember that I really delighted in the novelty of this apparatus and
appreciated the level of engagement it supported. I also remember why I
did not build it again: it was way too messy!</p><p>Can I examine these pictures from the standpoint of my own thinking? Where did the idea come from for this apparatus? Why did I configure it in a C shape? How did I expect the children to explore the apparatus? What surprised me about how the children explored the apparatus? My answer is simply "no." My sole purpose was to have a record of what I built. It was not to use the documentation to ask questions to advance my thinking and to advance children's thinking around sensory play. I will not bemoan the lost opportunities, but be glad for the traces I do have.<br /></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-26752206769831066722020-12-02T10:50:00.004-06:002020-12-02T19:34:27.276-06:00The art of noticing<p>I am reading the book <u>The Mushroom at the End of the World</u> by Anna Lowenhaupt Tsing. The book is a Posthuman feminist anthropological study of the many worlds that encompass the matsutake mushroom: the most valuable mushroom in the world. Chapter 1 of the book is entitled "The Arts of Noticing." In the chapter, the author makes several points that resonate with me. Here are a couple that I take liberties in paraphrasing: </p><p><span> </span><span> </span><span> </span><span> </span># We tend to see things through our adult/fettered imagination.</p><p><span> </span><span> </span><span> </span><span> </span># Pay attention to the unruly edges.</p><p><span>When I think about children, I see them as masters of the art of noticing. First of all, their imagination is not fettered and secondly, they are always exploring the unruly edges of their environment. </span><span> </span><span> </span><span></span> <br /></p><p>By way of example, I can look at the children's actions around an apparatus I call the <a href="https://tomsensori.blogspot.com/2015/05/cascade-failure.html">sand cascade.</a> The apparatus consists of a large box rising vertically from the table. Embedded at an angle through the large box is a long narrow box with a hole at the top. When children pour sand in the hole, it exists at the bottom into the tub at the end of the table. The children cannot see the sand traveling through this box because it is a closed chute.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdVarH-dHSWiLDRVqfT9w9I_yyvH_qXjc0Hefp2UcULc4YW78xxn2D6oKfrxe91pei6fSoF_rkB36mmsLJN80jBovCE-_SXsiQ6OsJSjsiyxFj-x7aUQYjEXjGboY-VEm1IPatV7SKty2J/s2048/IMG_4854.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1737" data-original-width="2048" height="339" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdVarH-dHSWiLDRVqfT9w9I_yyvH_qXjc0Hefp2UcULc4YW78xxn2D6oKfrxe91pei6fSoF_rkB36mmsLJN80jBovCE-_SXsiQ6OsJSjsiyxFj-x7aUQYjEXjGboY-VEm1IPatV7SKty2J/w400-h339/IMG_4854.JPG" width="400" /></a></div><p>A second, narrow box is taped on top of the long embedded box. Because this chute is open, the children can follow the sand flowing down and out from this box.</p><p>In the picture below, two three-year-olds pour sand down the open chute and watch it fall into the bucket in the tub next to the table. <br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhr2Muk1lS-d1idb4OWL9vscTnUDIlMJEKhXm6C3EQsIEwhGZfFYThzJqmHU2GvVagn0HKmj8DU4ul5il1HQBaNC9q9gQFnItHIlew2MxpfL3d6M8rFcUZHZaKfICzuBA5vm3NmreH7JKnJ/s836/Screen+Shot+2020-12-02+at+7.31.35+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="685" data-original-width="836" height="328" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhr2Muk1lS-d1idb4OWL9vscTnUDIlMJEKhXm6C3EQsIEwhGZfFYThzJqmHU2GvVagn0HKmj8DU4ul5il1HQBaNC9q9gQFnItHIlew2MxpfL3d6M8rFcUZHZaKfICzuBA5vm3NmreH7JKnJ/w400-h328/Screen+Shot+2020-12-02+at+7.31.35+PM.png" width="400" /></a></div>If you click on the following link, you can see the video of these two pouring sand down the chute: <a class="sc-eLExRp cbeUhr" href="https://vimeo.com/485607849"><span class="sc-cbkKFq fsJyHr">https://vimeo.com/485607849</span></a><br /><p></p><p>Of course, with my adult/fettered imagination that is exactly what I expect. I can imagine the children pouring faster or slower; I can imagine them using larger or smaller containers from which to pour; I can even imagine children down at the bottom catching the sand. </p><p>I could also imagine children discovering the top hole of the embedded box for their operations.</p><p style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz_RKtF6tQMGmTN39u3c5TMOnIh9LJ39crP-sHM468JoV435ymObNQw4JCAm0nr3QGb-ba4HXTzSVouG4s_xXlcUEWcahiA4K-YBH9p4zHuJWsso9c1K080WMneJAHD1On1eJgeQzOBRo9/s2048/IMG_4922.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1498" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz_RKtF6tQMGmTN39u3c5TMOnIh9LJ39crP-sHM468JoV435ymObNQw4JCAm0nr3QGb-ba4HXTzSVouG4s_xXlcUEWcahiA4K-YBH9p4zHuJWsso9c1K080WMneJAHD1On1eJgeQzOBRo9/w293-h400/IMG_4922.jpg" width="293" /></a> <br /></p><p></p> <p></p><p>In hindsight, I could not have imagined a child noticing the leakage of sand from underneath the top chute. <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizJrsGNLyYrDxkscXWJYdZ3jgyEZ32qR6UJ_wGCbDoCDS8u4S17SeN0MCUTX2WAXtyr8HvadT3apGJRheCB3O3FJaOwNDUXqi_J6YGOjRwSwr0V6GS7s-5RQ4TRLUM1UdSFtnBaUt6jBdl/s2048/IMG_4714.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizJrsGNLyYrDxkscXWJYdZ3jgyEZ32qR6UJ_wGCbDoCDS8u4S17SeN0MCUTX2WAXtyr8HvadT3apGJRheCB3O3FJaOwNDUXqi_J6YGOjRwSwr0V6GS7s-5RQ4TRLUM1UdSFtnBaUt6jBdl/w400-h300/IMG_4714.JPG" width="400" /></a></div><p>Nor could I have imagined a child finding the leakage from the bottom corner of the large box rising vertically from the table. <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEP2d2LXk8utJ_b2DYImpLm3BccpjHPgBen992t9MzKA8aRjd7BaDYMsqSx6rFT9d-3NiusnTRmXm2s_5a5IQFbnSCrHEUyQfBBopiZTsZkJiCosnc805ECUNpL2JiZPgcZgje2iDodPQz/s1175/Screen+Shot+2020-11-30+at+1.03.30+PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="687" data-original-width="1175" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEP2d2LXk8utJ_b2DYImpLm3BccpjHPgBen992t9MzKA8aRjd7BaDYMsqSx6rFT9d-3NiusnTRmXm2s_5a5IQFbnSCrHEUyQfBBopiZTsZkJiCosnc805ECUNpL2JiZPgcZgje2iDodPQz/w400-h234/Screen+Shot+2020-11-30+at+1.03.30+PM.png" width="400" /></a></div><p></p><p>In both instances, the noticing leads to the children's actions of catching the sand from the unexpected streams of sand coming from two different features of the apparatus. In turn, their actions cultivate their ability to focus their observations about some properties of the sand and some fairly inconspicuous features (the leakages) of the apparatus. Thus, the noticing leads to actions which lead to focused observations. What is significant in these two cases is that the noticing happens on the unruly edges of the apparatus. <br /></p><p>To better understand children and their worlds, we need to look at their worlds through their eyes. So often we try to encourage children to focus on what we think is important. Instead, we might try to open our fettered imagination to see what else is going on. In the book <u>The Art of Scientific Investigation</u>, W. I. B. Beveridge validates this idea when he asserts the following: "We need to train our powers of observation to cultivate that attitude of mind of being constantly on the look-out for the unexpected and make a habit of examining every clue that chance presents." (p. 32). In other words, we need to pay attention to the "unruly edges" of children's actions to respect their acute art of noticing.<br /></p>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-59985409065895451222020-11-17T11:45:00.001-06:002021-04-27T11:58:07.473-05:00Unsupervised play in the classroom<div class="separator" style="clear: both; text-align: center;">
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I have read that children no longer have as much unsupervised play compared to earlier generations. I have also read that academics now crowd out free play for children in early childhood programs. I am wondering what is the difference between unsupervised play and free play? Unsupervised play connotes an absence of an adult overseeing children's play. Otherwise, they are quite similar in that the children wholly choose their actions in an ever shifting dance of reciprocity. That makes me wonder: Can there really be anything like unsupervised play in the classroom?
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To give a context to my wondering, I would like to look at an play episode around a very simple apparatus comprised of two sensory tables connected by a wooden tray.
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Not only is the apparatus simple, but so are the material provisions. The tables and tray contain only white sand and glass gems for this play episode.
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9I01dP3NOQV50vrUqnUsNw0-GdxzaGdh7q15HOz1mpMMfUWoP0Hwn69rAQ2yYqUiM3hMQPeWR5QYiafsX5eHhAR8__SzSEkI_ANAFmtETlXhsk6z5lxEUkxAo1T0YXFLF5WtS1ENCNurm/s2048/IMG_5303.jpg" style="display: block; padding: 1em 0px; text-align: center;"><img alt="" border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9I01dP3NOQV50vrUqnUsNw0-GdxzaGdh7q15HOz1mpMMfUWoP0Hwn69rAQ2yYqUiM3hMQPeWR5QYiafsX5eHhAR8__SzSEkI_ANAFmtETlXhsk6z5lxEUkxAo1T0YXFLF5WtS1ENCNurm/s400/IMG_5303.jpg" /></a></div>
In the photo below, seven children all seem to be engaged in their own operations that span the two sensory tables.
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After about ten minutes, the children have all coalesced around the small sensory table. Since I am across the room, I do not know what has happened to bring them all together for a joint endeavor.
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<iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="335" src="https://player.vimeo.com/video/479911747" width="595"></iframe>
<p><a href="https://vimeo.com/479911747">Play trajectory</a> from <a href="https://vimeo.com/user7161484">Thomas Bedard</a> on <a href="https://vimeo.com">Vimeo</a>.</p>
By the time I am able to get over to the sensory tables, the joint endeavor has already dissolved into play fragments of one or two children doing their own thing.
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This is certainly free play. The children choose the trajectory of their play from moment to moment. That includes how to engage with the materials and with whom to engage them with. In other words, the play agenda is theirs. There is no adult directly overseeing their play or directly participating in their play. It's as if there is no adult supervising their play. That does not mean their is no adult supervision. It does mean that the supervision is imperceptible to the children. That leads to another question: If the children do not register that there is an adult around, is that the same as unsupervised play?</div><div style="margin-left: 1em; margin-right: 1em;"><br /></div><div style="margin-left: 1em; margin-right: 1em;">I do not have an answer to that question, but I do think there is value to the idea that a teacher can fade into the background so free play looks a lot like unsupervised play. The value comes from opening up multiple possibilities for children to create a dynamic flow in their play that an adult often sees as disjointed and illogical. However, that dynamic flow is one of vitality and joy in which the children create their own worlds of sense and nonsense free of adult scrutiny and judgement. Those worlds of sense and nonsense offer a priceless window into a realm of childhood that is often lost in the classroom.<br /></div>Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-88218503690971939602020-11-10T09:19:00.001-06:002020-11-11T20:39:23.939-06:00Fire fighting helicopterHow does a minnow net full of sand and a bowl over a <a href="https://tomsensori.blogspot.com/2015/05/sand-cascade-exploring-apparatus.html">tower apparatus</a> become a fire fighting helicopter in the hands of a child?
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It begins with the child lifting the bowl and the minnow net over the top of the apparatus. Once over the top of the apparatus, the child lifts the minnow net full of sand out of the bowl. As he does that, he notices how the minnow net disperses the sand. Not only that, he sets the minnow net in motion as he covers the top of the appartus with the sand.
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As the flow of sand dwindles, he scatters that last bit of sand back into the table.
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At this point, he switches strategies. Instead of filling the minnow net with sand and placing it in the bowl so the sand stays in the net, he fills his bowl with sand and pours it into the net over the top of the apparatus. That way, he gets a more vigourous flow from the minnow net.
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Again, as the flow dwindles from the minnow net, the child moves the final bit of sand over the side of the apparatus that has the cascade incline.
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Below is the video of the episode. It clearly shows his focus on how the minnow net disperses the sand. As he scoops sand into his bowl for a second pour, he reveals that helicopters have something that they pour over fire.
<iframe src="https://player.vimeo.com/video/475299758" width="595" height="335" frameborder="0" allow="autoplay; fullscreen" allowfullscreen></iframe>
<p><a href="https://vimeo.com/475299758">Fire fighting</a> from <a href="https://vimeo.com/user7161484">Thomas Bedard</a> on <a href="https://vimeo.com">Vimeo</a>.</p>
It is the child's enterprise to make sense of the world. Sometimes that is as simple as pouring and filling a container with sand. (Actually those operations are not as simple as they seem. <a href="https://tomsensori.blogspot.com/2020/03/the-art-of-pouring.html">See The Art of Pouring</a>.) Sometimes the child brings a certain experience or prior knowledge to the operation of filling and pouring that adds a representational element to something observed in the world. I am not sure the child in this episode has seen a real life helicopter fighting a fire, but he could have easily seen one depicted in a book or video. By bringing his prior knowledge to his exploration at the sensory table, he is able to represent how such a helicopter works. There are several features to his actions which may be salient for him as he depicts the fire fighting helicopter, but one that stands out is how the "stuff" to put out the fires is dispersed; the minnow net offers a credible facsimile of the fire-fighting actions of such a helicopter. As of yet, he does not have the word disperse in his verbal repertoire, but he certainly does in his developing repertoire of physical and observational operations.
Without a real or play helicopter in sight, I guess that is how a minnow net full of sand and a bowl over a tower apparatus becomes a fire fighting helicopter.
Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-80270431471319267562020-09-18T16:58:00.000-05:002020-09-18T16:58:53.432-05:00New presentationI have not written a blogpost in awhile because I have been working on a new keynote presentation for the 9th anuual conference of the Reggio-Inspired Network of Minnesota. One of the aspects I appreciate about the work of Reggio Emilia is their persistent interest in how children think. In my presentation, I would like us to consider how children think using their whole bodies as they explore homemade constructions at the sensory table. I will use fewer apparatus so I can illustrate how complex and varied children's iquiries are as they research and experiment with each apparatus.
Below is the flyer for the event. Early bird registration ends tomorrow, Saturday, September 19th. If this piques your interest, here is the link to register:<a href="https://www.mnreggio.org/event-3863889">https://www.mnreggio.org/event-3863889</a>
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In the process of developing this presentation---and it is still being developed---I have ended up with more questions than certainties. Here are just of couple of my questions: What is the role of spontaneity in children's explorations? What makes an environment rich as opposed to busy? How are practice and theory related to children's and their actions. How do chidren make meaning as they interact with others and the materials? The questions inspired me and I hope they will inspire you.
Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-48327050763419760262020-06-30T13:48:00.001-05:002020-06-30T13:48:36.239-05:00Cardboard dividers: a study in proprioceptionProprioception is an inherent sense that tells us our bodies' position and motion in space. For instance, when you drive a car, you use your proprioceptive sense to know where the brake and accelerator pedals are without having to look at them as you move your foot from one to the other. <br />
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Enclosures with holes offer children the opportunity to nourish and sharpen their developing sense of proprioception. To that end, I offer an apparatus from a few years back that I call: <a href="https://tomsensori.blogspot.com/2014/10/new-type-of-box-divider.html">cardboard divider</a>. The apparatus partitions the sensory table into seven alcoves. Alcoves 1, 2, 3, 5, 6, and 7 are triangles. Alcove 4 is a square. The children physically occupy the triangle alcoves. However, the only way children access alcove 4 is through windows. <br />
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Just the simple acts of scooping and pouring require that the child know how to grip the handle; how to tilt the hand so the scoop can dig into the pellets; and how to twist the wrist to empty the scoop. A child relies on his proprioceptive sense to complete these actions without having to think about where her hand is or what it is doing.</div>
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When a child scoops and pours through a barrier, there is an added layer of complexity to how his proprioceptive sense needs to adjust. Below, the child uses his right hand to hold the window flap open so he can reach through the window to dump the pellets from his scoop. </div>
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The child can see he holds the window open but he also feels that he is holding it open. The child also sees that he is reaching through the window but he also feels that his arm is extending with the right trajectory allowing his hand to reach through the window.</div>
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In the picture below, the child with the big measuring cup is pouring pellets through the same window with a flap. However, he is not reaching through the window with his hand. Instead, he balances the measuring cup on the bottom of the window to tip the measuring cup so the pellets drop into the adjoining alcove. </div>
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In the picture, he is focusing on the pellets flowing from the measuring cup. He does not have to look at his fingers, hand, wrist, arm, elbow and shoulder even though he needs to know internally what each of those body parts are doing to complete his operation,</div>
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In the picture below, the child is scooping pellets into his small plastic measuring cup from the inner/square alcove. Even though he seems to be looking at what his hand is doing, the proprioceptive feedback he gets from his hand and arm acting in that space enable his to complete his operation. </div>
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His left hand also plays a part in the completion of his operation. Somehow he knows that by grabbing the top of the partition, he remains balanced as he digs into the pellets.</div>
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In the picture below, the child retrieves a pink plastic cup from the square alcove. Since she cannot see where she is reaching, she has to rely on her proprioceptive sense in the joints and tendons in her fingers to find, grasp and lift the cup up and out of the alcove.</div>
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This operation demonstrates how proprioception is needed for very fine motor operations, too.</div>
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In fact, proprioception is needed in all motor operations. The child pictured below is clearly engaged in a large motor operation to access the pellets in the square alcove. (Silly me, I thought the only way to access that space was through the windows!) </div>
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The child surely getting lots of internal sensory feedback so he knows where his body is in that space as he hangs on one of the panels of the cardboard divider. <br />
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In an article in <u>TheScientist: Exploring Life, Inspiring Innovation</u> entitled <i><a href="https://www.the-scientist.com/features/proprioception-the-sense-within-32940">Proprioception: The Sense Within</a></i>, the authors write that proprioception "... not only enables us to control the movements we make,
but provides us with our sense of self, the awareness of our body and
its movements as we navigate through our surroundings." <br />
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Proprioception is extremely important. Can you imagine what a nightmare it would be if we had to take our eyes off the road to look for the brake pedal every time we needed to slow down or stop the car! Children unconsciously work on their sense of proprioception as they interact with their environment. I contend that we can help children develop and sharpen their sense of proprioception by offering children interesting and intriguing spaces in which they can challenge what their body can do.<br />
<br />Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-6489081685086464202020-06-01T10:00:00.000-05:002020-06-01T10:00:51.875-05:00The art of fillingBack in March, I wrote a couple of blog posts on the art of pouring: <a href="https://tomsensori.blogspot.com/2020/03/the-art-of-pouring.html">post 1</a> and <a href="https://tomsensori.blogspot.com/2020/03/the-art-of-pouring-ii.html">post 2.</a> Well if there is an art to pouring, there must be an art to filling, too. If so, what would that look like? How do children display the art of filling?<br />
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To examine that proposition, I went back to two setups from 2016. For both of the setups, I removed the sensory table from the room. For the <a href="https://tomsensori.blogspot.com/2016/03/transporting-paradise.html">first</a> setup, I set out tubs and pails and shelves with all kinds of containers for pouring and filling. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh7-6Z-VJLmgkLl4YqtzicWMb1MvmuPgxP0h7ZVjE3haK9cd7RY2nYnIKHkSdp0yNXunPjdZmTyHkDhvXe0OR2X-JzOyoxqKRO7iZNy70Q-eebk3Rnou0ei04yyjjSZ_h64vAg2J6gLZ5V/s1600/IMG_9548.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1079" data-original-width="1600" height="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh7-6Z-VJLmgkLl4YqtzicWMb1MvmuPgxP0h7ZVjE3haK9cd7RY2nYnIKHkSdp0yNXunPjdZmTyHkDhvXe0OR2X-JzOyoxqKRO7iZNy70Q-eebk3Rnou0ei04yyjjSZ_h64vAg2J6gLZ5V/s400/IMG_9548.JPG" width="400" /></a></div>
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For the<a href="https://tomsensori.blogspot.com/2016/03/dont-do-this.html"> second</a> setup, which came a week later, I removed some of the tubs but added more containers, scoops, chutes and tubes. <br />
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In the video below, a child carried out one of the most common operations for filling: pouring pellets into a a bottle. He placed the bottle on the floor and poured pellets from a scoop. However, the scoop was wider than the mouth of the bottle so most of pellets missed the bottle and fell on the floor.<br />
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<iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="335" src="https://player.vimeo.com/video/160449763" width="595"></iframe><br />
<a href="https://vimeo.com/160449763">Pouring pellets 1</a> from <a href="https://vimeo.com/user7161484">Thomas Bedard</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
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At first glance, that did not look too artful. I still think there was a bit of panache in his operation. As he tipped the scoop to pour the pellets, he used his left hand to hold back the pellets until he had positioned the scoop at just the right angle so he was ready to pour. He could have slowly removed his left hand to better direct the pellets, but instead he quickly removed his hand and the pellets spilled out as if the damn broke holding them back. Did he think that by letting the pellets fall all at once the bottle would fill faster or more would go in the bottle?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrka4m5FD9sZP7UZd7ZTc5sY1kl_I4swsJiz-lfo7YbyhOan5uOdshyphenhyphenSNqE5joP5vIEVJIMmkzQDJ24azy0JEhOwmDEKreaGHAQexd8Iyh1CUNCuRlcu7N8f5a89abYeWJp4GDvYokSMyC/s1600/IMG_9784.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrka4m5FD9sZP7UZd7ZTc5sY1kl_I4swsJiz-lfo7YbyhOan5uOdshyphenhyphenSNqE5joP5vIEVJIMmkzQDJ24azy0JEhOwmDEKreaGHAQexd8Iyh1CUNCuRlcu7N8f5a89abYeWJp4GDvYokSMyC/s200/IMG_9784.jpg" width="150" /></a>Another child filled that same bottle differently. First, he used a smaller measuring cup so he could direct his pour more accurately. Second, he placed the bottle in a pan(on the left) to catch pellets that did not go in the bottle. He also took it one step further by placing the pan in a wash tub(on the right). In the process, his filling operation encompassed multiple containers at the same time.<br />
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In the video below, the children filled a white trash bin. That took time and persistence. The child kneeling next to the trash bin used her scoop to gently even out the top layer of pellets. As she did that, another child added even more pellets to the trash can. The child kneeling immediately used her hand and scoop to again even out the top layer.<br />
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<iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="335" src="https://player.vimeo.com/video/424329108" width="595"></iframe><br />
<a href="https://vimeo.com/424329108">Evening out to the top</a> from <a href="https://vimeo.com/user7161484">Thomas Bedard</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
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Was leveling out the pellets an integral operation for filling a container? How else would the children have known what constituted full in their operation.?<br />
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Somehow filling containers seemed natural. However, the children also found ways to fill objects that were open on both ends. In the video below, two children filled two different tubes, both of which were open on both ends. To do that, they stuck one end of each of their tubes in the tub of pellets which basically created two narrow vertical containers. <br />
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<iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="335" src="https://player.vimeo.com/video/424424621" width="595"></iframe><br />
<a href="https://vimeo.com/424424621">Filling two different kinds of tubes</a> from <a href="https://vimeo.com/user7161484">Thomas Bedard</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
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Because the tubes were so different, so were the operations needed to fill each tube. The child on the left used his hands to slowly and methodically direct pellets into a narrow white tube. The children on the right, by contrast, were able to fill the clear plastic tube faster because they could use scoops to fill their tube. Interestingly, once the clear plastic tube was full, one child lifted it out of the tub emptying it immediately. No problem because the child holding the tube jammed it back into the tub of pellets and declared that they would repeat the operation one more time.<br />
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One child even found a way to fill a tube horizontally that was open on both ends. To do that, the child used his left hand to push the tube into the tub. Once it was basically buried horizontally in the tub, he dug his right hand into the pellets to find the other end of the tube. Once his hands encased both ends of the tube, he lifted it out of the tub to take stock of his accomplishment.<br />
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<iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="335" src="https://player.vimeo.com/video/424432160" width="595"></iframe><br />
<a href="https://vimeo.com/424432160">Filling the tube horizontally</a> from <a href="https://vimeo.com/user7161484">Thomas Bedard</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
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At the end of the video, he turned to me to ask if I wanted to see it come out. Without waiting for an answer, he pulled his left hand off the end of the tube and all the pellets flooded out. Judging from his chuckle, he seemed to take great enjoyment out of filling and emptying the tube. <br />
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In the video below, two children went about filling yet another kind of object, one that was open on both ends and on the top. They placed a half PVC pipe on the floor and commenced to fill it. <br />
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<iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="335" src="https://player.vimeo.com/video/424436562" width="595"></iframe><br />
<a href="https://vimeo.com/424436562">Filling a PVC half pipe</a> from <a href="https://vimeo.com/user7161484">Thomas Bedard</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
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I think this pushed the boundary of filling. How did the children come to see this as a object to be filled? At what point could the half pipe be considered full? <br />
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Taking into the consideration the examples in the post, the children pushed the envelope of what could be filled and how it could be filled. I could say they created a dynamic collage of filling operations. Since art encompasses the possible, the children use the art of filling as one way to make meaning of their world. One meaning for sure has to do with understanding volume using a variety of materials. But like the essence of art, their meaning making through the art of filling had elements that were also imponderable. <br />
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<br />Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-9865687310685718822020-05-17T14:59:00.000-05:002020-05-17T15:03:28.246-05:00Noteworthy play spacesA little over four years ago, I went a little crazy with setting up <a href="https://tomsensori.blogspot.com/2016/04/children-and-physical-challenges.html">Big boxes around the sensory table</a>. I started with four big boxes, one on each end and one on each side of the table.<br />
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The idea was to create spaces from which the children could access the table almost like little houses with windows. In the picture below, two children were kneeling inside the boxes to carry out their operations inside the table. In other words, they were working outside the box from inside the box.<br />
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This picture also shows another space that was created by the big boxes around the table. The child in the red was doing his operation from <b>between</b> the boxes. So besides the four spaces of the boxes, there were four more spaces between the boxes at the four corners of the table. <br />
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I subsequently added two more big boxes. Box 5 connected boxes 1 and 6 and box 6 connected boxes 2 and 3. Box 4 was still a stand alone box. I wrote blog posts on this configuration <a href="https://tomsensori.blogspot.com/2016/05/scientific-inquiry-measuring-space.html">here</a> and <a href="https://tomsensori.blogspot.com/2016/05/what-do-spaces-have-to-do-with-harry.html">here.</a><br />
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Though I basically used two more big boxes to encase the sensory table, I did not think about the resulting ramifications of that modification for children's play. There were several ramifications but let me point out two that were noteworthy in terms of play spaces.<br />
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The first noteworthy play space was on top of the apparatus. Since the space underneath the boxes was highly constricted, the top of the big boxes became stable platforms for the children to do their operations. That was especially true if they wanted to transport the pellets between large containers and between different levels.<br />
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However, for the children to appropriate that space for play, they did have to climb on the lip of the table. It was certainly a physical challenge to climb up and down, especially if the child carried one of the larger containers while stepping up or climbing down. That may even have been one of the draws of that play space.<br />
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The second noteworthy play space was the floor. In the video below, the child used the floor as a platform for her operation. Again, since the space underneath the boxes was highly constricted, she placed three metal containers on the floor so she could fill them. <br />
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<iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="335" src="https://player.vimeo.com/video/419639481" width="595"></iframe><br />
<a href="https://vimeo.com/419639481">Floor play</a> from <a href="https://vimeo.com/user7161484">Thomas Bedard</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
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However, getting the pellets in her measuring cup to pour into the containers was not such an easy task. The child had to keep her balance as she twisted her torso to reach over the lip of the table and under the box to scoop pellets in her measuring cup. <br />
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Another feature of the floor that made it noteworthy as a play space was that, as a platform, it was expandable. Below, the children have taken over the floor space between the apparatus and the cabinets for their play. There was no way they were going to be able to do their "cooking" in the highly constricted space underneath the big boxes over the table. <br />
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There is a subtle similarity between their cooking and my cooking. Although I do not spill onto the floor to do my cooking, I do tend to expand onto all the available counter space.<br />
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Play spaces are important to children. The more intriguing the better. Though some play spaces seem to be highly circumscribed, the children find spaces on and outside the margins of the defined play spaces. Those spaces outside the margins are noteworthy because the children create new meaning as they embrace and inhabit them. <br />
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Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0tag:blogger.com,1999:blog-7096897291661942250.post-46309122517057943072020-05-07T20:39:00.000-05:002020-05-07T20:39:15.856-05:00The Wizard of OzOnce again, I am venturing beyond the sand and water table for the inspiration for a new blog post. In the process of tagging my pictures, I found a group of pictures and videos of children engaged in dramatic play in the house area. Their play was a re-enactment of the story of The Wizard of Oz.<br />
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Children engaged in dramatic play all the time and in every part of the room. Often times, it was an event that kept changing and moving throughout the room. As it changed and moved, the children appropriated props to feed their dramatic play. What caught my interest in their re-enactment of their Wizard of Oz play was one of the props they used to re-create an iconic scene from the original movie. <br />
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First, let me show you the prop the children commandeered to help elevate their play to a new level. The prop was a big box that I had set up in the space between the book corner and the house corner. You can read about how it ended up in that part of the classroom from a previous post of mine entitled <a href="https://tomsensori.blogspot.com/2016/11/the-life-of-big-box-in-classroom.html"> The life of a big box in my classroom</a><br />
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I would say this big box was kind of an odd duck standing in what might be considered a liminal or boundary space. However, the box in that space offered the children a rich array of possibilities for their play. In the picture above, the child was playing a little game peek-a-boo. Or maybe he was observing what was happening in the classroom from his secret blind.<br />
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Since it was so close to the book corner, for another child it turned out a place to read in solitude.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-HuBONTDFrw-2iznG_ojw3VTdeIwqsog07KdxMKU4o-CgavnUIdCi5Bri6HXa1_0DYnD3jQlG0Na0j__rmWHV5Is00pggg_-DqR8yEGL24NTjNjxzwimXg3hbng7aOAQFgj03UMKZ5MN/s1600/IMG_0930.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-HuBONTDFrw-2iznG_ojw3VTdeIwqsog07KdxMKU4o-CgavnUIdCi5Bri6HXa1_0DYnD3jQlG0Na0j__rmWHV5Is00pggg_-DqR8yEGL24NTjNjxzwimXg3hbng7aOAQFgj03UMKZ5MN/s320/IMG_0930.jpg" width="240" /></a></div>
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And since the big box was so close to the house area, some children used the dress up clothes to become superheroes. And the superheroes needed a hideout, so they tipped the big box on its side to make their superhero cave.<br />
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Before the children could recreate the iconic scene I alluded to near the beginning of this post, they first had to decide who was going to be Dorothy. The child with the green sleeve took on the role of director.<br />
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She indicated that the child in the stripes was the logical choice for Dorothy because she had a basket. Since they all knew that Dorothy had a basket in the movie, they all agreed immediately. <br />
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After that role was decided, the children re-created the iconic scene when the house fell on the Wicked Witch of the West. In the video below, one child laid on the floor and pulled a corner of the box over his feet. When he was done, he pretended he was dead by laying face down on the floor with one foot and ankle under the box. The box was thus transformed into Dorothy's house that landed on the wicked witch. The child who was directing encouraged Dorothy to crawl into her house. To complete the scene, she encouraged the other players to join Dorothy in the house. <br />
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<iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="335" src="https://player.vimeo.com/video/414821202" width="595"><br></iframe><br />
<a href="https://vimeo.com/414821202">The Wizard of Oz</a> from <a href="https://vimeo.com/user7161484">Thomas Bedard</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
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The excitement of re-creating this scene was palpable. Their dramatic play was a moving target both physically and metaphorically. At the very moment when the child pulled the big box over his feet, their play came together in such a way as to transcend space and time. Though the details of how this scene came together deviated a bit from the original, the children captured to their great satisfaction and excitement the gestalt of that iconic scene from the movie.<br />
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With great pleasure, I can safely say that they were off to see the wizard, the wonderful Wizard of Oz.<br />
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<br />Tom Bedardhttp://www.blogger.com/profile/04427750320077815023noreply@blogger.com0