The Creative Curriculum ® for Preschool

Cloud County Community College Early Childhood Resource & Referral Agency

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The Creative Curriculum® for Preschool

Sand and Water

Presented By: Lindsey Smith, Early Childhood Specialistwww.cloud.edu/childcare

888-527-8680

http://www.cloud.edu/childcare


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ObjectivesConnect sand and water

experiences to child development.Discuss open and focused

exploration of sand and water.Discuss appropriate learning

environments for sand and water play.

Understand how to support children’s learning through sand and water play.


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The Creative Curriculum®Fundamental Beliefs

Building a trusting relationship with each childProviding responsive, individualized careCreating environments that support and encourage explorationEnsuring children’s safety and healthDeveloping partnerships with familiesObserving and documenting children’s development in order to

plan for each child and the groupRecognizing the importance of social/emotional developmentAppreciating cultural, family, and individual differencesTaking advantage of every opportunity to build a foundation for

lifelong learningSupporting dual language learnersIncluding children with disabilities in all aspects of the program


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The Foundation: Theory and ResearchDevelopmentally Appropriate

PracticesTheoretical Influences

Abraham MaslowT. Berry Brazelton and Stanley

GreenspanErik EriksonJean PiagetLev Vygotsky

The Creative Curriculum®


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Part I: How Sand & Water Play Promote Development •Sand and water are natural materials•Open and Focused Exploration of sand and water enhance a child’s development•Sand and water experiences are more than just sensory experiences•What does sand and water look like to you?


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Observing Sand and Water: Focused ExplorationPurpose of Focused Exploration

Give children opportunities to investigate specific questions in depthGive children support, materials, and time to deepen exploration

Principles of Focused ExplorationExploration has a specific focus (water flow, water change, sink/float)Outdoor experiences used to heighten awarenessBooks and visiting experts will stimulate interestTwo and three-dimensional representation used to support reflectionTalking about specific experiences and relating them to science,

nature, etc.


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Observing Sand and Water: Focused Exploration

In small groups:Explore the properties of plain

water.What happens when you add

drops of food coloring?What happens when liquid soap

is added?How did the water change?


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Observing Sand and Water: Open Exploration

Purpose of Open ExplorationGive children opportunities to wonder, notice, and exploreGive children support, materials, and time to explore

Principles of Open Exploration:Introduce children to exploring and playing with water

Engage-talk about experiences Explore-freedom to choose exploration or not Reflect-ask about experiences

Ongoing exploration and reflections Introduce new materials Acknowledge water play…ask probing questions Encourage reluctant water playing by using walkabouts


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Sand and Water: More Than Just A Sensory Experience!Social/emotional Development

Creating a structure with othersSoothing an agitated childEmotional expression through play

Physical DevelopmentFine motor strengthHand-eye coordinationGross motor strength through

carrying


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Sand and Water: More Than Just A Sensory Experience!

Cognitive DevelopmentScientific exploration (open and focused)Observation, classification, comparison,

measurement, capacity, volumeProblem-solvingUnderstanding texture, dry » wet/wet »

dryCause and effect

Language DevelopmentDescriptive words (grainy, wet, shallow,

sprinkle, etc.)Literacy skills (writing letters in the sand)Question and answer with caregiver


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Part I SummaryChildren enjoy playing with sand and water.Children can use both open and focused

exploration to learn more about sand and water.

Props allow children to experiment more with sand and water, thus promoting each area of their development.

Caregivers should interact during sand and water play to promote learning and development.


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Part II: Creating an Environment for Sand and Water Play•Sand and water play should be offered both indoors and outdoors.•Offering sand indoors provides children with a more controlled environment, while offering it outdoors allows for less structured play.•The best way to identify an appropriate sand and water environment is through the eyes of a child.


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Setting Up the Sand and Water AreaWhere

Near a water sourceOn washable floor or an area that an be easily covered

MaterialsSand and water table, Rubbermaid binWater (room temp. or warm)Sand (finely textured white sand that is sterilized is

recommended)Smocks (if necessary)Tools (droppers, rakes, funnels, measuring cups, scoops,

sponges, shells, feathers, egg beaters, buckets, etc.)


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Part II SummarySand and water play should occur within

close proximity to one another.The sand and water area should be inviting to

young children and materials should be accessible.

Rotate materials to maintain the interests of the children.

Sand and water play can be messy and the best environment is one that has easy access to supplies to clean up-even child-sized so the children can help with clean up.


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Section III: How Teachers Support Children’s Learning•Children will go through different stages as they explore sand and water•Teachers should respond appropriately to support learning and development•Children will approach sand and water experiences by using their senses to become more familiar with the purpose of the materials being used.


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Three Developmental Stages of Sand and Water Play

Functional Play (Exploratory Stage)Use senses to become familiarSensory experiences lead to acquired information

Constructive PlayAcquired information and knowledge are appliedActivities are more intentional

Dramatic PlayExtension to constructive playExperimentation with what works vs. what doesn’tChildren use imaginations to incorporate sociodramatic

elements


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The Teacher’s RoleUse sand and water observations to assess

developmental areasWhile observing, consider:

Are props being used for dramatic play or to conduct experiments?

Does the child play alone or with others?Is play being offered indoors and outdoors?Does the child select their desired props/materials or

are they already out?Support children during sand and water play by

asking questions and interacting with individual children and the entire group.


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ActivityMake predictions about shapes that may or

may not float.Use modeling clay to create a shape that you

believe will float.Test buoyancy of the shapes you have made

in the water tubs.Note what shapes float and what shapes

don’t.


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Objectives for Sand and Water PlayA rich activity helps children of

various developmental stages to work on objectives.

Reflection of your observations during sand and water play reveal how to create a rich activity.

What investigative experience can you offer to enhance completion of developmental goals and objectives?


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Section III SummaryUse observation to guide learning and understanding.Follow-up observations with reflection about the

activities offered.Are they engaging children?Do they promote all areas of development?Do they allow for provider-child interaction?

Use rich activities to provide the best opportunities for learning at various levels.

Support children’s learning through interaction, engaging in play, asking questions, encouraging exploration

The Creative Curriculum ® for Preschool

Documents

sand water play

water experiences

water materials

water change

focused exploration

development sand

water play training

objectivesconnect sand