I set up this sensory bin often for Rosebud. She likes to be in the kitchen with me while I’m making dinner. I usually try to make foods that she can help me prepare, but when the meal is too complicated or if she isn’t in the mood to help, I put together this quick sensory bin. I don’t have a name for it because it’s random, but it’s fantastic for working on those fine motor skills. Squeezing, pinching, grasping and pouring are all skills that strengthen the hands and fingers, increase hand eye coordination and are a precursor to writing.
Rosebud’s favorite part of this sensory tub is the sponges. She loves squeezing all the water out into the cups. I only had these wedge makeup sponges on hand, but I will be buying different sponges to add. She also asked for the animals which allows for more pretend play. She has the penguins and seals swim through the bubbles, dive into the cups and she gives them a bath. It’s a win-win. I can make dinner or do dishes and Rosebud can play and learn at the same time. What are your go to activities when you need to be busy with chores? Tell me in the comments.
This post will be short, but I wanted to check in and share our latest sensory bin. I’m not sure what to call this, so I’m going with the Easter spring sensory bin. I went to the dollar store the other day and stocked up on some random spring and Easter items and here is what I came up with for this week.
Rosebud mostly just played with the materials, but she hid the mini ducks in the eggs. We scooped up the eggs with the scoops. We hid items in the grass. We put pompoms in the eggs. I told Rosebud to pretend they were little bunnies, but she wasn’t having it. She started making nests for the little ducks and their eggs, but decided to dump everything on the floor instead. She enjoyed picking up items with the tongs and trying to get them free from the grass. It’s a great fine motor activity. She was tired, so this was short lived tonight, but I have a feeling this one is a work in progress. We will be adding and subtracting items when necessary and I will be changing up the sensory bins more often. I have lots of ideas for this spring. What are in your sensory bins right now? Tell me in the comments.
This is a really simple science activity. You can use any items from around the house. This kept Rosebud occupied for quite a while and she was so excited that she was doing a science experiment.
Before placing each object in the water, I’d ask Rosebud if she thought they’d sink or float. She guessed correctly on most of them. We talked about how heavier things sunk and lighter things floated. We talked about how the pompom absorbed water. In the end, it was still floating though. We also talked about what each item was made of and whether it was hard or soft.
Vocabulary words:
Float,
Sink,
Light,
Heavy,
Absorb.
Results:
Most of the items floated. The only items that sunk were the penny, the glass rock and the small ball. It was a ball from an old mouse. We will have to try this in the future with different items. Have you tried this with your kids? What are your go to simple science activities? Tell me in the comments.
This was a left over activity from Valentine’s Day. We used the candy boxes with the chocolate play-dough to make some pretend treats. Here are some of the things we made and the skills we are working on using play-dough.
What’s on the tray:
Chocolate play-dough,
Candy boxes,
Measuring cup and spoons,
Rolling pin,
Play-dough tools
Cookie cutters.
Fine Motor Skills
There is a lot of talk these days about children not getting enough practice developing their fine motor skills. For those who don’t know, fine motor skills is the early childhood education jargon for saying the things you do with your hands. Basically the smaller muscle groups. These are the skills children need for writing, cutting with scissors, tying shoes etc. Gross motor skills use the larger muscles for running, climbing etc. There are many ways for children to practice these skills like stringing beads, using stickers, popping bubblewrap or scooping water or sand. Play-dough is great though because you can role it out, squeeze it, mold it, use tools to cut it and so on. All of those actions strengthen the hands and fingers. Rosebud rolled out circles, hid beads in the play-dough to find and cut it into pieces using the play-dough cutter.
Pretend Play
Another wonderful thing about play-dough is you can turn it into whatever you want it to be. Since we had the candy boxes, we decided to make pretend candy. Some of our candies were circles and squares. We also made cakes and decorated them with the beads. As with other pretend play, it helps expand a child’s imagination and allows them to try out different roles. Pretend play can also help children work out issues they may be having difficulty with. It also helps enhance social skills. We pretended to make cups of hot chocolate. Rosebud grabbed out of my hand, so we worked on sharing and asking for turns. We worked as a team to decorate the cakes.
Math
I asked Rosebud which shape I should make and she suggested I make squares. I’ve used play-dough often to help her with shape recognition. She’s gotten really good at identifying most shapes. Sorting, classifying and identifying shapes are all necessary pre-math skills.
Literacy
On the literacy side, I made some letters and asked if she knew what they were. She has become interested in letters, but cannot name them yet. she has started asking me what they are and what they are for. If we are playing with letters, I’ll point out the letter, tell her its name and a word that it starts with. In this case, I first made her initials and then did a simple abc. This is a fun way to practice some of the pre-reading skills.
The best part is the kids are simply having fun without worrying about what they are learning or haven’t learned yet. What are some of your go to activities with play-dough? Tell me in the comments.
I found this chocolate play-dough recipe several years ago and it smells good enough to eat. When you cook it, it smells so much like brownies. I’ve never tried eating it, but I’m guessing it doesn’t taste as good as it smells. Anyway, I love using this play-dough for a Valentine’s Day or hot coco theme.
Ingredients
1 1/4 cups flour,
1/2 cup cocoa powder
1/2 cup salt,
1/2 Tablespoon cream of Tartar,
1/2 Tablespoon oil,
1 1/2 cups water,
A couple drops of glycerin for shine.
Directions
1. Mix dry ingredients in a medium size saucepan.
2. Add wet ingredients and stir together over low heat until a ball of dough forms.
3. Remove play dough from the saucepan and knead by hand until dough is smooth and evenly colored. You’ll want to add the drops of glycerin at this stage. If you are kneading and find the play-dough is still too wet, add a little flour.
Store in an airtight container.
Rosebud loved this play-dough. She kept saying how yummy it smelled and she said it was very squishy. We made cups of coco with marshmallows. I used white beads.
We made cakes and brownies.
I made chocolate covered strawberries and chocolate roses that were quickly squished. I made objects for Rosebud to guess, even this silly shoe.
What are your favorite play-dough recipes? Tell me in the comments.
One of Rosebud’s stocking stuffers this year was a bottle of water beads. I’ve been seeing these things on early childhood blogs for several years, but have never seen them in person. They always looked so cool and I’ve always wanted to try them, but never had the opportunity with any of my classes. Well, I finally got the chance to play with them with Rosebud and she loved them.
I’m a big fan of sensory play. We do a lot with play-dough,sand or just plain water. There are so many benefits to sensory play and it really captures childrens attention. These water beads are definitely a different sensory experience. The ones we have are a little smaller than the standard sized marbles. They start out about the size of a sprinkle. At first, I thought of a grain of rice, but I think they are even smaller than that. I love dessert and sprinkles was the first thing I thought of. Anyway, they are tiny, but they start expanding soon after you put them in water. I think they were at full size after soaking for about an hour.
I poured a bunch in the tub, added water and when it was ready, I brought it to Rosebud. She loved the different texture. They are squishy and slippery. They can fall easily and role all over the place which makes them more attractive to kids, but makes a bigger mess for us to clean up. I included little scoops and cups, so we did lots of scooping and pouring. We counted how many scoops would fill each cup. We looked through the water beads and discovered that we could see light through them. We saw them bounce off things in the tub. I added a large funnel. The opening was big enough so that one bead would fall through at a time. Rosebud had fun filling the funnel and watching them fall down.
I’m looking forward to playing more with the water beads and tying them into different themes. I also want to look for larger ones. Have you used water beads? What cool things have you done with them? Let me know in the comments.
At work, we usually do a secret Santa gift exchange the week before Christmas. Sometimes we give to a family in need and fill a box with gifts. Some of our teachers make up bags for the children and some of them don’t. This year, I wanted to do something a little different. Right now, I don’t have a class of my own. I float, so I spend time in all the rooms, but I spend a lot of time with my toddler classes now and that’s who I decided to shop for.
I knew I wanted to put goody bags together, but most of the bulk items I found were for preschoolers or older. It took a little extra time and effort to find the right things, but here’s what’s inside the bags.
These sweet treat rubber duckies for the girls and these doggy rubber duckies for the boys.
I figured most kids love their baths and the novelty duckies would be a unique spin on a classic toy.
I found these bubbles at the dollar store in packs of three. There’s chocolate, strawberry and vanilla.
Bubbles are always a hit with toddlers.
I included 1oz containers of play-dough. You can’t do much with only one or two ounces, but I was on a budget. These small sizes are great for travel.
I found packs of cars at the dollar store and included a car in each bag.
Here is a similar set of Matchbox cars.
What kid doesn’t love stickers? I found this sticker pack on Amazon that has a variety of stickers. There are letters, numbers, smily faces, hearts, animals and more. It’s a good buy if you are in the market for small puffy stickers.
Finally, I wanted to include a ball, but wasn’t sure what to do since most of the bouncy balls are too small for toddlers. I didn’t want to include anything that was a choking hazard. On the other hand, I didn’t want to find something too big for the bag. I was lucky to find these awesome jumbo bouncy balls that are the perfect size.
I found these paper snowman gift bags. They were the perfect size. For the final touch, I used gift tags with 3d stickers.
Is there anything I missed? What fun items have you included in goody bags? Tell me in the comments.
I’m sure the kids will be surprised. I hope they love them. I wish my classes a merry Christmas!
This week, I decided to make up a festive sensory tub for Rosebud. I’m calling it the gift giving sensory tub.
What’s in the tub?
Wrapping paper,
Small boxes,
Ribbon,
Bows,
Tissue paper,
Bells,
Snowman rings,
Sparkly pompoms,
A bulb shaped ornament that opens,
A gift bag
A small stocking.
Today was the first time Rosebud got to play with this tub and she played for almost an hour. I had to tare her away for bath time. She loved filling the gift bag, putting the items in the different sized boxes and trying to wrap them. We pretended to give each other gifts. She’d open a box of snowman rings and say, “thank you Mommy. This was the best gift ever.” Then I’d open a gift bag full of pompoms and tell her what a nice gift she gave. If you are working on sharing and kindness, this would be a great sensory tub for the theme.
We worked on math skills by counting the number of pompoms in a box. We used our listening skills to guess what was inside the boxes. We discovered that we can always tell when one of the bells were in the boxes, but we could only hear the pompoms depending on the size and style of the box. Rosebud folded wrapping paper and tried to tie ribbon to practice those fine motor skills.
If your child is a little older, you could include tape so they could practice actually wrapping presents. I did not include tape because I knew it’d be everywhere. I’d love to add more ribbon of different sizes, other Christmas and winter themed trinkets for a wider variety of gifts and child scissors to cut wrapping paper. If you’ve tried something similar or have a festive sensory tub of your own, tell me in the comments.
I've been thinking about this post for a while. This topic is close to my heart as I can not only relate to it from my own childhood, but it comes up on some level in my work every day. I know that working with children is stressful. Add to that, behaviors, issues or cultural differences that you may be uncomfortable or unfamiliar with, it can bring the stress to a whole new level. No one is perfect. Everyone makes mistakes. We are all human after all and that is the most important thing to keep in mind. For this post, I'll focus on children with disabilities and children who are learning English as a second language, but a lot of this can even be applied with other groups of children or even adults. I'm writing this from the education perspective, but these suggestions can be applied in many situations. Being around people who are different from us not only teaches us about others, but we also learn plenty about ourselves in the process. If you are working with a diverse group of children, here are some do's and don'ts that will make the experience better for all involved.
Respect a person’s body and space
This should be obvious, but so many situations come up where a child is just picked up and moved without a word. I can understand if it is a safety issue or an extreme emergency. There are times when we can’t always stop and explain fully. No one is perfect and these things happen, but I’m talking about the situations where it is possible to ask the child’s permission or to explain what you are doing. For example, if I am picking up a child to change her diaper, I’ll tell her that. If I need to move a child who is having a tantrum and is endangering the other children, I will say something like, I’m going to move you to a place where you can be safe until you calm down.”
I witnessed a situation where two toddlers were arguing over being in the same space playing with a dollhouse. The area was getting very crowded and I was starting to talk to the children about it. All of the sudden, the person I was working with grabs the dollhouse and brings it to a bigger table without a word. This put one child in complete melt down mode. He had no idea why the toy was taken away and what just happened. He proceeded to push a bucket of toys off the table. Meanwhile, I’m trying to gather the toys and am explaining to him that if we move to the table, he can play with the toy. In his mind, that toy was just taken away for no reason. After a couple minutes, he calmed down and I was able to help him understand the situation. That totally could’ve been avoided with just a few simple words. I try to think of it this way. Would I like to be suddenly picked up and plopped down somewhere else without a word? Would I like it if someone grabbed something I was using and brought it to another part of the room? Of course not. It’s something we really need to stay mindful of.
Assume capability
Do think children are capable until proven otherwise. Don’t assume that if a child can’t hear that they won’t understand anything. Use a gesture or two and it might make all the difference. Don’t assume that an autistic child never feels empathy. I worked with an autistic boy who would be the first to show concern if one of his classmates was sad. Don’t assume that a child can never learn. We all have different learning styles. Some of us learn best visually where others learn best through listening. Picture schedules labeling items and having a wide variety of activities that teach the same skill are all great ways to accommodate for different learning styles.
I worked with a co-teacher who told me that this particular child never used words so I started with the basics. I’d wait for quiet moments to practice words with him. We’d look at books when he woke up from his nap. I remember him saying, baby when I’d point out pictures of babies in books. During diaper changes, I’d mention how his wipes were cold and he’d repeat the word cold. We weren’t having conversations yet, but it was a start. There were in fact words there, but my co-teacher was so focused on his inability to speak, that she never took the time to see what he was capable of.
Make a connection
Do find enjoyment and common interests. Continuing the story about the child I previously mentioned, my co-teacher said that he never enjoyed a single activity. I made it my personal mission to prove her wrong every day. I started writing observations about him each day as we were trying to get services for him. Some of the areas I focused on, included social interactions, speech, the day’s challenges and the things he enjoyed. Each day I would list at least one activity that he did that he enjoyed. It could be something as simple as sitting and relaxing in the rocking chair or the more typical childhood activities like play-dough or reading a book. It made me happy to find the things he loved which allowed me to build a connection with him.
Remember Confidentiality
Do treat their sensitive information with care. I’ve heard teachers on the playground say things like, he can’t hear a word you’re saying.” First, if a child has a hearing impairment, no one needs to yell it across the playground. If someone needs to know, tell them in a more discrete way. You never know who is listening or if the information is even completely accurate. In this particular case, one of the older children that was hearing these exchanges started bullying the younger child, telling him he couldn’t come in the play house because he’s deaf. In reality, this child is not deaf. He was having issues with his hearing which seem to have been corrected, but even if he was deaf, he deserves to be treated with respect. Talking to him and trying to understand him would still not be a waste of time.
Be open minded
Do observe and ask questions. Do not make harmful assumptions. I worked with a girl who was learning English as a second language. A coworker would get so frustrated when she wouldn’t respond to her or appeared not to understand what she was saying. She’d often complain and ask, “why aren’t they teaching English at home?” Well, they aren’t speaking English at home because she knows more English than her parents. Also, they may want to keep their culture and traditions which of course includes their native language. What’s wrong with a child knowing two or more languages? Why should her parents have to parent in a language that is not their own? Just to accommodate a childcare provider, I don’t think so. Her parents were trying to teach her English using games and apps which appeared to be working. when she started with our program, she could even read some words in English. It quickly became obvious that she is very smart. I wasn’t put off because I’ve worked with English language learners before. Some things that helped me were using visuals to go along with the words, learning a few key phrases in the child’s home language and having parents share things from their family’s culture.
Hold off on the labels
Do look at the person in front of you. Everything does not need a label. I understand labels are useful. Especially in a world where you need a diagnosis for services like occupational or speech therapy, but there is no need to start labeling someone on the first day. Get to know them a bit before raising the red flags. Be open to the fact that an issue might have more than one explanation. I recently observed a boy walk back and forth over and over again through a pile of leaves. Some suspect that this boy may be autistic, but it may be something totally different. He might just like the sound of the leaves or wanted a more soothing activity. Obviously you wouldn’t diagnose on this one observation, but you’d need to look at the whole picture. Another explanation is that one disability could look similar to another in how it manifests itself. For example, the child who has regained his hearing may be repeatedly walking through the leaves because he’s never heard that sound clearly before. If he’s hearing a sound for the first time, the experience would be suddenly different. It takes time to process these things. If he is having difficulty interacting with his peers, maybe he’s trying to process language that he’s never heard clearly before.
This is why taking the time to get to know the person behind whatever the difference may be is so important. They are not little boxes to check off. They are people. People who think, feel, love and dream. If you are looking for some great ideas on how to easily teach children about diversity check out this post written by Mommy Gone Tropical. Is there anything I missed? Let me know in the comments.
As I’ve written about before, Rosebud and I love to read. I often buy her new books based on the season and or if there’s a holiday coming up. For the spring, I get out her books about birds, plants and baby animals. In the fall, we read books about pumpkins, leaves and of course Halloween. The winter is no exception. The books we are reading right now are related to snow, Christmas and her birthday coming around the corner.
As I’ve mentioned in other posts, I’m visually impaired so I don’t see the pictures very well. In children’s books, one could argue that the pictures are the most important thing. Well, they are to the child at least. Since I can’t see all the little details, I love to find books that are more interactive. Not only does it help me, but these extra elements make reading more fun for the children. Here are some great interactive winter books I’ve found along the way.
1.
That’s Not My Snowman by Fiona Watt.
This book shows a snowman on each page with a different tactile element. the mittens are too fuzzy or the buttons are too bumpy. The book is short, but it’s great for infants and toddlers. Rosebud still loves this book.
2.
PeekaBoo Christmas!: Touch-and-Feel and Lift-the-Flap by DK Publishing.
This book is large, sturdy and has illustrations that are shiny and colorful. Some of the pages include touch and feel elements like the pompom on the hat or the ornaments on the tree. Kids love to lift the flap to see what’s inside. Rosebud has always loved the different peekaboo books and this one did not disappoint her.
3.
Little Critter: Just a Snowy Day by Mercer Mayer.
I bought this book many years ago to read to the kids I was working with at the time. Now I get to share it with Rosebud. I love all the interactive elements in this book. You get to spin a wheel to make it snow, smell a cup of hot chocolate and pull Little Critter’s sled. My only complaint about this book is that the pull tabs can be easily broken. This book has always been a hit with any of the children I’ve read it to. The book is now out of print, but you can still find it on Amazon.
4.
The Gingerbread Family: A Scratch-and-Sniff Book by Grace Maccarone.
This story is of a day in the life of a gingerbread family. There is a scratch and sniff sticker on each page. The scents aren’t very strong, but the story is cute. When I was a kid, I never had books like these. I always loved scratch and sniff stickers and am glad I’ve been finding these cool books for Rosebud. She loves the pictures in this book as everything is made up of candy. We like to see which candy we can pick out. When she asks for this book, she says, “Let’s read about cookies.”
5.
The Sweet Smell of Christmas (Scented Story Book) by Patricia M. Scarry.
Many people seem to remember this book from their childhood. I do not and I have not read it to Rosebud yet. It will be a stocking stuffer for her this year. This book is filled with scratch and sniff stickers and I know Rosebud will be excited to read this one.
What are your favorite winter and holiday books? Let me know in the comments.
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What I used:
Math 
Literacy
What are your favorite play-dough recipes? Tell me in the comments.
I knew I wanted to put goody bags together, but most of the bulk items I found were for preschoolers or older. It took a little extra time and effort to find the right things, but here’s what’s inside the bags.
I found these paper snowman gift bags. They were the perfect size. For the final touch, I used gift tags with 3d stickers.
We worked on math skills by counting the number of pompoms in a box. We used our listening skills to guess what was inside the boxes. We discovered that we can always tell when one of the bells were in the boxes, but we could only hear the pompoms depending on the size and style of the box. Rosebud folded wrapping paper and tried to tie ribbon to practice those fine motor skills.
Remember Confidentiality
