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, July 26, 2014

CAPACITY:COMPUTER BOX WITH CARDBOARD TUBES

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Let's talk a little bit about the capacity for the sensory table. By capacity, I mean the number of children who can fit around the tab...

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Saturday, July 19, 2014

TABLE COVERING WITH HOLES/GEMS

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Table Covering with Holes is a piece of plywood cut so it fits two inches inside the table. That creates a two-inch barrier to contain ...

Saturday, July 12, 2014

TANGENTIAL

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Look on the right-hand column of this blog under axioms. Axiom #7 states that children will come up with activities and explorations that a...

Saturday, July 5, 2014

VERTICAL TUBES IN A BOX - 2014

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The first time I wrote about Vertical Tubes in a Box was in March 2011 . In that post, you can actually see how the original apparatus was...

Saturday, June 28, 2014

TRAINING IN THE UK

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I have finished my training tour in the UK. I must say that I have gotten a little tired of hearing myself talk. What I did not get tired ...

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Saturday, June 21, 2014

IN THE HOTEL IN EDINBURGH

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I did not think that I would do any original building posts on my trip to the UK and the Netherlands. I did a building workshop up in Aberde...

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Sunday, June 15, 2014

THE NORTH SEA

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What does the North Sea have to do with Sand and Water Tables? This blog, Sand and Water Tables, has brought me to the North Sea. I am in...

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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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