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, March 30, 2013

FACEBOOK

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A couple of months ago I got an email from an Australian fellow named Alec Duncan from Child's Play Music , an excellent blog about brin...

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Sunday, March 24, 2013

WHY?

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When I look over pictures and videos I have taken of the children working in and around an apparatus at the sensory table, I often ask: ...

Sunday, March 17, 2013

PEGBOARD PLATFORM - LEVEL 2

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Last week I introduced a Pegboard Platform . After building this, I still had pegboard and tubes left over, so I decided to take the appar...

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Sunday, March 10, 2013

PEGBOARD PLATFORM

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I was walking through a big hardware store in January and saw some pegboard on sale. I have never made anything with pegboard, but I was fa...

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Sunday, March 3, 2013

ROCKS, STICKS, LITTLE DINOSAURS, AND CLEAR PLASTIC TUBES

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I like to bring natural elements into the classroom. Here are four previous posts that feature natural elements: Wooden Tray and Rocks , ...

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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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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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