Woodworkin the early years Pete Moorhouse

“Every so often a book is written that helps practitioners develop their work in deep far-reaching ways. This is that sort of book. It should be in every early childhood setting.”  Tina Bruce CBE Professor, University of Roehampton Woodwork Woodworkin the early years Pete Moorhouse

Preface “Woodwork is popular and provides a rich source of enjoyment as well as learning. It helps develop children’s imagination and creativity as well as practical skills. The impact is long term. For some children, working with was the key which unlocked the barriers to learning. Pete’s enthusiasm is clearly apparent as is his commitment to encouraging children’s creative thinking. Working alongside Pete, I have seen children learning at the deepest level. I encourage you to introduce woodwork in your setting, and I’m sure you will find this book an invaluable resource.” Rachel Edwards Head teacher, Park School and Children’s Centre

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Why woodwork?Children now in their Initially, children are taught how I have observed how woodwork early years may have future to use the tools safely and given encourages independence as professions that do not yet opportunity to try techniques children come up with their own exist. It is more important than in appropriate ways. As they creative solutions to challenges ever for the new generation gain mastery, delight and pride that arise. (“How can I join to be able to think creatively give their self-esteem a visible these pieces together?” “How and develop problem-solving boost. Learning progresses at can I make that wheel turn?” skills. Woodwork exercises each child’s individual pace. “How do I get this nail out?”) such skills as children make Once they have mastered basic I hope this book will give you their own choices and learn skills, they move into open- confidence and practical know- through trial and error. It ended exploration, making how to introduce woodwork sparks creative thinking and unique creations. Now their to your children. I focus on imagination, qualities that are imagination, creative thinking children’s pre-school year, but at least as important in our and problem-solving flourish the principles and methods are changing world as the practical as they meet and conquer perfectly suited to reception and skills gained. Woodwork their own challenges. primary age children as well. invites connection between all aspects of learning and development – so it can be central to your curriculum. As an artist educator in early years settings, I introduce children to many creative provocations. Woodwork has proved a consistently excellent medium with high levels of engagement. I’m passionate about the depth of learning it inspires, encompassing maths, scientific investigation, physical coordination, language and vocabulary. It is also an activity that children greatly enjoy – a win/win situation. Visiting teachers first notice our children’s depth of engagement. Some seem surprised that we introduce woodwork to such young children, but it is in fact a low-risk activity; I have been successfully doing it with pre-school children for many years. © Pete Moorhouse

5 © Early Education Historic and practical skills being taught I have observed that girls and geographical context in higher schools, with the boys equally love woodwork. I Many countries embrace result that many young people have also observed that certain woodwork. In Scandinavian in recent decades have never individuals, especially (but not countries, woodwork has learned to work with tools. exclusively) lively boys, have long been established in the Fortunately the climate is trouble concentrating for an early years curriculum. Te changing. The rise of forest extended period. For some of Whâriki names as schools – which also originated these children, woodwork has a preschool learning goal in in Scandinavia – has helped. proved the key that unlocks New Zealand, where most their excitement in learning; nurseries have a woodwork Equal opportunities they seem particularly drawn corner. In Japan, many schools I initially introduce basic to tools and three-dimensional do likewise; I collaborate skills to all our children in constructing. They become on research with a Japanese small groups, so that every so interested that they focus colleague whose nursery school child feels comfortable in the for impressive stretches of has promoted woodwork for woodwork area – because I time; their teachers are often more than thirty years. believe all children should amazed and comment that have the chance to experience they have never seen this European education adopted woodwork. Later, children child so deeply involved. woodwork in the 1800s choose whether or not to join when Friedrich Froebel – in (or initiate) a with his view of children as session. Those with additional competent learners – had needs may need extra help; a profound influence on with individual planning and established education. enough staff support, these The Scandinavian Sloyd system children benefit greatly from the was in part influenced by experiences woodwork offers. Froebel. Sloyd’s name derives from a term for creative handcraft. It was adopted into Finnish schools by Uno Cygnaeus in 1865 with the intent of developing children’s aesthetic sense. Working with the hands was believed to support brain development and give relevance to learning. In 1872 Sloyd was introduced to Sweden by Otto Saloman at the Nåås school, a teacher training college of worldwide repute attended by a number of English educational pioneers. British educators embraced woodwork, which then became commonplace in our nursery and primary schools from the late 1800s till the 1960s. In the 1980s and 90s, increased concern about litigation discouraged activities perceived as “risky”, including woodwork. This risk-aversion coincided with a curriculum shift away from

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Risk is a low-risk activity when depletion of resources and The recommendations of the introduced and supervised environmental change. “Common Sense, Common correctly. The occasional small Woodwork helps counteract Safety” review – encouraging cut or banged finger is no a “consume and dispose” schools and settings to worse than normal playground mentality, by teaching children embrace risk in a positive sense scrapes. In twelve years, I to design, build and repair. rather than limiting valuable have had two children get Most wood used will be experiences – were immediately tiny surface cuts. Woodwork recycled offcuts, and the rest accepted by the British allows children to experience should be resourced from government in October 2010. risk in a controlled situation, responsibly managed forests. The report advocated a “shift providing opportunities for Planting trees with children from a system of risk assessment making judgements and helps them appreciate where to a system of risk-benefit learning to self-risk assess. wood comes from and the assessment”. In 2012 the Health Tim Gill’s book, No Fear, time it takes to grow. and Safety Executive published includes helpful insights about a paper offering similar advice. risk that could be shared A sample risk assessment with parents. Play England can be downloaded from also has useful resources. my website. See page 39. Sustainability If parents are concerned about Woodwork is consistent with safety, an information evening the Schools for Sustainable will help them understand Development agenda. We woodwork’s benefits – and live in changing times, with reassure them that woodwork global economic shifts,

“Risk is a part of life, and it’s our responsibility at this stage of development to support risk-taking in a controlled environment.” Liz Jenkins, Head teacher St. Werburgh’s Park Nursery School © Pete Moorhouse

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Learning developmentand Personal, social and take pride in accomplishing The “what if?” questions that emotional development increasingly complex tasks. spontaneously arise enable Children are empowered by Children develop sustained children to detect and refine being respected and trusted. attentiveness as they persist. problems – and then solve They gain confidence and a There are two layers to their them. Such problem-solving sense of responsibility when concentration: first, children often evolves among two or allowed to work with real tools. have to focus due to the nature three children. The “possibility of the tools; second, they engage thinking” thus gained As with any new experience, reinforces children’s capabilities young children may initially in deep-level problem solving because they are so motivated to as confident investigators be apprehensive; but and decision-makers. starting with soft wood and construct their desired project. ergonomic tools ensures When children discuss and Finally, children’s delightful that their first experiences plan a project together, their pride in their creations is are successful, building self- social skills develop. They apparent to anyone observing. esteem. As they master more learn the value of sharing ideas tools and techniques, they and learning from others. When children discuss and plan a project together, their social skills develop. They learn the value of sharing ideas and learning from others. © Pete Moorhouse

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Physical development tools becomes part of children’s dialogue ensues as they reflect Hand-eye coordination is basic physical “vocabulary”. Children and modify their plans. Adults to woodwork. As children also learn self-care, for instance introduce new vocabulary to learn to handle tools with the importance of protecting enable children to discuss their increasing control, they gain their eyes with safety glasses. work with greater clarity. fine motor skills (holding Woodwork is a universal a nail, screwing) and gross Communication language that engages motor skills (hammering, and language children across cultural sawing). One-handed tools Natural conversation occurs boundaries. Those with and two-handed tools employ among adults and children English as an additional muscles in different ways. Some in the woodwork area. language have little difficulty actions involve pushing and Because wood can be used in understanding, as processes pulling (sawing, for example) countless ways, possibilities are visually demonstrated. while others are rotational are thoroughly discussed. Learning to use new tools builds (using a screwdriver or wrench). Children’s language of thinking attention skills; children learn Woodwork is a kinaesthetic evolves through experience. to listen carefully in order to experience that embeds deep In the project development understand instructions. memory. Experience of using stage, children express ideas;

13 © Pete Moorhouse Mathematics Understanding the world Talk about wood: what it is, Numeracy is intrinsic to Becoming familiar with trees where it comes from and woodwork. Children measure and wood is part of making its uses. Investigate wood pieces of wood; they experience sense of the world. Trees are as a material. What are its shape and weight. Constructing essential to life on our planet, properties? It floats, it burns, three-dimensional forms and children are fascinated to it creates when cut, it develops their spatial awareness. learn about various kinds and gets hot when rubbed and so on. Explorations can diversify Adults have ample opportunity about where and how they – for instance, after wood is to extend children’s grow. Even young children burned, it might be used to mathematical understanding: begin to appreciate the make charcoal drawings. having them estimate which interconnectedness of life and is the best length nail to use, our dependence on oxygen Learning how tools work for example, or how long a released into the atmosphere builds basic knowledge. There piece of wood needs to be by trees and other plants. are endless opportunities for a particular purpose. If possible, take children into for problem solving: “How can I best join these pieces?” Many mathematical concepts the to investigate a “Which tool shall I use?” This are related: matching with tree’s trunk, branches, leaves is true enquiry-based learning. classification; counting with and roots. Planting a tree is a Scientific understanding measuring; comparison with positive experience. Learning is further developed when weight and size. Children can continue indoors, for children question why the are fascinated to calculate example viewing leaves gets hot, how hard to hit a nail, a tree’s age by counting its on a light box, examining how to correct a leaning nail’s rings in cross-section. different vein structures, making prints with leaves, angle or how to lever it out. learning about animals that live in trees and so on. Numeracy is intrinsic to woodwork. Children measure pieces of wood; they experience shape and weight. Constructing three-dimensional forms develops their spatial awareness. © Pete Moorhouse

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Woodwork processes explore Initially children may explore Literacy construction and three- by nailing bits together. It’s the Many good children’s books dimensional design. As children process of experimentation and stories relate to wood, create, they are designers, that captures them at this early carpentry and forests. architects, artists… Children phase. As they become familiar Literacy is about expressing need to make their own with the tools’ possibilities, thought through writing. In decisions and construct their their creativity and imagination woodwork, children express own learning to gain a secure emerge, and they start forming ideas in concrete fashion. This foothold in the world they find concrete ideas of what they can is part of the mental foundation themselves in. Woodwork is an achieve. Teaching technique is they build toward expressing avenue of open-ended learning just to give them confidence ideas in the more abstract and self-initiated enquiry. and ability to pursue open- medium of the written word. ended creative exploration, Expressive arts and design to think through and follow Reception age children will use Woodwork’s greatest asset is their own ideas and designs. their increasing mark-making its contribution to children’s skills to develop design ideas. Thinking creatively is a life creativity. I therefore never have skill that encompasses and every child build a bird box for extends all areas of learning. example, but rather encourage It will impact how children them to make whatever their respond to opportunity and interest suggests. This keeps adversity, enabling them engagement and enthusiasm to see options and evaluate high, and results are amazingly alternatives in future. varied, with anything from hedgehogs or flying lampposts to superpower heli-planes!

Initially children may explore by nailing bits together. It’s the process of experimentation that captures them at this early phase. As they become familiar with the tools’ possibilities, their creativity and imagination emerge, and they start forming concrete ideas of what they can achieve. © Pete Moorhouse

17 startedGetting “Woodwork is a powerful tool for developing children’s creative and critical thinking. There are countless opportunities for children to solve complex problems and express their limitless imagination. Our experience at St. Werburgh’s has been that woodwork is one of the children’s favourite activities; the impact on children’s learning and development is clearly evident.” Liz Jenkins, Head teacher St. Werburgh’s Park Nursery School

Setting up the woodworking area The first thing to decide upon is a suitable space. Choose an area where there are few distractions as children need to remain focussed when sawing or hammering. If you don’t have a natural corner, storage shelves can be placed to prevent cross traffic. Working outdoors is great. However, cold weather can be off-putting, and wearing several layers of clothing restricts movement. We must ensure woodwork is a positive experience. Indoors also works well. A is necessary for sawing wood. Tools can be readily accessible or brought out as needed. This depends upon your setting and on what works best for your children.

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Wood Once basic skills are acquired, Preformed wood, such as There is no substitute for children can move to soft and MDF, creates balsa wood to start with. It is woods: , cedar, , , a fine irritating dust so should so soft and easy to hammer redwood, poplar, lime and not be cut by children. If used into that children quickly gain . Pine is the most at all, preformed wood can be confidence; in no time, they readily available. Test if wood presented as ready-cut shapes. will be knocking in nail after is soft enough by seeing if MDF is used by many schools nail. Balsa is also perfect for you can indent it slightly with for Design and Technology; and learning to screw and saw. It your fingernail. Try to find pre-cut shapes such as wheels is expensive so is best kept for sustainably grown wood; this are available from educational these introductory stages. means you’re not contributing suppliers. MDF is quite hard to deforestation and will always and needs to be drilled before Balsa wood bundles can be have a supply. Soft woods can being hammered or screwed. bought from a number of be bought from any timber Thin slices of cedar from a saw suppliers (see page 39). Lengths merchant; but you can probably mill would be a great alternative. of 25mm x 25mm box section get enough offcuts from parents These can be cut into various are perfect to start with, and and local carpenters or builders. shapes with a . thin sheets (2–3mm) of balsa wood that can be prepared should be avoided Unprocessed wood is an into smaller sections are – they are difficult to hammer interesting addition – sticks, good for joining to the box and screw into. There is also a sawn sections of branches and section with nails or screws. small risk of nails rebounding. so on. A large tree stump makes The 25mm box section is also (thin sheets of glued- a great surface for practicing excellent for learning to saw; together laminate) tends to hammering nails into. but children will soon want splinter so is best avoided too. to progress to thicker wood. © Pete Moorhouse

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First steps Then we start screwing and “The emotional impact of When I introduce woodwork, joining. These two skills woodworking is that it my first sessions emphasise already allow many creative becoming familiar with tools, options, as children get inspired gives children that sense acquiring skills and gaining to make aeroplanes etc. of achievement: ‘Yes! I can confidence. I generally start We start with small screws. do this!’ Experience builds with children sitting at a low Number 8 or 10s, ¾ inch skills and knowledge which table. This allows them to long, make the task relativity take their time and investigate easy so strengthen children’s strengthen understanding: at their own pace. When confidence. Always use cross- a positive cycle. Parents working with a group of mixed head screws as they are easiest. experience, I ask older children see happy children, further Next I introduce the and to demonstrate how to use the strengthening the whole G clamps. I explain that tools hammer and screwdriver. have specific purposes and ethos of positivity and First we learn to use the should be returned after use. empowerment.” hammer. Some children are apprehensive at first; but Terry Gould soon after knocking in their Early Years Consultancy Ltd first couple of nails, their Former Ofsted inspector satisfaction is obvious as they busily pound in one after another. We start with 1-inch or 25mm round nails. © Pete Moorhouse

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Tools The 8oz Stubby Ball Pein Suggested tool kit You will need a basic toolkit: Hammer is perfectly suited A sturdy wooden hammers, screwdrivers, , to young children. workbench with vice from hand drill, a couple of G clamps Draper pistol grip hand drill Community Playthings and lots of nails and screws. We and drill bits. This drill is Safety glasses use a regular old table to work perfect for young children Short stubby hammers on and a solid Community to hold and the mechanism Short stubby screwdriver Playthings workbench to hold is enclosed. (cross head) wood being sawn or drilled. Bahco tool box saw. This Saw The toolkit can be added to as Swedish saw is a good size children’s skills increase. They to allow children’s sawing Japanese saw enjoy using wrenches and a to succeed. It can cut G clamps small battery screwdriver (used through thick sections of Wrenches as a drill) with hex drill bits. wood. length about Spanners Having the right tools makes 40cm with fine teeth. Pliers a big difference. For example, A small Japanese saw is a great a short-handled hammer with addition and very easy for Hand drill large head, good grip and children to use, cutting on the Drill bits reasonable weight is excellent pull stroke. Ice Bear brand is Battery screwdriver and for children; whereas a long- readily available. Blade length hexagonal drill bits handled pin hammer is difficult about 160mm. Some Japanese Tape measures/rulers to use and invites frustration. saws have teeth on both sides Most of the tools are standard, so avoid these. but there are four specific items I strongly recommend: Nails, screws, nuts, bolts

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Hammer Screwdriver and drill available. I recommend the I have discovered that “stubby” The second tool I introduce is Draper pistol grip drill, as the hammers are best. These are the screwdriver, which provides mechanism is enclosed. Instruct actually adult hammers with children with another way of children to turn in the right short handles to enable work joining pieces of wood. Short direction; and teach them to in confined spaces, but they cross-head screwdrivers are keep the drill upright so drill are ideal for children. They easy for children to control. bits don’t bend or break. have a good weight that helps Demonstrate how to turn the Children like using the old hammer the nail in easily. screwdriver with a downward brace and bit style . The They have a relativity large turning motion, and have turning motion is easy, and it is hitting face, have good grip children experiment turning particularly useful for drilling and are easy to control. Stubby both directions to see how the larger holes. A small battery hammers generally come in screw goes into the wood and screwdriver that takes hexagonal 8oz and 10oz weights. Some how it can be removed. When fitting drill bits also works well are claw type and other ball starting to screw, first make a and is popular. It rotates slowly pien. I recommend the ball small indentation in the balsa and is manageable for children. pien 8oz for starting, being with a sharp point such as a safer with the round end. You pencil or large nail and then will also want a claw hammer twist the screw in with finger in the toolkit for removing and thumb till it stands upright. nails using the claw as a lever. Screwing into balsa wood is I recommend a 1:3 supervision easy. With soft wood, it helps ratio, to ensure children are young children if a small using the hammer correctly. We hole is drilled first; otherwise initially hammer 25mm round screwing can be difficult, which nails with a head into balsa could be off-putting. There wood. I start by demonstrating are several types of hand drill how to hold the hammer in the middle of the handle and how to hit the nail. I emphasise the importance of constantly looking where you are hitting and of not distracting others. I discuss with the children how it might feel if we hit our finger. I then show them how to hold a nail with finger and thumb, and demonstrate gentle taps whilst still holding the nail upright. These gentle taps will not hurt even if they hit a finger. Once the nail is standing on its own, children move their hand away and hold the wood firmly, away from the nail. Now they can hammer more vigorously until the nail is all the way in. © Pete Moorhouse

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Saw doesn’t get stuck. Emphasise When a child is sawing, Different saws work better keeping eye, arm and saw lined one-on-one supervision for different woods, but most up. Starting with a back stroke important is that the saw is (pull) is easiest. Demonstrate is needed at all times to sharp. I recommend two saws how to get into a rhythm and ensure that the child is – a regular western saw and how to avoid too much pressure. using the saw correctly a Japanese saw. The Japanese When a child is sawing, one-on- and to prevent other saw is held with both hands. one supervision is needed at all The western saw is best used times to ensure that the child is children passing in front one-handed. Show children using the saw correctly and to of the saw or trying to how to hold the saw with one prevent other children passing watch from in front. hand and demonstrate how in front of the saw or trying the other must hold the table to watch from in front. Keep well away from the saw. The the area clear by positioning wood should be held firm in yourself directly in front. a vice and be cut close to the Children do love to watch – workbench where it is firmest. but have them stand well back. The workbench must be stable. When a task is complete, put A heavy one is best; if using a the saw away in a safe place, light workbench, a practitioner inaccessible to children. may need to hold it steady. When introducing the saw, show children how sharp it is. Explain the importance of keeping the saw straight so it

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Health and Safety checklist Staff training Training workshops can include:  Safety glasses (more It is unnecessary to have Learning and development comfortable than goggles) a specialist lead children’s through woodwork should be worn at all times woodworking sessions. Safety issues during woodwork. Although many teachers hesitate to introduce woodwork (if Tools and instruction Each child must be given they’ve had little experience), Suitable woods proper instruction on correct some basic training will  use of all tools. quickly alleviate any worries. Set-up of woodwork area Ratio for introducing most These sessions both build Suggested activities including tools is 1:3. Ratio for sawing confidence and allow staff to long-term projects experience what children do all must be 1:1. Practical session the time: learning something Sawing – Wood always new. Training days are always clamped when being sawn. enjoyable, with a lot of shared Practitioner to stand in front inspiration and laughter. of sawing area to prevent other children getting close to saw. After use, saw immediately put out of reach. Japanese saw: child should hold saw with two hands. Western saw: child should hold saw with one hand; other hand should be well away, holding bench. Avoid hardwoods, plywood and treated wood. Do not cut MDF in setting due to excessive dust. Remove protruding nails from finished pieces before they are taken home. Keep floor clear to prevent tripping. Be aware of children with additional needs – some may need 1:1 ratio. Avoid splintery wood. Set up space to prevent distractions. Keep first aid kit available. Know who is appointed first-aid qualified person. © Pete Moorhouse

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Projects Projects that last over many sessions can be a great way to extend learning. They foster in-depth investigations, build on developing skills and unite different areas of learning.

Sculpture Much as a piece of paper is the and think creatively whilst Sculpture is an excellent way starting point for drawing, a expressing their imagination. to expand woodwork skills, as great starting point for sculpture Another option is to work children enjoy it so much. They is a piece of wood vertically together on a larger sculpture. develop spatial awareness while mounted on a base. I then Here it would be good to discuss constructing three-dimensional bring a huge box with all sorts options and follow the children’s forms, and they spontaneously of shapes and sizes of offcuts. interest. Various ideas may bring in ideas from other areas The children choose pieces they evolve such as a totem pole of learning. I’m always amazed like and start to construct their type structure, giant spider how thoughtful children are in sculpture, deciding whether web or windmill. Children their arrangements, seeming to to join with nails or screws or enjoy creating mixed-media have a natural understanding wood glue. As soon as they start sculptures by adding other of aesthetics. To start, bring in joining wood, they are creating materials like drilled bits of and discuss pictures of various three-dimensional forms. They coloured plastic, sections of pipe sculptures. Next explore making employ an array of skills in the and so on. Such sculptures are sculptures in paper and card process, and there are countless fine to leave out in the garden before moving on to wood. ways they solve problems and look great for months.

33 © Pete Moorhouse Sound garden develop design ideas. We also Mud kitchen Children love designing a sound explore sorting sounds into This project could start by garden. Begin by becoming groups: banging drum sounds, choosing a space in the garden familiar with metal as a material, bells, scraping sounds etc. and discussing ideas. Children investigating the sounds metal The final stage is construction. can be fully involved: sawing, makes; most parents are glad to Children are fully involved, drilling, nailing, screwing contribute old kitchen utensils. sawing the wooden supporting and bolting the mud kitchen’s The design process is fluid, and structure and bolting it together. frame or shelves together. it is important that children Their woodworking skills are Our children also decided make decisions about how their fully employed: sawing, drilling, to construct some tables and arrangement will look. Metal nailing, screwing and using the chairs, a homely addition which objects might be placed on the wrench and coach bolts. Lastly, stimulated imaginative role play. floor to see how they sound you will work with them to add Children use pots, pans, dishes, when hit like a drum, or rattled, the metal objects. There is lots sinks and pipes contributed by or scraped, or hung and banged. of teamwork as children give parents and the local plumber. Children then select elements their input and take it in turns We decided to keep our water that they like the sound of. to saw through thick boards. source at some distance so We then explore various designs Being designed by the children children would discover various by loosely arranging the pots ensures that the sound garden methods of transporting. They and pans etc and supporting will engage them. There is initially used jugs to fetch water; some temporarily with rope. rarely a moment when a they also created a stream Some children use their child is not busily making a from drainpipe sections. mark-making skills to further wonderful cacophony in ours. © Pete Moorhouse

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Deconstruction elements in deconstructing Conclusion Children enjoy deconstructing, electronic equipment, so Woodwork is worth the effort, in part because they are I recommend avoiding and I hope this book helps fascinated to discover how electronic equipment with you start. Every child should things work. They focus any printed circuit boards and have these experiences! It is a intently on this detective role, pay attention to what other joy to see children so deeply and learning often expands materials may be contained. and happily involved. as they investigate the way You may need to purchase a Once everything is in place, cogs work, or magnetism, new set of screwdrivers, as many you’ll be amazed by the depth or how a wheel turns. gadgets and appliances include of children’s engagement I collect things like old bikes, all sorts of screw types and sizes. and the breadth of their prams, weighing scales – Young children often then use explorations. Watching their apparatus containing no the deconstructed parts to make creativity, witnessing their electronics. Parents too may constructions! I’ve seen the bits problem solving, and seeing bring old fans, large clocks, turn into robots, sculptures their pride in achievement old radios, tape recorder, and or mobiles, often combined will lift your own spirit. so on. However, do not accept with wood constructions; as electronic equipment, which designs develop, children’s could contain toxic chemicals. imagination takes off and There is conflicting advice about amazing narratives evolve. potential contact with toxic

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Appendix Risk assessment Example risk assessment form: www.petemoorhouse.co.uk/education Article on weighing up risks and benefits from the Health and Safety Executive: www. hse.gov.uk/entertainment/ childrens-play-july-2012.pdf Further reading Early Years Educator, “Woodworking Wonders”, Volume 13, No 11, March 2012 Early Years Update, “Introducing Young Children to Working with Wood”, Issue 97, April 2012 Nursery World, “All About Woodwork”, 14 May 2012 No Fear, Tim Gill, Calouste Gulbenkian Foundation, 2007 The Little Book of Woodwork, Terry Gould and Linda Mort, Featherstone Education, 2012 Suppliers Workbench: Community Playthings www.communityplaythings.co.uk Tools: All recommended tools can be found at major retailers including many online suppliers Bristol Tools (mail order): 0117 9237413 stocks most tools [email protected] Safety glasses: Rapid Electronics- JPS Junior safety glasses www.rapidonline.com/facilities/ junior-laboratory-spectacles-72695 Also from www.thesafetysupplycompany.co.uk/ Balsa wood: Acknowledgements Balsa cabin Thanks to Liz Jenkins, head www.balsacabin.webs.com teacher of St. Werburgh’s Park 01621 859711 Nursery School in Bristol, for welcoming our photographers Aldous www.fredaldous.co. uk/ model-shop/wood-craft/balsa- Thanks to Filton Avenue Nursery wood.html 0161-2364224 School , Trimdon Grange Nursery & Infant School and Early Yorkshire Purchasing Education for additional photos Organisation www.ypo.co.uk © 2015 by Community Products (UK) Limited

39 Pete Moorhouse Pete Moorhouse is a Pete collaborates on an professional sculptor, public international research project to artist and educator, having promote woodworking in early over twenty years’ experience years education, has several in educational settings. He is journal articles published about currently Artist Educator at St. creative woodwork and is the Werburgh’s Park Nursery School author of Woodwork in Early in Bristol (a National Teaching Years Education. He conducts School) where he supports ongoing research on woodwork children with various activities in early years education and and provocations that promote is honorary research fellow creative thinking, in the spirit at the Graduate School of of Reggio Emilia atelieristas. Education, Bristol University. Pete also delivers CPD trainings and conference presentations throughout the UK and abroad.

Contact Pete about his trainings “Introducing Woodwork in Early Years Education” – INSET and CPD training sessions www.petemoorhouse.co.uk/education Contact: [email protected]

All advice is offered with the best intention for positive outcomes for young children’s learning and development. It is important that woodwork is introduced properly and safety guidelines are adhered to. No responsibility can be taken for accidents. It is your responsibility to introduce woodwork appropriately to your particular setting and respond to the particular children taking part. © Pete Moorhouse Workbench for hands-on learning

Call 0800 387 457 www.communityplaythings.co.uk

Tool cabinet can be Tool cabinet can be latched Tool cabinet stores below Add an extra Tool cabinet attached on the long edge in various positions for clear work surface for more supplies Robertsbridge, East Sussex, England TN32 5DR www.communityplaythings.co.uk Tel: 0800 387 457