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.

Sunday, February 24, 2013

CONFLICT AT THE SENSORY TABLE - PART II

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I did a presentation on sand and water tables at the Minnesota state early childhood conference two weeks ago. The questions that surfaced ...

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Sunday, February 17, 2013

CONFLICT AT THE SENSORY TABLE - Part I

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I did a presentation on sand and water tables at the Minnesota state early childhood conference a little over a week ago. One of the questi...

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Sunday, February 10, 2013

CONFERENCE THANK YOU

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I would like to thank the 50+ who attended my presentation on sand and water tables at the Minnesota Association for the Education of Young ...

Sunday, February 3, 2013

SNOW TUBES

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I must be in a tube phase. My last two posts included tubes. ( Here and here .) This post is also about tubes in the sensory table. This...

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Saturday, January 26, 2013

TRAVELING PIPES AND TUBES

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The last post was about the variety of ways children used Holes, Pipes, and Tubes in and around the Vertical Boxes with Horizontal Tube...

Sunday, January 20, 2013

HOLES, PIPES, AND TUBES

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Last week I wrote about an apparatus I call Vertical Boxes and Horizontal Tubes . Instead of taking it apart after the first week---rem...

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Sunday, January 13, 2013

VERTICAL BOXES WITH HORIZONTAL TUBES

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In the fall term, a colleague asked me if I wanted a large box. The box was from an outdoor shed they had purchased. I said yes. The box ...

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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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