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, February 28, 2015

HORIZONTAL TUBES IN BOXES

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There are three main orientations I think about when I am about to build. You can see them on the right-hand column of the blog. For the c...

Saturday, February 21, 2015

SUDS PAINTING

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What is one of the messiest invitations you set up at the sensory table? For me, Suds Painting has to be one of the messiest. Just take ...

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Saturday, February 14, 2015

CONFERENCE REFLECTIONS

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I never really know what to expect when I run a session that is billed as a building workshop. There are always plenty of raw materials like...

Saturday, January 31, 2015

WHY BUILD PART 4

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This month I have been revisiting posts from two years ago after another early childhood professional asked me the question: Why do I b...

Saturday, January 24, 2015

WHY BUILD PART 3

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In the next month, I will be doing two conference presentations. Because it takes me a long time to finish an original post, I will rep...

Saturday, January 17, 2015

WHY BUILD PART 2

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In the next month, I will be doing two conference presentations. Because it takes me a long time to finish an original post, I will repos...

Saturday, January 10, 2015

WHY BUILD?

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In the next month, I will be doing two conference presentations. Because it takes me a long time to finish an original post, I will repos...

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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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