Sensory

Preschool

What We Saw: Two children were playing in colored water at a sensory table. They were pouring water in and out of some containers that the teacher provided for them. One container had a hole that could be opened and closed up at the bottom. When opened, the water would come out and cause a wheel to spin around. The children were only pouring small amounts of water into the container, and the wheel would barely spin around after they opened up the hole. The teacher noticed this and said, "What would happen if we poured a lot of water into the container, and then opened up the hole?" The children just looked at her and shrugged their shoulders. The teacher asked, "Should we try it?" The children shook their heads yes, and the teacher and children all worked together filling up the container with water. When the container was full, the teacher said, "I'm going to open the hole now, and you watch what happens to our wheel." The children watched and saw the water come out of the hole very fast. This also made the wheel spin very hard and fast because of the pressure. The children's eyes became very wide and they both looked at each other. One said, "That was fast!" The teacher responded, "That's because we filled the container up very high." The children continued to play, and this time poured a lot of water into the container before opening up the hole at the bottom.

What It Means: Sensory Play provides many learning opportunities for children. Most children are familiar with water already so they feel comfortable exploring in it. Sensory play can be a springboard for learning how to problem solve when teachers pose relevant questions about their play. This teacher taught the children a lesson that involved a cause and effect relationship. Through this experience, the children learned that the wheel can spin faster when you increase the amount of water in the container. The children were amazed to see how fast the wheel turned around after they filled it all the way up with water.

Toddlers

What We Saw: A teacher brings in a plastic swimming pool and the toddlers climb in to sit. Another teacher brings in a container of paper dots, which she pours into the pool. "It's gonna snow!" one teacher says as she pours it over their heads. The teachers give the children small cups, scoops and shovels to use with the paper dots. One teacher sprinkles dots on the children's heads. Children smile with glee as she does this. One child takes a handful and carefully releases it on his own head, smiling. He then takes a shovelful and dumps it over his head. Later, he takes a handful and drops it on the teacher's head, who reacts with surprise, and sprinkles some back on him.

What It Means: Providing experiences where toddlers can enjoy whole body sensory experiences is a fun way to learn. The teachers gave the children permission to make a mess, modeling ways to experience the paper dots, which the children imitated. Children were experimenting with gravity and volume as they tossed, scooped and poured the paper dots. They enjoyed the freedom of movement and the effects of their actions on the dots and the room. Toddlers are active learners. They need to explore their world by pushing, rolling, filling, dumping, carrying and touching. Sensory activities fulfill many of these needs.

Preschool

What We Saw: The teacher pours paint into the cups at the easel and places a brush in each, in response to a child who asked to paint. She helps the child put on a paint smock and writes his name on the paper. Throughout the morning, she helps children take turns painting at the easel, hanging up their paintings to dry on a nearby rack. She removes and rolls up the paintings children had done the previous day. The teacher moves throughout the room, but always keeps an eye on the easel, keeping track of the children who asked to paint, and offering them a turn when another child finishes. She doesn't comment on the paintings, and the children (ages 2 1/2 to 4) seem focused on exploring the patterns, colors and lines they produce on the paper. Many children make circular patterns, large and small. One boy carefully makes parallel downward strokes across the page in alternating colors. All children seem to want to fill up the paper, and stop when that is accomplished to their satisfaction.

What It Means: The teacher values providing children with time to explore on their own with paint and brushes. She respects each child's experience, and does not interfere with comments or questions. They don't need her attention or support, only her assistance in removing the paintings. The children are free to explore line, color and space, and to master use of the brush. The teacher uses this easel painting opportunity as a way to help engage children in a purposeful activity, and as an opportunity for self-expression and creativity. She takes care to send each painting home with the children, to help parents appreciate the value of their child's original art.

Preschool

What We Saw: The teacher assists two boys at the paint easel. She helps them on with smocks, then places paper on each side of the easel. One boy crowds the paint cups in the second boy's tray as the teacher places brushes in them. She puts some of the paint cups in the tray on the other side of the easel and tells them each where to paint. Both boys paint for several minutes, filling up their paper. When they are finished, the teacher hangs the papers up to dry and then goes to the children playing in the block area to ask if anyone else would like to paint.

What It Means: The teacher set up the activity so each child could have his own space to paint. She provided a variety of colors to use, and then gave each child time to create on their own. They were both engrossed in the painting. Children need time to explore art materials in their own way, creating and experimenting without a finished model to duplicate. In art experiences like this, children have an opportunity for expression of feelings and ideas. They explore line and color, and gain skill in fine motor control. They can enjoy the process, without being judged on how their creation compares to someone else's product.

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