As the days grow shorter and the slanting rays of sun that create our rainbows are replaced by clouds, we shift our energy to other forms of investigative play with light and color.

“Saaliha, come play with me at the light table!” Nora calls out.

Saaliha joins her friend and the STEM investigations into light, color and reflection continue.

“Watch what happens when I put all of the reds together,” instructs Nora. “But look! It’s not really red. It’s pink! Ta-da!”

Saaliha is immediately drawn into this color exploration. I watch as Nora moves over to make room for Saaliha at the light table and the two friends immerse themselves in STEM collaboration, problem-solving and investigation.  

“It is pink! Can I have the red one?” Saaliha asks. Nora passes a transparent half-sphere her way.

The girls experiment with different color combinations and share their theories and discoveries.

We love our light table because it never disappoints, stimulating long periods of intense play as the children lay translucent objects one over the other.

Light-table play can be a calming, absorbing experience for a child, and the learning is often enhanced by the presence of a friend and collaborator.

These explorations of color and light also offer opportunities to assess the children’s predictive abilities. As the children expand their knowledge base through trial and error, they collect “data” and add “probability” to their investigative skills.

Everything and anything translucent can be used in light and color play. We add a variety of colored translucent tiles to the light table, cut cellophane sheets into shapes to create mosaics and layer translucent paddles to create new and sometimes unexpected colors.

We add bingo chips and clear and colored gemstones to the mix to encourage counting and sorting by attributes.

Translucent blocks and Magnatiles inspire the children to create 3-D structures and see the interplay of light, color and reflection in three dimensions.

I keep baskets of loose parts near the light table so that the children can use them for unstructured, self-guided play.

I also stock up on non-traditional items such as cocktail stirrers, colorful shot glasses and reusable plastic ice cubes at the dollar store. While these objects may look more like happy-hour supplies than learning tools, they represent a treasure trove of loose parts to children. Sea glass is also a great idea. In short, if it’s translucent, add it to your light-table area!

I rarely tell children how or where to play with toys. Occasionally, children will bring wooden blocks or other non-transparent toys over to the light table area. Out of respect for their creative process, I’ll allow it—unless, of course, the objects are heavy enough to damage the light table. These non-translucent objects are an important part of the children’s investigations. All objects look different when lit from above and below, and when viewed from different angles. This open-ended approach to play gives the children more latitude to create and investigate with color and light.

A few of my students are developmentally ready to start learning the alphabet. Some recognize letters, while others just perceive the letters as shapes. I make sure that the letters are accessible to my early learners at all stages of brain development and leave it to the children to make up their own rules for letter play.

Sometimes we add a play silk to the light table, which changes the children’s perspective and introduces new ways to play with light, color and reflection.

The light table supports our students as they make observations, think scientifically and collaborate with their friends while investigating new ideas and theories.

I love this learning tool because it’s always developmentally appropriate. The children build on their own knowledge and share their observations with others.

When children make their own observations and discoveries, they are forming and testing hypotheses. These moments of learning empower them to continue their exploration and investigation outside of the classroom.

This self-guided exploration paves the way for inquiry-based learning. So turn on that light table, trigger some curiosity and watch the magic of play and discovery brighten up your day!

“Will the children be kindergarten ready if they spend their days playing outside?”

As educators, we are often asked about kindergarten readiness by nervous parents who want to give their children the best possible start in life.

It’s important for parents—and educators—to understand that there are endless opportunities for deep learning when children are connected to nature. Young children learn primarily through their senses. The natural world—with its stimulating and constantly changing elements—provides the ultimate sensory learning environment.

When children explore the world through sensory play, they are actively building new neural pathways, which is crucial for brain development. When we slow down enough to observe this process, it’s easy to see the learning that takes place, and the social skills that are being developed, as the children collaborate on projects in the great outdoors.

On an unusually warm day in May, the boys in our program are busy building a large castle in the sandbox. This may look like nothing more than sandbox play, but there’s some deep learning going on here as our castle architects lay the foundation for future academic success.

“We should build a moat!” declares Joshua.

“Yeah, a moat!” agrees the gang. “We definitely need a moat!”

With these words, the digging begins. Before long, the castle builders decide that it’s time to add water to the moat. We have plenty of buckets at our center, but today most of the buckets are already in use.

Looking around for a way to transport the water from the pump to the sandbox, the boys settle on a nearby piece of fabric from one of their forts.

We’re all hot, tired and likely a little dehydrated at this point. A glance at the clock tells me that it’s almost closing time. But who am I to redirect the boys by pointing out the empty bucket next to the fence?

I watch as the boys carefully stretch the material out and center it beneath the pump spigot to catch as much water as they can. Asa begins pumping and, to my astonishment, the fabric holds the water without any leakage.

WHAT in the world?  I’m marveling at this unexpected development when it occurs to me that the cloth I’d purchased from the resale shop is actually a waterproof fabric used in hospital settings.

When I ask the boys if they were aware that the fabric was waterproof when they grabbed it, they respond with a question of their own: “What does waterproof mean?”

I try to explain that waterproof means that the water will not flow through the fabric. But there are times for discussion and times for action—and the boys are already focused on the next step in their plan.

First, they gather the corners of the cloth, taking care to keep the water from gushing out the sides. Then they make their way gingerly across the yard to the sandbox and carefully place the fabric in the moat.

I realize at this point that the boys had deliberately ruled out the use of buckets because they needed a flexible, waterproof liner for their castle moat.

They had assumed that the fabric they chose would hold water and, at the same time, conform to the shape of the moat. Wow! They were way ahead of me!

The boys did eventually make multiple trips to the pump to fill some buckets and add more water to the moat. But they knew that the bucket wasn’t the best tool for the initial phase of moat construction. Silly me!

This is just another example of the importance of giving young children sufficient time to engage in deep play and problem-solving (without any interference from those of us who think we have all of the answers), as well as the importance of loose parts in creative play.

Look at the delight on their faces! Okay, so the castle architect on the far right in the photo below seems to be grimacing at the weight of the load, but the other two look pretty thrilled with the success of their mission!

When we look at children playing in sand, what are WE missing? They are busy designing, creating, collaborating and communicating. They are adding and subtracting, working with shapes and molds and inclines and declines. They are adding water to change the nature of their building material. They are using spatial awareness and math and science vocabulary. They are theorizing, hypothesizing and collecting data. They are engineering and deepening their knowledge—all while playing in a box of sand!

This is the ultimate in STEM learning. Give them as much time as they need. Let them play. Add fabric to your play centers. You never know where their outdoor play will lead them—and what YOU may learn in the process!