Sand & Water PlayBy: Robin Mondesire & Brianna Hai

CHD 120Jeanne Hopkins

September 27, 2017

Health and Safety ConcernsThere are so many concerns with sand and water play that close supervision is required for all age. Health and safety issues that can be addressed are:

Issues Addressed

Children in the any childcare facilities enjoy

experiences of sand play outdoor.

Be should to covered the sandbox. Left uncovered,

there may be animal contamination.

Sand substitutes: sawdust or baby powder. Consider inappropriate, avoided using substitutes

which can be breathed in.

Beans and styrofoam Inappropriate and hazardous for toddlers who may

swallow,stuff into any opening on the body.

Children are left alone at the water play. Even with a few inches deep, poses a safety

threat, children can drown.

MaterialsFor Sand Play •Measuring cups

•Funnels•Plastic tubes•Scoops and Molds•Sand•Pails and Shovels, Rakes and Sifters•Dramatic Play toys: animals, sea

creatures, dolls and boats.

MaterialsFor Water Play

•Measuring cups•Funnels•Plastic tubes•Scoops and Molds•Water•Pails and Water-wheels, Pipes•Dramatic Play toys: animals, sea

creatures, small toy people and boats•Unbreakable cooking props: pots,

pans, pitches, dishes, bowls, cups and spoons

Quality Counts

ECERS Provisions for Learning (Page 46)Arrangement and use for early age children:

• Provide sand and water play for both indoors and outdoors when weather permitting.• Different activities done with sand and water (i.e. adding bubbles to water, adding rice to

the sand play).• Both should available at least 2 hours and 40 minutes in an 8 hour program.

ITERS Provisions for Learning (Page 42)Arrangement and use for infants:

• Sand or water play provided daily.• Different activities done with sand and water (i.e. on different days water used for washing

the dolls. Floating toys and pouring).

Notations

Ages/ability/ and cultural diversity among children

● Toddlers are able to discover and have the opportunity to use their senses.

● Sand and water is not required for infants under the age of 18 months. Therefore should be scored with a NA.

● A child over the age of 18 months with a disability or special needs indicator is based on the child’s ability.

● For culturally diverse, teach children how to match their behavior to the setting.

Diversity in Sand and Water Activities

In representing diversity in the center sand and water:• There will be a variety of diverse

and multicultural toys available for the children to play with in the sand and water.

Skills and Ability

Daily interaction of sand and water play help childrendevelop the following:

● Eye-hand Coordination● Self-restraint● Fine motor skill● Emotional and social skills

Learning Connection

Sand and water play connects with:• Math- measuring, balancing, counting,

comparing, texture/pattern • Science- observation, sinking/floating,

repelling and absorbing, mixing, water action

• Creative- experiment, cause and effect, testing, discovering

• Language- describe quantity (more/heavy/less/few), action, or events

Teacher’s Role The teacher role is demonstrate how sand and water is incorporated with multiple learning content:problem solving, perspective taking, and consideration of feelings and others…

Example:• Giving a child a variety of items onto the side and a container of water. Then asking a child to sort the items from whether or not it will float or sink in the water. Then allow the child to test out their theory.

• Encouraging children to share shovel, buckets and water cans with others who did not have a turn.

Domain: Social and Emotional Development with Others

Strand 1: Relationships with others

Milestones of Early Child Development, A11 (page 50). 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 result together (e.g., all work together to make a big hole in sand so they can fill it with water).

Domain: Approach to Learning

Strand 4: Reasoning and Problem Solving

Milestones of Early Child Development, D14 (Page 67). Work with others to find a solution, using problem solving strategies.

Strategies:• Applying problem-solving process to social problems at child’s level (e.g., “Enrique and you both

want to paint at the easel. What needs to happen for you to share the easel and paint together?”). • Leading small group discussions to solve problems related to social interactions, science, math,

etc., or to plan for a special occasion

Domain: Coordinate Smaller Muscles

Stand 2: Fine motor development

Milestones of Early Child Development, B1 (page 42). Develop some ability to grasp and hold a variety of objects.

Milestones of Early Child Development, B4 (page 42). Demonstrate growing strength, dexterity, and control needed to perform a variety of fine motor tasks.

Strategies:• Providing toys that make noises as infants move, such as rattles, as well as soft toys that they can

squeeze and/or bath toys (B1).• Providing activities that strengthen hand grasp (e.g., molding play dough) and offer opportunities

for sensory experiences with mediums such as sand and clay (B4).

Domain: Cognition and General Knowledge

Stand 2: Sub-Strand B. Scientific Inquiry and Exploration

Milestones of Early Child Development, B6 (page 29). Use senses to observe and explore materials and natural phenomena.

Milestones of Early Child Development, B4 (page 29). Realize ability to make things happen.

Strategies:• Providing materials for a variety of sensory experiences (e.g.,sand and water)and asking open-

ended questions (B6).• Providing toy sand objects that respond to actions of child (B4).