Preschool
What We Saw: A woodworking table
was set up in a corner of the room. Flannel shirts, carpenter
aprons, hard hats, safety goggles and work gloves were
displayed in an orderly fashion on a rack. Tools such
as hammers, pliers, screwdrivers and wrenches were spaciously
arranged on a shelf and outlined so children could put
them back easily. Books were displayed nearby that had
themes of building, carpentry and bridges. Large roofing
nails with flat heads were available to pound into soft
pine boards and Styrofoam. Children were required to wear
safety goggles and teachers closely supervised the area.
One child pounded a screw into the Styrofoam and then
used the screwdriver to get it back out. Other children
pounded nails into the wood and took them out again using
the claw of the hammer.
What It Means: With careful planning,
incorporating a woodworking area into the classroom can
be safe and fun. By providing many props, the teachers
were setting the stage so that children could pretend
to be builders. When children assume a role that they
have observed they immerse themselves in imitative
behavior. In this way the children took their role
seriously with the tools and devoted their full attention
to the task at hand. Eye-hand coordination was being developed
as children raised hammer to nail. While working at the
table children negotiated the use of space and tools,
enhancing their cooperative skills. Using Styrofoam, which
is much easier to nail, was a great example of modifying
a common activity to fit this age level, making it developmentally
appropriate.
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