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.

Sunday, December 27, 2015

CLASSROOM PHOTO OF THE YEAR

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Two years ago I started a tradition of posting a Photo of the Year from my classroom. This is last year's. The picture captured a chil...

Saturday, December 19, 2015

CLASSROOM PICTURE OF THE YEAR REVISITED

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Two years ago, I started posting my Classroom Picture of the Year. I will do that again this year, but I would like to revisit the origina...

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Saturday, December 12, 2015

HOLES AND MATH

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Holes are important to children. So important that I have included them in the right-hand column of the blog twice. Under dimension and el...

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Saturday, December 5, 2015

CONCRETE FORMING TUBE APPARATUS

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When I find myself in a large hardware store, I often meander a bit looking at the materials with an eye for something to use in the sensory...

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Saturday, November 28, 2015

SWAMP III

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I used to set up a swamp every fall in my sensory table with leaves, water, and plastic bugs. In 2011, I added big sticks and a log. That ...

Saturday, November 14, 2015

THE SCIENTIST

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In the March 1994 issue of the Child Care Information Exchange, Loris Malaguzzi wrote: "We need to produce situations in which childr...

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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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