Download - Sand and water
SAND AND WATER PLAY
BY: ALONDRA GALINDO, BARBARA KRAEMER AND BEENA TAWARI
SAND AND WATER PLAY• WATER ACTS LIKE A MAGNET TO YOUNG CHILDREN, WHO ARE DRAWN TO THIS
SOOTHING AND ENJOYABLE MEDIUM• CHILDREN ENJOY THE SENSORY STIMULATION OF WATER BUT ALSO LEARN ABOUT
PROPERTIES OF WATER SUCH AS VOLUME, BUOYANCY, AND EVAPORATION• SAND PLAY IS ANOTHER MULTIPURPOSE SENSORY ACTIVITY THAT FASCINATES AND
ENTICES CHILDREN• SOME SIMPLE RULES ABOUT SAND AND WATER PLAY LET THE CHILDREN KNOW
THAT THE MATERIALS USED NEED TO STAY IN SPECIFIED AREAS TO PROTECT THE CHILDREN, THE CLASSROOM, AND CLASSROOM MATERIALS.
• SAND & WATER PLAY - PLAYDALE SCHOOLS & NURSERIES VIDEOHTTPS://YOUTU.BE/CGFS5PV-Y2Y (CTRL + CLICK TO FOLLOW LINK)
ITEM #1IN A SAND AND WATER CENTER, THERE ARE MANY ITEMS TO BE CONSIDERED WHEN OFFERING THIS ACTIVITY TO YOUNG CHILDREN.THERE ARE A VARIETY OF INDICATORS THAT INCLUDE:• PROVISION• TOYS TO USE FOR SAND AND WATER PLAY• VARIETY• TIME REQUIREMENTS FOR PLAY• DIFFERENT ACTIVITIES
PROVISION- STAFF HAVE MADE ACCESSIBLE THE EQUIPMENT AND MATERIALS NEEDED FOR CHILDREN TO
BE ABLE TO PLAY IN SAND AND/OR WATER, IN A MEANINGFUL WAY (SAND BOXES, SAND PITS, VARIOUS TYPES OF SAND/WATER TABLES, DISHPANS, PLASTIC
BINS, TUBS, BUCKETSSAND BOXES
SAND/WATER TABLES
PLASTIC BINS/BUCKETS
TOYS TO USE FOR SAND AND WATER PLAY- SHOVELS, SCOOPS, TROWELS, MOLDS, RAKES, PAILS, SIFTERS, SAND/WATER-WHEELS, PIPES, INCLUDE ANIMALS, DINOSAURS, SMALL TRUCKS AND CARS, SMALL
PEOPLE, LARGE TRUCKS AND DIGGERS AND HOUSEKEEPING COOKING PROPS, SUCH AS POTS, PANS, PITCHERS, DISHES, BOWLS, CUPS, AND SPOONS)
SHOVELS/SCOOPSMOLDS, CUPS,
BOWLS TOYS
VARIETY- CHILDREN HAVE MANY DIFFERENT OPPORTUNITIES TO EXPERIMENT, EXPLORE, AND LEARN
WHILE USING SAND AND WATER. VARIETY MAY BE REPRESENTED IN CHARACTERISTICS OF THE TOYS, SUCH
AS USE, SIZE, TRANSPARENCY, SHAPE, COLOR, OR CHALLENGE LEVEL.
SIZE SHAPE COLOR
TIME REQUIREMENTS FOR PLAY- FOR AT LEAST 1 HOUR DAILY. SAND AND WATER PLAY MUST BE ACCESSIBLE INDOORS AS WELL AS OUTDOORS
1 HOUR DAILY INDOOR PLAY OUTDOOR PLAY
DIFFERENT ACTIVITIES- WATER: BUBBLES, ADD COLOR, SPONGES, SINK/FLOAT EXPERIMENTS, PLASTIC PIPES TO ROUTE
WATER. SAND: CARS AND TRUCKS ADDED, SMALL PEOPLE ADDED, SMALL ANIMAL TOYS USED.
BUBBLES/ WATER COLOR
CARS AND TRUCKS PLASTIC PIPES SPONGES
ITEM #2REPRESENTING DIVERSITY IN THE SAND AND WATER
PLAY AREA CAN BE AS SIMPLE AS BRINGING IN DIVERSE TOYS OR USING COLORS (SUCH AS FLAG
COLORS) THAT REPRESENT A CHILD’S CULTURAL
BACKGROUND.
ITEM #3WHEN CHILDREN HAVE ACCESS TO THE MATERIALS IN THE SAND AND WATER AREA, THEY WILL DEVELOP NEW SKILLS AND ABILITIES WHICH INCLUDE:CHEMISTRYMATHPHYSICSLANGUAGECREATIVITYSOCIAL SKILLS
CHEMISTRY: MIXING, VISCOSITY (SLOSHING
OR OOZING SUBSTANCES
*CREATE A STRATEGY BASED ON ONE
LEARNING VENT AND EXTEND IT TO A NEW
LEARNING OPPORTUNITY
MATH: COMPARING AMOUNTS, TEXTURES*EXPLORE MEASURING
TOOLS (E.G., MEASURING CUP, RULER, SCALE).
PHYSICS: SINKING/FLOATING,
ABSORBING/ REPELLING WATER, WATER ACTION:
RIPPLING, SWIRLING, DRIPPING, SQUIRTING
LANGUAGE: DESCRIBING ACTIONS,
EVENTS*CHILDREN ARE
LEARNING TO USE IMAGINATION TO CREATE
ORIGINAL THOUGHTS, IDEAS, OR PRODUCTS.
CREATIVITY: INVENTING, EXPERIMENTING, PREDICTING,
TESTING, DISCOVERING* PARTICIPATE IN SIMPLE
INVESTIGATIONS TO TEST OBSERVATIONS, DISCUSS AND
DRAW CONCLUSIONS, AND FORM GENERALIZATIONS.
SOCIAL SKILLS: SHARING, PLANNING,
COLLABORATING-COOPERATE WITH
OTHERS
ITEM #4 • TEACHERS ROLE OTHER THAN PROVIDING MATERIALS
TODDLERS MUST BE CLOSELY SUPERVISED. PROPS SHOULD BE ROTATED TO MAINTAIN
INTEREST. VARIED MATERIALS ARE USED: WET SAND,
BUBBLES. (NO RED BEANS OR STYROFOAM) OUTDOORS, SANDBOXES MUST BE COVERED
WHEN NOT IN USE. AVOID RED BEANS. THEY ARE TOXIC, UNCOOKED! PROVIDING ACTIVITIES THAT STRENGTHEN HAND
GRASP (E.G., MOLDING PLAY DOUGH) AND OFFER OPPORTUNITIES FOR SENSORY EXPERIENCES
WITH MEDIUMS SUCH AS SAND AND CLAY.
ITEM #5DOMAIN: SOCIAL AND EMOTIONAL
DEVELOPMENT • STRAND 1: RELATIONSHIPS WITH OTHERS (P.50)• A11. COOPERATE WITH OTHERS.• STRATEGIES:• CREATING OPPORTUNITIES FOR SUCCESSFUL GROUP INTERACTIONS BY PROVIDING
ADEQUATE SUPPLIES, AND EXPECTATIONS FOR WORKING TOGETHER.• HELPING CHILD COOPERATE BY STAGING A COMMON GOAL SUCH AS MAKING MUSIC
TOGETHER OR GETTING SOMETHING DONE SO THEY CAN ENJOY THE RESULTS TOGETHER (E.G., ALL WORK TOGETHER TO MAKE A BIG HOLE IN SAND SO THEY CAN FILL IT WITH WATER.)
DOMAIN: APPROACHES TO LEARNING • STRAND 2: INITIATIVE AND CURIOSITY (P. 61)• B11.GROW IN EAGERNESS TO LEARN ABOUT AND DISCUSS A
GROWING RANGE OF TOPICS, IDEAS AND TASKS.• STRATEGIES:• MODELING PREDICTION-MAKING IN DAILY LIFE (E.G., “DO YOU THINK IT
WILL RAIN TODAY?”).• INVENTING AND CONDUCTING SIMPLE EXPERIMENTS WITH CHILD
(E.G., WHICH OBJECT WILL SINK AND WHICH WILL FLOAT).
DOMAIN: COGNITION AND GENERAL KNOWLEDGE
• STRAND 1: LEARNING ABOUT MATHEMATICAL CONCEPTS (P. 87)• SUB STRAND: MEASUREMENT• B6. EXPLORE MEASURING TOOLS (E.G., MEASURING CUP, RULER, SCALE) • STRATEGIES:• CHARTING CHILD'S CHANGES IN HEIGHT AND WEIGHT• PROVIDING OPPORTUNITIES FOR CHILD TO MEASURE SUCH AS PUTTING
MEASURING CUPS IN THE SANDBOX
DOMAIN: APPROACHES TO LEARNING• STRAND 3: CREATIVITY AND INVENTIVENESS (P. 62)• C3. DELIGHT IN FINDING NEW PROPERTIES AND USES FOR FAMILIAR
OBJECTS AND EXPERIENCES• STRATEGIES:• CREATING A SAFE ENVIRONMENT WHERE CHILD IS ENCOURAGED TO
EXPERIMENT WITH A VARIETY OF SAFE MATERIALS.• PROVIDING SAND AND WATER PLAY, GIVING CHILD OPPORTUNITIES TO
POUR, FILL, SCOOP, WEIGH, AND DUMP, UNDER ADULT SUPERVISION.• SUPPORTING AND ENCOURAGING CHILD’S CREATIVE PROCESSES,
PUTTING LESS EMPHASIS ON FINISHED PRODUCTS.
WORKS CITED• ECERS- THE EARLY CHILDHOOD ENVIRONMENT RATING SCALE – 23 SAND/WATER.
PAGES 231-235• ESSA, E. L. (2014, 2011). INTRODUCTION TO EARLY CHILDHOOD EDUCATION. 7TH
EDITION, WADSWORTH, CENGAGE LEARNING. BELMONT, CA.• ITERS- THE INFANT/TODDLER ENVIRONMENT RATING SCALE- 21 SAND AND WATER
PLAY. PAGES 271-278• MILESTONES OF CHILD DEVELOPMENT, LEARNING AND DEVELOPMENT FROM BIRTH
TO KINDERGARTEN, OFFICE OF EARLY CHILDHOOD DEVELOPMENT, VIRGINIA DEPARTMENT OF SOCIAL SERVICES, 2008. PAGES 50, 61-63, 67, 87, AND 102.
• WHITENER CAROLE. TCC COMMUNITY COLLEGE. MASTER STAR RATER VA. STAR QUALITY INITIATIVE. BLACKBOARD- READ THIRD- POWER POINTS FOR GROUP ACTIVITY PROJECT. PART II. SLIDES 13-17.
WORKS CITED CON’T.PICTURES RETRIEVED:• HTTP://WWW.LEARNING4KIDS.NET/2015/05/26/HOW-TO-MAKE-SAND-FOAM/ • HTTP://ONELITTLEPROJECT.COM/MOLDABLE-PLAY-SAND-RECIPE/• HTTP://WWW.LEARNING4KIDS.NET/2012/01/01/SENSORY-PLAY-WITH-SAND/• HTTP://WWW.THINGSTOSHAREANDREMEMBER.COM/PRESCHOOL-WATER-TABL
E-IDEAS/• BING IMAGE SEARCHVIDEO RETRIEVED FROM • HTTPS://WWW.YOUTUBE.COM/WATCH?V=CGFS5PV-Y2Y&FEATURE=YOUTU.BE