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, August 30, 2014

NEW COROLLARY: MODIFYING THE HOLES

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In the right-hand column of this blog under Axioms of Sensorimotor Play, axiom #5 talks about holes. It states that children are compelled ...

Saturday, August 23, 2014

Let's Do That Again

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Last year, I built a platform out of PVC pipe and a black plastic sheet. I drilled holes in the sheet and then attached it to the PVC frame...

Saturday, August 16, 2014

LESSONS FROM CAINE'S ARCADE

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This past week I was asked to do a workshop in Indiana for a program that serves school age children before and after school. I found pres...

Saturday, August 9, 2014

SURPRISE DOWN THE TUBE

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For the past couple of weeks, I have written about play around a particular apparatus at the sensory table called Computer Box with Cardboar...

Saturday, August 2, 2014

ADDITIONS TO COMPUTER BOX WITH CARDBOARD TUBES

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I must apologize for the title of this post. It is too wordy and not catchy and gives you absolutely no information as to where this post ...

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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 ...

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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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