Chapter 9Sensory Centers

Overview

• Children learn through their five senses– Sensory learning

• Children and adults inhabit different sensory worlds

• The quality of the environment contributes to sensory development

Water, Sand, and Mud Play

• No right or wrong way to play• Indoor and outdoor activities• Individual and small group activities• Materials offer many opportunities to learn

about transformations• Encourage imagination and confidence• Can relate to any theme• Should be used daily

Water, Sand, and Mud Play (continued)

• Purposes and objectives– Perform simple experiments– Measure, compare, and solve problems– Play creatively– Develop new vocabulary

• Teacher’s role– Observe, ask open-ended questions, and show support– Pay attention to safety and health practices

• Props and materials– Use dry, finely textured sand– Use plastic props and containers

Blocks• Types

– Unit blocks• Caroline Pratt

– Sturdy wooden blocks– Standard measurements

– Hollow blocks– Assorted blocks– Block accessories– Placement considers noise level and traffic

patterns

Blocks (continued)

• Developmental stages– Carry blocks from place to place– Pile one block on top of another– Make block rows– Use blocks to enclose a space– Build block bridges– Make patterns and designs– Use blocks for representation

Blocks (continued)

• Purposes and objectives– Develop concepts and perceptions– Whole part relations– Balance skills, matching skills– Classification– Gross and fine motor development– Release emotions in an acceptable way– Cooperate with peers

Blocks (continued)

• Teacher’s role– Observe developmental levels– Set limits and define rules– Inform families and document through

photographs

Woodworking

• This center has existed for a long time in the early childhood classroom

• Sometimes these centers are not seen, or they are underused– Cost– Safety

• This is not just a center for boys• Place away from quiet centers

Woodworking (continued)

• Teacher’s role– Provide close supervision– Establish rules– Value the process more than the product

• Purposes and objectives– Develop and coordinate large and small muscles– Improve hand-eye coordination– Learn to sustain interest and overcome frustration

• Equipment and materials– Use real tools and provide safety goggles

Cooking and Creative Food Experiences

• Children should be involved in the process of planning through the cleanup

• Cooking offers curriculum extensions– Math, science, reading (rebus), social studies– Following directions, sequencing, cooperation

• Review Food Pyramid Guide• Projects must be developmentally appropriate,

must be age appropriate, and can enhance cultural sensitivity

Cooking and Creative Food Experiences (continued)

• Purposes and objectives– Learn about nutrition and the food groups– Feel responsible, independent, and successful

• Teacher’s role– Review food allergies of children– Establish limits and rules– Use correct terminology– Provide ample time– Develop beginning reading, math, and science concepts

• Props and materials– Use real kitchen utensils and equipment

Technology

• Selection of software– Age-appropriate concepts– Printed and graphic instructions– Use as a process– Child can direct the pace– Pick software that your equipment can run– Screen the programs before use

Technology (continued)

• Teacher’s role– Evaluate your comfort level– Place center near another quiet one– Consider budget and make backup copies– Place the hardware on a child-size table– Guide children until they are comfortable– Demonstrate to families how computers fit into

the curriculum– Keep informed on research and software

Developmentally Appropriate and Multicultural/Anti-Bias

Activities• Books used for a curriculum web• Activities

– Sandpaper– Whip it up– Indoor rainbow– Woodcuts– Sensory texture box

• Recipes