SAND AND WATER TABLES

This 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.

Thursday, July 28, 2011

A YEAR AGO

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I posted my first blog entry on July 26th, 2010. That was one year ago. The reason I started to blog was to share ideas on play in and aro...

6 comments:

Thursday, July 21, 2011

BIG BOX INCLINE

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Many times the cardboard apparatus I build for the sensory table is determined by the size and shape of the box. For the longest time, I ha...

2 comments:

Thursday, July 14, 2011

STICKS AND STONES

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Back in October of last year, I wrote about rocks in water in the sensory table . Late this spring I set up a similar activity. I set o...

7 comments:

Thursday, July 7, 2011

NARROW PVC TUBES---WORM SLIDE

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Last week I wrote about a large PVC tube with funnels on a slight incline. Let me introduce you to narrow tubes on a greater incline, som...

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Thursday, June 30, 2011

LARGE TUBE WITH FUNNELS - HYDRAULICS

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Before I write about the types of experimentation associated with this apparatus, I want to reiterate the first axiom of sensorimotor play i...

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Thursday, June 23, 2011

LARGE PLASTIC TUBE WITH FUNNELS

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Many years ago, I found a scrap piece of five-inch diameter PVC pipe with holes. Even though I had no idea what I could use it for, I picked...

8 comments:

Thursday, June 16, 2011

YES!

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One of the blogs I follow had a posting about the "power of yes" in the classroom. Scott at Brick by Brick thinks that "...

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About Me

Tom Bedard: Early childhood education has been my life for over 40 years. I have taught all age groups from infants to 5-year-olds. I was a director for five years in the 1980s, but I returned to the classroom 22 years ago. My passion is watching the ways children explore and discover their world. In the classroom, everything starts with the reciprocal relationships between adults and children and between the children themselves. With that in mind, I plan and set up activities. But that is just the beginning. What actually happens is a flow that includes my efforts to invite, respond and support children's interface with those activities and with others in the room. Oh yeh, and along the way, the children change the activities to suit their own inventiveness and creativity. Now the processes become reciprocal with the children doing the inviting, responding and supporting. Young children are the best learners and teachers. I am truly fortunate to be a part of their journey.

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