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, September 29, 2011

BIG BOX II - WITH TUBES

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Last week I wrote about connecting a big box to the sensory table . With any apparatus, there is not just one configuration. The main ele...

2 comments:

Thursday, September 22, 2011

BIG BOX

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A big box by itself always offers hours of fun for young children. When I come across a big box, I like to bring it into school and attach ...

Thursday, September 1, 2011

Baby Washing

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I have been in the field of early childhood long enough to know that washing baby dolls is nothing new in an early childhood classroom. For...

11 comments:

Thursday, August 25, 2011

Funnels and Clear Plastic Tubing - Experimenting

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Experimentation with the Funnels and Clear Plastic Tubing always begins with children pouring water into the funnels. Nobody tells them w...

6 comments:

Thursday, August 18, 2011

FUNNELS AND CLEAR PLASTIC TUBING

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Several years ago I discovered clear, flexible tubing at the hardware store. I bought some, cut it into several pieces of various lengths, ...

4 comments:

Thursday, August 11, 2011

Water Fountain---More Hydraulics

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I consider my sensory table a science table. The children are always exploring natural elements and experimenting with the physical laws of...

9 comments:

Thursday, August 4, 2011

Fountain---or Leaky Pipes

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Twenty odd years ago, my first attempt at real plumping was to replace old lead pipes in a house with new copper pipes. When I turned on th...

9 comments:

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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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