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.

Monday, December 31, 2018

Picture of the year

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Every year I designate one of the pictures I have taken as my "picture of the year." Since I am not in the classroom anymore, I h...

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Saturday, December 15, 2018

Conference thoughts part 2

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This post is a continuation of my last post . Recently, I wrote that when practitioners go to conference sessions, they often look for acti...

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Tuesday, December 4, 2018

Conference thoughts

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Three weeks ago, I was part of a group of four early childhood teachers that presented at the National Association for Early Childhood Educa...

Monday, November 26, 2018

Conference notes

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A little over a week ago, I was part of a presentation at the National Association for the Education of Young Children in Washington DC. Th...

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Tuesday, October 30, 2018

Amalgamated big box incline

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I have made several big box inclines and I have written about them here , here , and here . Back in 2009, I made an amalgamated big box inc...

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Tuesday, October 23, 2018

Big incline box: inhabiting the space

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In 2011 I wrote a post on big box inclines. I revisited that post recently with an eye on how the children inhabited the space created by...

Wednesday, October 17, 2018

What are we going to do today?

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I am a grandfather. Over a span of 38 years in early childhood education, I worked with thousands of children of various backgrounds and ab...

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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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