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.

Saturday, December 29, 2012

DOME EXPLORATION

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Last week I explained my thinking for putting a Dome over the Horizontal Channel apparatus . I know it is not really a dome; a dome i...

Thursday, December 20, 2012

HORIZONTAL CHANNELS WITH A DOME

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Last week I wrote about the most recent version of a Horizontal Channels apparatus. I left the channels up for a second week, but added a...

Saturday, December 15, 2012

HORIZONTAL CHANNELS: VERSION 5.0

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When I look back at the blog, I see I have written four separate posts on Horizontal Channels. The first post explains how to make the appa...

Saturday, December 8, 2012

HODGEPODGE AND DOOHICKIES

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Here is a picture of the wire shelves next to the sensory table in my classroom. What do you see? There is a hodgepodge of pots, pans, an...

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Saturday, December 1, 2012

DESIGN FLAW

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Last week I wrote about Aksel's Tray . It is a wide tray with three low sides and one open side. It is set on a table at a slight inc...

Sunday, November 25, 2012

AKSEL'S TRAY

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Aksel's Tray is a large flat tray made from wood that sits on top of a table. The tray is closed on three sides but open on one end. T...

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Saturday, November 17, 2012

COMBINING APPARATUS

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First of all, I want to thank all those who attended my presentation on sensory tables at the NAEYC annual conference in Atlanta last weeken...

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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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