StartFragmentChildren have always been intrigued by sand play. They dig in sand, sift it, build with it, pour it, enjoy the feel and smell of it, pretend with it, and explore how it moves. There is no right way to use sand. It invites participation; it permits children to make and test hypotheses; it stretches the imagination; it provides a potentially soothing sensory experience; and it is an excellent avenue for children to learn physical, cognitive, and social skills. Because sand play is open-ended, the child determines the direction and path of his or her own play.
This freedom then clears the way for the child to build developmental concepts. According to constructivist theory (Piaget, 1945), children have an inner drive to build an understanding of their world as they explore and interact with materials. Concepts about how the world works are built gradually and become increasingly complex as the child enters a rich learning environment and exercises his or her freedom to play. Sand play promotes physical development. Large muscle skills develop as children dig, pour, sift, scoop, and clean up spills with brush and dustpan. Eye-hand coordination and small muscle control improve as children learn to manipulate sand accessories. Sand play also promotes social skills. When children work together at the sand table they are faced with real problems that require sharing, compromising, and negotiating. A group may engage in dramatic play as they "cook," construct roadways, dig tunnels, or create a zoo for rubber animals. As children take on roles associated with their dramatic play, they learn important social skills such as empathy and perspective taking. By preparing an interesting, challenging sand play environment we are promoting cognitive development. This environment can be achieved by continually changing and adding interesting accessories to the area. Mathematical concepts can be developed during sand play by providing children with measuring spoons and cups, containers in a variety of sizes and shapes, balance scales, or counting bears. As you observe children's sand play, use mathematical terms like more/less; many/few; empty/full; heavy/light. Then challenge children to count how many scoops it takes to fill a container. Sequence accessories by size. Children have a natural affinity for sand play. We are continually building on that interest by providing children with inviting props, asking appropriate questions, and scheduling ample time for children to work through their play ideas. While we provide the stimulating environment to enhance concept development and skill building, it is important that the sand play area remain free and child-centered so that children may generate their own play schemes imaginatively. It is through purposeful, self-initiated play that children move beyond the world of what is to become the strongest, the wisest, the most competent and skilled participants in the world of what could be. Outcome 4 – Children are confident and involved learners. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesizing, researching and investigating.
NQS – Quality Area 1.2 – 1.2.2EndFragment