Sand Play

Video: 

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The sand table provides an opportunity for discovery and reasoning.

NAEYC

NAEYC: 

Areas of Development: Social-Emotional

2.B.01- Children in Ms. Fisher's class have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them, and facilitate their social competence and their ability to learn through interacting with others.

Ms. Fisher has a conversation with Kaylee and Jason while they play at the sand table. She takes the time to observe what the children are doing and uses this as an opportunity to ask questions and draw the children's attention to details. Kaylee observes that sand will flow through a sieve by shaking the sieve. When Ms. Fisher asks Jason if he can scoop a lot of sand with a slotted spoon, Kaylee observes that sand goes through the spoon because it has holes.

Areas of Development: Language Development

2.D.04- Children have varied opportunities to develop vocabulary through conversations...and...experiences...

Kaylee sifts sand at the sand table. As she begins to examine the tool she has been using, she asks Ms. Fisher what the tool is called. Ms. Fisher tells her it's a "sieve" and Kaylee repeats "a sieve." Ms. Fisher goes on to describe what the sieve looks like by saying, "This looks sort of like a screen to me, like on a screen door."

Designing Enriched Learning Environments

3.A.04- Ms. Fisher organizes space and selects materials...to stimulate exploration, experimentation, discovery, and conceptual learning.

Sand is an engaging material for children. The sand table in Ms. Fisher's room offers children a variety of tools to explore the sand including tools for scooping, sifting and dumping.

IELS

IELS: 

7.2-Play and Senses

Children engage in play to learn.

In Ms. Fisher's class, children use sights...and...textures...to...explore, and experience activities and materials.

Ms. Fisher talks with Kaylee and Jason as they play at the sand table. She asks Kaylee how she gets the sand to come out of a sieve. Kaylee replies, "By shaking it." Ms. Fisher asks Jason if he can scoop a lot of sand with a spoon that has holes in it. Kaylee notices that because the spoon has a lot of holes, it's hard to scoop sand with it. Kaylee begins to examine the sieve she's been playing with and asks Ms. Fisher what it is called. Ms. Fisher tells her that it is called a sieve and observes that it looks like a screen door. Kaylee agrees.

11.4-Scientific Reasoning

Children observe, describe, and predict the world around them.

Kaylee and Jason show curiosity about...non-living things....

Kaylee and Jason engage in sand play and are especially interested in watching the sand flow through a sieve and slotted spoon.

11.5-Scientific Problem Solving

Children apply and adapt strategies to solve problems.

Kaylee uses her senses...to solve problems.

When Kaylee plays with a sieve at the sand table, Ms. Fisher asks her how she gets the sand to come out. Kaylee replies, "By shaking it." Kaylee notices that Jason cannot scoop much sand with a slotted spoon. She observes that the spoon has holes in it, so the sand comes out of the holes.

IQPPS

IQPPS: 

Areas of Development: Social-Emotional

2.12- Children in Ms. Fisher's class have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them, and facilitate their social competence and their ability to learn through interacting with others.

Ms. Fisher has a conversation with Kaylee and Jason while they play at the sand table. She takes the time to observe what the children are doing and uses this as an opportunity to ask questions and draw the children's attention to details. Kaylee observes that sand will flow through a sieve by shaking the sieve. When Ms. Fisher asks Jason if he can scoop a lot of sand with a slotted spoon, Kaylee observes that sand goes through the spoon because it has holes.

Areas of Development: Language Development

2.16- Children have varied opportunities to develop vocabulary through conversations...and...experiences...

Kaylee sifts sand at the sand table. As she begins to examine the tool she has been using, she asks Ms. Fisher what the tool is called. Ms. Fisher tells her it's a "sieve" and Kaylee repeats "a sieve." Ms. Fisher goes on to describe what the sieve looks like by saying, "This looks sort of like a screen to me, like on a screen door."

Designing Enriched Learning Environments

3.1- Ms. Fisher organizes space and selects materials...to stimulate exploration, experimentation, discovery, and conceptual learning.

Sand is an engaging material for children. The sand table in Ms. Fisher's room offers children a variety of tools to explore the sand including tools for scooping, sifting and dumping.

HSPS

HSPS: 

 1304.21(c)(1)(i) - Ms. Fisher supports each child’s individual pattern of development and learning by asking questions pertinent to what the child is doing in the sand play.

Ms. Fisher has a conversation with Kaylee and Jason while they play at the sand table. She takes the time to observe what the children are doing and uses this as an opportunity to ask questions and draw the children's attention to details. Kaylee observes that sand will flow through a sieve by shaking the sieve. When Ms. Fisher asks Jason if he can scoop a lot of sand with a slotted spoon, Kaylee observes that sand goes through the spoon because it has holes.

1304.21(c)(1)(vii) - Ms. Fisher provides individual and small group experiences indoors by asking two students open and closed ended questions about their sand exploration.

Kaylee and Jason engage in sand play and are especially interested in watching the sand flow through a sieve and slotted spoon.  Ms. Fisher talks with Kaylee and Jason as they play at the sand table. She asks Kaylee how she gets the sand to come out of a sieve. Kaylee replies, "By shaking it." Ms. Fisher asks Jason if he can scoop a lot of sand with a spoon that has holes in it. Kaylee notices that because the spoon has a lot of holes, it's hard to scoop sand with it. Kaylee begins to examine the sieve she's been playing with and asks Ms. Fisher what it is called. Ms. Fisher tells her that it is called a sieve and observes that it looks like a screen door. Kaylee agrees.

HSCOF

HSCOF: 

Language Development

Speaking and Communicating

  • Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes
  • Progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.

 

Science

Scientific Skills and Methods

  • Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials and observe processes and relationships.
  • Develops increased ability to observe and discuss common properties, differences and comparisons among objects and materials.
  • Begins to participate in simple investigations to test observations, discuss and draw conclusions and form generalizations.

Scientific Knowledge

  • Shows increased awareness and beginning understanding of changes in materials and cause-effect relationships.

 

Social and Emotional Development

Self Control

  • Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.

Cooperation

  • Increases abilities to sustain interactions with peers by helping, sharing and discussion.

Social Relationships

 

  • Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults

 

 

Approaches to Learning

Initiative and Curiosity

  • Chooses to participate in an increasing variety of tasks and activities
  • Approaches tasks and activities with increased flexibility, imagination and inventiveness.
  • Grows in eagerness to learn about and discuss a growing range of topics, ideas and tasks.

Engagement and Persistence

  • Grows in abilities to persist in and complete a variety of tasks, activities, projects and experiences
  • Shows growing capacity to maintain concentration over time on a task, question, set of directions or interactions, despite distractions and interruptions.

Reasoning and Problem Solving

  • Develops increasing ability to find more than one solution to a question, task or problem.
  • Develops increasing abilities to classify, compare and contrast objects, events and experiences

 

Physical Health and Development

Fine Motor Skills

 

  • Grows in hand eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads and using scissors.