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Children 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. Balke (1997) contends that, "The culture of children is threatened by mass media and overproduction of plastic playthings that are ready-made and demand nothing of the child" (p. 358). Sand, on the other hand, is well-suited to the explorative and imaginative nature of young children. |
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| 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. |
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| 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. |
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| 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. |
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| Children have a natural affinity for sand play. Interest can be built by providing children with inviting props, asking appropriate questions, and scheduling ample time for children to work through their play ideas. While stimulating environment is provided 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. |
