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, April 26, 2014

GIANT SPONGE - 2014

›

It has been more than two years since I wrote about a Giant Sponge in the sensory table. A Giant Sponge is simply a big piece of foam cut...

5 comments:

Saturday, April 19, 2014

BLOCKS IN THE SENSORY TABLE

›

Back in September 2012, several girls brought a whole bunch of blocks to the sensory table. They asked me if they could and I said: "Wh...

Saturday, April 12, 2014

SUDS PAINTING

›

This past week I have been working on a new presentation on how children explore water using different apparatus and different provisions fo...

2 comments:

Saturday, April 5, 2014

VERTICAL ENDEAVORS

›

In the right-hand column of this blog, you will see under ORIENTATION the word vertical. In addition, Axiom #3 states that children will fi...

4 comments:

Sunday, March 30, 2014

NOT ANOTHER BOX TOWER

›

For the entire month of March, I wrote about box towers and play associated with this type of apparatus. You can find those posts here , ...

Saturday, March 22, 2014

SENSORY IS SOCIAL

›

Most of the posts on this blog are about apparatus that are built for the sensory table. Lately I have been writing a lot about Box Towers, ...

Saturday, March 15, 2014

DINOSAUR TOWERS-LEDGES

›

The last two posts were Building a Strong Box Tower and The Box Tower as an Invitation to Play . This past November, I built another box ...

6 comments:

‹

›

Home

View web version

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.

View my complete profile