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, May 30, 2015

SAND CASCADE - EXPLORING THE APPARATUS

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Last week I wrote about an apparatus I called the Sand Cascade . The idea was to create a chute with steps so when children poured the san...

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Saturday, May 23, 2015

CASCADE FAILURE

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You know the feeling when you make something and it doesn't work the way you thought. It may be something like: Why did I think that wo...

Saturday, May 16, 2015

KEEPING IT SIMPLE II

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This year more than most I have returned to what I call keeping it simple at the sensory table. The latest setup is as simple as it gets. ...

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Saturday, May 9, 2015

OOBLECK PLATFORM II

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Two years ago, I wrote about an apparatus called the Oobleck Platform . The frame of the Oobleck Platform is made from 3/4" PVC pipe....

Saturday, May 2, 2015

WATER BEADS 2

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Last week in a post entitled Water Beads 1 , I talked about how the water beads ended up all over the floor. Whenever there is a huge mess...

Saturday, April 25, 2015

WATER BEADS 1

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About three years ago, there was a phenomenon all over the blogosphere: Water Beads. I even got in on the action by introducing water beads...

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Sunday, April 19, 2015

BUBBLE CAKE

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Last week when I was looking over my pictures for the Giant Sponge with Jewels , I came upon a set of pictures that gave me pause. The ...

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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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