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, October 21, 2017

False bottoms

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Back in 2012, I built an apparatus I eventually called the box metropolis . I started out with 11 boxes in two tables all connected. Over ...

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Saturday, October 14, 2017

Connections II

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Last week, I wrote about a recent visit to a Canadian kindergarten class in Guelph, Ontario. In that post, I said I was struck by how ...

Saturday, October 7, 2017

Connections

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This past weekend I was in Ontario, Canada. I did one workshop and two presentations to EC professionals just outside of Toronto. ...

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Monday, October 2, 2017

Sensory table setup

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Over the years, I have found a certain setup at the sensory table works the best for me. The total area does not have to be big. In fact w...

Sunday, September 24, 2017

Literacy at the sensory table

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I build apparatus at the sensory table to make the space more inviting and more intriguing for children's play and exploration. I use ...

Saturday, September 16, 2017

Simple toddler apparatus

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One year, I worked with an infant/toddler teacher who wanted to try something new in her sensory table. She brought in two boxes with which...

Saturday, September 9, 2017

Bicylce box

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The great thing about boxes is that they come in all shapes and sizes. For example, take this box for a car-top bicycle rack. It was long...

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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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