Over the next several days, children worked to create their three-dimensional structure, problem solving their way through the construction of an intricate piece of art. They examined the visual aspects of each piece of trash, including its colors, shapes, and textures. They worked together on the sculpture’ s design, finding ways to fit each treasured piece into it and seeking out each other’ s ideas and perspectives. Because they could approach the sculpture from different sides, the children expanded their understanding of physical space. Over multiple days, I observed as they created, negotiated with one another, and built empathy and appreciation for others’ approaches.
Finally, children brainstormed how to attach their sculpture to the board it would rest on. This included deciding which tools would help them. Throughout my time with these children, I had intentionally planned opportunities for them to use tools, such as hammers, drills, and screwdrivers. These activities began when the children were toddlers, and our sensory table tube became clogged. Two of the older toddlers and I had used a wrench and screwdriver to remove the tube from the table, then the younger children joined us at the sink with wood skewers and pipe cleaners to help unclog it. But for this project, more sophisticated tools were required, including drills and saws.( For more on using tools in early childhood settings, see“ The Wonder of Woodwork in Early Childhood: Exercising Imagination, Creativity, and Problem Solving,” by Pete Moorhouse, in the Winter 2025 issue of Teaching Young Children.)
24 Educating Young Children
Summer 2026