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, June 27, 2015

PIGGYBACK INCLINES

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The Piggyback Inclines apparatus is a variation on the Big Box Incline and the Big Box Incline with an Added Element I do not...

Saturday, June 20, 2015

HAND PUMP, A NARRATIVE

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Last week I told you my story about the hand pump . This week I would like to tell you a story about the children and the hand pump. The ...

Saturday, June 13, 2015

PUMP - FINALLY

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Here is a little story about a pump. In April of 2014 I bought a Kodo Kids Pump Works set. It was expensive but we had some money left a...

Saturday, June 6, 2015

FUNNELS AND CLEAR PLASTIC TUBING - 2015

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Since 2011, I have written about Funnels and Clear Plastic Tubing four times. The first and second posts dealt primarily with the actual...

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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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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