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, October 27, 2011

SAME APPARATUS - TOTALLY DIFFERENT EXPERIENCE

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I have been asked how long I keep the same apparatus in the sensory table. I usually keep it in the table one week. Every once in awhile I...

1 comment:

Thursday, October 20, 2011

Water Ramp

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Over twenty years ago, I made a water ramp for the sensory table. It looked like this: (Please excuse the poor quality of the picture. ...

2 comments:

Thursday, October 13, 2011

SELF-REGULATION AT THE SENSORY TABLE

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People have asked me how many children do I allow at the sensory table at a time. My answer has always been that I do not regulate the numb...

7 comments:

Thursday, October 6, 2011

DUPLO BOARD RAMP

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Colleagues have always asked me whether I allow children to help build the apparatus I make for the sand and water table. To this point, I ...

2 comments:

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 ...

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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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