TEXAS CHILD CARE / FALL 200810

t�s the end of anotherbusy week, and parentsare picking up theirpreschool children. Thechild care director, Ms.Rodriguez, has Þnished

helping 4-year-old Daniel collecthis belongings and notices afather standing at the bulletinboard with a quizzical look onhis face.

�Hello, Mr. Collins,� says Ms. Rodriguez. �Do you have aquestion?�

�Yes,� he says. �According tothis activity list, our children willbe doing some woodworkingnext week. Does that mean they�llbe making bookshelves and bird-houses?�

�Oh, no,� says Ms. Rodriguez.�They�ll do some sanding andgluing, maybe some sawing andhammering. It�s more about theprocess than the product, you see.We�ll also read some books abouttools and building houses�..�

��so they can grow up to bearchitects and engineers?� he asks.

She smiled: �It�s possible we

have future architects and engi-neers, but we believe childrenlearn many things in woodwork-ing�muscular control, languageand thinking skills, social skills,and creativity�you name it.�

oodworking is valuablefor preschool and school-

age children for many reasons.Certainly it promotes mastery ofbasic woodworking skills such asmeasuring, hammering, sawing,and Þnishing. It can also be thera-peutic for young children (Sosna2000). But more important, it pro-motes skills in all Þve domains ofchild development.

Physical. It promotes thedevelopment and coordination oflarge and small muscles andcompetence in motor control andskill achievement.

Cognitive. It develops rela-tional thinking�cause and effect;relatedness of things, activities,and feelings; single attribute andcross-set classiÞcation.

It leads to the understanding ofnumber concepts through con-crete use of counting, one-to-onecorrespondence, awareness ofsimple shapes, comparison ofsize, and experience with mea-sure in three dimensions.

It leads to problem-solvingthrough divergent thinking andplanning to create three-dimen-sional structures.

Social. It promotes coopera-tion with others and sharing. Itdevelops awareness of others aschildren learn to handle tools inways that will not harm others.

Emotional. It develops asense of power and self-esteem aschildren use adult tools and com-plete adult-type projects. It buildsstrong, positive feelings of com-petence and the ability to meetnew situations well.

It encourages sustained interestin a given task and the ability toovercome frustration successfully.It allows for a healthy release ofemotional tensions.

Creative. It offers childrenopportunities to invent, imagine,

I

Tomorrow’s architects and engineers:

They’re hammeringand sawing in today’s classrooms

by Dianne Pape and Barbara Hatcher

W

TEXAS CHILD CARE / FALL 2008 11

and creatively express their ownideas through a different medi-um. Using their own visual/spa-tial perceptions of the world, theycan begin to perform transforma-tions upon those perceptions.

Developmentallyappropriate practiceBuilding upon sensorimotorskills acquired during the toddleryears, woodworking is a devel-opmentally appropriate approachto curriculum. It is a fascinatingway for young children to dis-cover their world by experiment-ing with natural materials(Patnaude and Costantino 1995).It provides an excellent strategyfor creating an inclusive, non-sex-ist, and self-fulÞlling environ-ment that invites each and everychild to be successful at thewoodworking area (Huber 1999).

Developmental stagesChildren progress through stagesof interest and skill in wood-working, just as they do in art,blocks, and writing.

Age 2-4: Younger children aremore interested in the processthan the product. They need toexplore equipment and supplies.They want to feel, smell, touch,and handle woodworking toolsand materials.

Two- and 3-year-olds Þnd satis-faction in such simple activitiesas sorting wood pieces, poundingpegs into a toy cobbler�s bench,tapping golf tees into Styrofoam®

blocks, and hammering nails intoa wood block or tree stump�andpulling them out.

Age 4-5: At this age, childrenare interested in combiningwoodworking materials. Theymay want to glue and nail thingstogether, but only after satisfying

12 TEXAS CHILD CARE / FALL 2008

their initial curiosity about mate-rials and reÞning their skills.

The form of their products mayremind them of something, andthey will name it, but combiningmaterials is the focus.

Age 5 and older: By school-age, many children begin to showgreater interest in the product.Although they are still interestedin the pleasure of the process,they have an idea of a product inmind before they begin. It is usu-ally something simple like a boator a car.

As children become more expe-rienced, skilled, and mature, theymake increasingly realistic andcomplex products.

It�s important to remember,however, that children of thesame age may have vastly differ-ent skills and needs in wood-working (Brandhofer 1971;MofÞtt 1973). For safety, teachersneed to assess each child individ-ually and tailor woodworkingactivities to the child�s develop-mental level.

Where to startChildren of all ages will be inter-ested in the broad areas of con-struction, building and carpentrytrades, architecture, and engi-neering. To stimulate or gaugetheir interest, consider the follow-ing activities:■ Take a Þeld trip to a construction

site. Plan the visit in advance withthe contractor so that work crewscan plan safety precautions.

■ Visit a hardware or buildingsupply store to see the types ofmaterials sold and the jobs ofpeople working there.

■ Visit a carpenter�s shop or highschool shop class to see toolsand people using woodwork-ing skills.

■ Invite a carpenter, cabinetmaker, wood carver, housepainter, roofer, rock mason, orother skilled-trades person todemonstrate two or three sim-ple skills.

■ Invite an architect, designer, orengineer to demonstrate thedifference between using paperblueprints and computer-assist-ed design.When inviting speakers to

class, keep in mind gender diver-sity. Today many women work asarchitects and engineers on theirown and in large companies.

Planning the wood-working centerBefore introducing children towoodworking, carefully plan theenvironment and think throughtool use and safety rules. Some tips:■ Locate the woodworking center

out of trafÞc ßow and somedistance away from quiet cen-ters. Placing the center in a cor-ner helps reduce distractions.Woodworking can also be setup in a hallway, as long as it iswell supervised, or taken out-doors.

■ Match tools and materials tothe children�s interests anddevelopment levels. See theselection criteria at right.

■ Start with a few basic tools andmaterials and gradually addmore as children gain experi-ence and skill.

■ Understand how to use eachtool and practice using it beforeintroducing it to children. Askfor help, if you need it, from acarpenter or hardware specialist.

■ Introduce a tool before thechild uses it for the Þrst time.Place your hands over thechild�s hands to guide the saw-ing or hammering.

TEXAS CHILD CARE / FALL 2008 13

■ Start simple and easy. Beginwith a 1 1/2 -inch rooÞng nail,which has a large head, forexample. For sawing, start witha narrow wood piece less thanan inch thick.

■ Instruct children to tap, notpound, the nail into wood.

■ Check tools and materials forsafety each day before childrenarrive. Repair or replace brokentools before children use them.Order and neatness help pro-

mote safety. Tools can be hung ona pegboard, with outlines markedto help children remember whereeach tool goes. Nails can be storedin coffee cans with plastic lids. Thebottoms of the cans can be nailedto a board to prevent them fromgetting tipped over. A nail taped toeach can help children rememberwhich size nail goes in which can.Wood scraps can be stored in acardboard box or plastic bin.

Most teachers limit the numberof children in the center to two ata time. Stocking the center withtwo safety goggles not only pro-tects their eyes but also reinforcesthe two-children-at-a-time rule.

Remember, part of the joy ofwoodworking for the children isthe addition of useful work-relat-ed items such as a carpenter�sapron and pencil, roll-up measur-ing tape, a tool belt, or specialgloves or shoes.

Teach safety rulesIn addition to demonstrating howto use tools properly and providingappropriate activities, teachersmust teach and model safety rules,such as the following:■ Use tools only when an adult is

there to supervise.■ Use tools only in the wood-

working area. ■ No more than two children can

use the center at a time.■ Wear safety goggles while

working in the center.■ Keep the work area free from

clutter. Take out only the toolsand materials you will be using.

■ Use hammers for poundingnails only, not people or toys.

■ Hammer nails into your projectonly, not the workbench or table.

■ Use saws for sawing only.Other uses can break the saw�steeth.

■ If another child is sawing, keepyour hands safely away fromthe saw in case it slips.

■ Use a clamp or vise to holdmaterials Þrmly in place. Havethe teacher check to be sureitems in the vise are secure.

■ Never hold nails, tacks, orother items in your mouth.

■ If you have a disagreementwith another child, put downthe tools immediately.

■ Are the tools suitable forthe age and interest of thechild using them?

■ Do they serve the numberof children involved?

■ Are the tools of good quality,adequate for long and harduse?

■ Can the tools be re-sharp-ened or reconditioned andhave broken partsreplaced?

■ Will the tools build a child’srespect for tools as a func-tional means to an end,stimulate interest, andencourage a wide varietyof experiences?

■ Do they afford the meansfor developing in childrenappreciation for fine furni-ture and construction, inwood, in many forms?

Criteria for tool selection

■ workbench, waist high forchildren

■ storage shelves■ safety goggles (use the term

“goggles” for consistency),wrap-around type with airvents

■ claw hammers, 7 to 10ounces, with wooden handles

■ nailing block such as cork-board, old tree stump, orStyrofoam® blocks

■ crosscut hand saw, 16 or11 points

■ coping saw for cuttingcurves

■ vise for workbench■ nails and tacks, variety of

sizes and types■ large wood pieces, finished

or unfinished, such as softpine or spruce, poplar,white cedar, molding anddowels 1/2 to 1 inches indiameter, plywood (forolder children)

■ small wood items such astoothpicks, craft sticks,tongue depressors, paintstirrers, small branches,sticks

■ Styrofoam® pieces■ ruler, yardstick, measuring

tape■ pencils■ Elmer’s® white wood glue■ scissors■ small wheels, thread spools■ bottle caps, pop-tops from

cans■ sandpaper in various grits■ paintbrushes■ paint, nontoxic ■ string, yarn, tapes■ rags for cleaning■ broom, dustpan, hand brush■ trash can■ first-aid kit

Basic equipment andmaterials

14 TEXAS CHILD CARE / FALL 2008

TEXAS CHILD CARE / FALL 2008 15

■ If you cannot observe the safetyrules, expect to leave the centerand Þnd another activity.

■ Return tools to their properstorage place. Replace leftovernails in their storage containers.Return unused wood pieces tothe storage box.

■ Never store wood that has nailssticking out of it.Adapted from P. Skeen, A.

Garner, and S. Cartwright,Woodworking for Young Children,1984.

Literacy connectionsOffering books about construc-tion and tools in the literacy cen-ter will extend children�s learn-ing. Whether teaching childrenabout various tools or givingthem ideas for their own con-struction projects, books providethat important literacy connec-tion that adds to children�s explo-ration. Likewise, providing paperand writing utensils will encour-age children to create their ownplans prior to construction and tolabel their woodworking cre-ations upon completion (Huber1999).

To capitalize on opportunitiesto add literacy to woodworking,locate the literacy area near, butseparate from, the actual con-struction area for safety and easyretrieval of resources. Providemarkers, pens, and paper for listmaking, note taking, and sketch-es. Include advertisements fromhardware and lumber stores. Postillustrations of simple wood pro-jects youngsters can study.

Have books about workingwith wood and posters of indi-viduals of all ages engaged inwood crafting. Create a wordwall with pictures of tools andtheir appropriate names, andmake a list of action words useddaily in the center such as saw,sand, scrape, hammer, drill, andpress.

Finally, create a 3-D gallery forchildren to showcase their work.Label each creation with thechild�s name and the title of thepiece, if appropriate. If space islimited, photograph their workfor display and documentation.Provide opportunities for chil-dren to share their woodworkingexperiences with others.

ActivitiesThe activities below are arrangedby age to match children�s devel-opmental abilities. Rememberthat younger children are moreinterested in exploring materialsand tools than making anything.

Take steps to provide safetyand instruction in using tools,and than adopt a playful attitude.Observe children as they work,ask questions, offer encourage-ment, and build conÞdence.

Wood play(Age 2 and older)Here�s what you need:■ assorted lumber scraps with

smooth edges

1. Introduce the lumber scraps tochildren. Ask children to com-pare color and size. Invite themto smell and feel the pieces.

2. Ask children to identify thingsmade of wood in the class-room.

3. Set out wood pieces on theßoor for play. Children canstack and unstack them orplace them in containers.

■ sawhorse■ hand drill with several bits

(non-electric)■ brace and bit■ combination or lineman’s

pliers, 6 inches■ wire, wire mesh■ wire cutters■ T square■ miter box■ Surform®, made by Stanley

tools, for smoothing sur-faces but easier to use thanplanes, rasps, and files

■ plane for shaving woodsurface

■ rasp for smoothing edges■ half-round file, 8 inches■ file card (brush with metal

bristles for cleaning file)■ C clamps, 4 to 6 inches■ keyhole or compass saw■ backsaw■ monkey wrench■ machine nuts and bolts,

various sizes and lengths■ hooks, knobs, hinges■ cardboard, Tri-Wall, and

posterboard boxes■ Formica®, tile, linoleum

pieces■ wallpaper scraps, leather■ paint scraper■ magnets■ hole punch, center■ work gloves■ paint shirts■ sink, mild bath soap

Adapted from B. Day,Woodworking, in EarlyChildhood Education: CreativeLearning Activities, 1988.

Optional equipment andmaterials

16 TEXAS CHILD CARE / FALL 2008

Sawing sounds(Age 2 and older)Here�s what you need:■ Styrofoam® pieces■ plastic knives, one for each

child■ newspaper

1. Spread newspaper on the tableor ßoor. Offer each child a plas-tic knife and piece of Styrofoam.

2. Invite children to saw theStyrofoam with the knife.Encourage them to listen to thesounds it makes.

Sawdust play(Age 3 and older)Here�s what you need:■ crosscut hand saw (for adult

use only)■ scrap of soft pine■ workbench or sawhorse■ newspaper■ sawdust from a carpenter,

someone who cuts Þrewood, orbuilding supply store

■ metal baking pan■ cups, wooden spoons, and

other household utensils

1. Spread newspaper under theworkbench. Start sawing apiece of pine, just enough todemonstrate how sawdust ismade.

2. Invite children to feel and smellthe sawdust.

3. Spread sawdust in a metal bak-ing pan for play. Children cantamp and squeeze the sawdust,move it around with their Þn-gers, or pour it into containers.Variation: Mix sawdust with

water. Add it to dirt for makingmud pies. Mix sawdust withwhite glue to make modeling clay.

Sanding and oiling(Age 3 and older) Here�s what you need:■ sandpaper, various grits■ wood pieces■ mineral oil■ newspaper■ rags

1. Invite children to gently feelthe surface and edges of woodpieces, being careful to avoidsplinters. Use words such assmooth, rough, edge, and corner.

2. Spread newspaper on the table.Offer sandpaper for practice insanding. Compare how woodsurfaces feel after children havesanded them with coarse,medium, and Þne sandpaper.

3. Invite children to apply oil totheir sanded pieces of woodusing a rag. Discuss what hap-pens to the wood color andgrain.Variation: Instead of oil, chil-

dren can use nontoxic paint.

Wood art(Age 3 and older)Here�s what you need:■ newspaper■ wood piece, approximately 10

inches square, one for eachchild

■ small wood scraps in odd andvarious shapes from a highschool shop class or construc-tion site

■ collage materials such as threadspools, bottle caps, paper clips,string, and pieces of old wood-en toys or puzzles

■ white glue■ hammer ■ nails or tacks ■ paint (optional)

1. Spread newspaper on the table.Invite children to create a col-lage by gluing wood scrapsand collage materials onto thewood piece. Some childrenmay want to attach pieces withnails or tacks.

2. Let the collages dry overnight.3. Invite children to paint or deco-

rate their collages, if they wish. Variation: Instead making a

collage, invite children to gluewood pieces into a free-standingwood sculpture.

Wood scrap critters(Age 3 and older)Here�s what you need:■ various sizes and shapes of

wood■ white glue■ paint or markers■ newspaper

1. Explain that children will selectseveral pieces of wood and gluethem together to make an ani-mal, bird, or Þsh, for example.One piece of wood might formthe body, another the head, andanother a wing or leg.

2. Spread newspaper on the tableand provide wood pieces andglue. Let children use theirimagination in making a critter.Avoid providing a sample ormodel to follow.

3. Let the critters dry overnight. 4. Encourage children to mark

eyes on the critter�s face orpaint other features, if theywish.Variation: Paint the entire crit-

ter. Use other materials for fea-tures�tacks for eyes or yarn fortails, for example.

TEXAS CHILD CARE / FALL 2008 17

Tree walk(Age 3 and older)Here�s what you need:■ a Þeld guide to trees■ plastic bag for collecting leaves,

bark, nuts, and twigs

1. Prepare for this activity by get-ting acquainted with commontrees in your area. To identifytrees, you will need to distin-guish between leaf shapes andseeds. Borrow a Þeld guidefrom your local library or goonline at www.arborday.org.

2. Invite children to point outitems made of wood in theclassroom. Ask: �Where doeswood come from?�

3. Take children on a nature walkalong a tree-lined street or to apark with a wooded area. Pointout a half dozen common typesof trees. Encourage children tofeel the bark, crush and smellthe leaves, and gather items totake back to the classroom.

4. Encourage children to make acollage with the items or painta picture of a tree.Variation: Set up an assortment

of small wooden items�cuttingboard, spoon, salad bowl, jewelrychest, picture frame, pencil�inthe science center for children toexplore.

Measure it!(Age 3 and older)Here�s what you need:■ yarn■ wood scraps■ scissors■ rulers or yardsticks■ marker

1. Give each child some yarn anda scrap of wood. Explain thatthey will measure the wood byextending the yarn along anedge and then cutting the yarnat that length.

2. Ask the children to Þnd some-thing else in the classroom thatmatches their length of yarn�abook, card, pencil, or paint-brush, for example.

3. Invite children to lay their yarnlength along a ruler and readthe number. Explain that eachnumber represents an inch. Usethe ruler to measure an inch onthe child�s pointer Þnger andmark it.

4. Have children use the ruler tomeasure the wood. Explain thatlength refers to the longer side,width refers to the shorter side,and thickness refers to howthick the wood is.

5. Encourage children to measureother objects in the room usingyarn or a ruler. Challenge chil-dren to Þnd objects of speciÞclengths��something 11 incheslong and 8 1/2 inches wide,� forexample. Variations: Instead of yarn, use

other objects such as unsharp-ened pencils, blocks, or postcardsfor measuring. Have childrenmake a simple rain gauge bymarking inches on a can.

Draw with a straightedge(Age 4 and older)Here�s what you need:■ yardstick or meter stick■ chalk

1. Take children to a sidewalkoutdoors. Using chalk, showchildren how to mark straightlines with a yardstick. Point outthe line length in inches andfeet.

2. Divide children into pairs, oneto hold the yardstick while theother draws a straight line.Have them take turns drawingstraight lines of variouslengths.

3. Show children how to use theyardstick to draw geometricshapes such as a square, rectan-gle, and triangle. Point out thenumber of sides each shapehas, and measure the length ofeach side.

4. Invite children to pair up anddraw geometric shapes of spe-ciÞc sizes�a 4-inch square, atriangle with 6 inches on eachside, or a rectangle 3 inches by6 inches, for example. Variations: Draw geometric

shapes on cards using a ruler andpencil.

18 TEXAS CHILD CARE / FALL 2008

Nail designs(Age 4 and older)Here�s what you need:■ hammers■ nails■ short boards, 6 to 8 inches long■ string or yarn of different col-

ors1. After children have practiced

hammering nails into a treestump or wood block, invitethem to hammer nails into ageometric shape or design on aboard. They can draw thedesign on the wood Þrst, ifthey wish, and then hammernails along the lines.

2. Encourage children to windstring or yarn in and aroundthe nails.Variation: Paint the nails differ-

ent colors to harmonize with thedesign.

Name plaques(Age 4 and older)Here�s what you need:■ short lengths of one-by-fours or

other boards■ pencil■ ruler or measuring tape■ large nails■ hammers■ sandpaper■ short lengths of rope■ tacks

1. Invite children to write theirnames in pencil on individualboards. Encourage them tomake their letters about 3 inch-es tall.

2. Show children how to hammera nail into wood just enough topuncture the surface. Invitechildren to make puncture dotsin their boards to form the let-ters of their names.

3. Encourage children to sand theboards, especially edges andcorners.

4. Have children use tacks toattach a length of rope as ahanger at the top edge of theplaque. Variation: Use wood screws

instead of tacks to attach the ropehanger.

Boats, trains, and planes(Age 5 and older)Here�s what you need:■ small blocks of wood, various

sizes and shapes■ wooden dowels■ crosscut saw■ vise■ ruler■ wooden wheels, buttons,

thread spools■ cardboard, fabric scraps■ toothpicks, craft sticks■ white glue■ nails■ hammers■ paint, markers

1. Encourage children to glue ornail pieces of wood together tomake a boat, train car, or air-plane.

2. Provide tools that allow chil-dren to add details�a saw forcutting a piece of dowel rod fora smokestack or making thepointed prow of a boat, forexample.

3. Encourage children to use theirimagination on Þnishingdetails. They can mark win-dows and other features ontheir vehicles, paint the entirevehicle, make ßags from tooth-picks and fabric scraps, andmake propellers from craftsticks, for example.

4. Let boat makers try out theircraft in the water play table.Make sure the glue has driedsufÞciently Þrst. Invite trainmakers to hook all of their traincars together with cup hooks.

Push a nail through a piece ofcardboard or Styrofoam onthe wood where the nail is togo. The cardboard will helpkeep the nail upright while thechild hammers it.

To hold a nail

TEXAS CHILD CARE / FALL 2008 19

TEXAS CHILD CARE / FALL 200820

Build a house(Age 5 and older)Here�s what you need:■ How a House Is Built or another

children�s book on construction ■ cardboard pieces from large

boxes■ scrap lumber, logs■ bricks■ sheets, blankets, or tarp■ heavy-duty tape, rope■ hammer and nails■ camera

1. Engage children in a discussionabout houses. Encourage themto talk about the design of theirown houses or apartments.Point out similarities betweenhouses and your building�ßoor, wall, roof.

2. Read a book about constructinga house or other building.Discuss the sequence of build-ing such as selecting or prepar-ing the site, laying a founda-tion, erecting the walls, puttingon the roof, and Þnishing theinterior.

3. Take children outdoors andshow them the building materi-als you have collected. Invitethem to make a house over thenext few days. Discuss thedesign, including which mate-rials will be used for each partof the structure. Divide chil-dren into groups of three orfour to build a different part.Review safety rules beforebeginning.

4. Take photos to record the con-struction progress. Variation: Invite a parent with

construction skills to visit whilethe children are building andoffer help.

Resources for childrenArkin, Alan. 2002. Tony�s Hard

Work Day. Salt Lake City, Utah:Gibbs Smith.

Barton, Byron. 1961. Building aHouse. New York: GreenwillowBooks.

Burby, Liza, and Diana Helmer.1999. Day in the Life of aCarpenter. New York: RosenPublishing.

Dahl, Michael. 2004. One BigBuilding: A Counting Book AboutConstruction. Minneapolis:Picture Window Books.

Ehlert, Lois. 1997. Hands. SanDiego: Harcourt Brace.

Freese, Joan. 2006. Carpenters(Pull Ahead Books). Minnesota:Lerner Publications.

Gibbons, Gail. 1996. How a HouseIs Built. New York: HolidayHouse.

Gibbons, Gail. 2002. Tell Me, Tree:All About Trees for Kids. NewYork: Little Brown YoungReaders.

Gibbons, Gail. 1988. Tool Book.New York: Holiday House.

Gibbons, Gail. 1986. Up Goes theSkyscraper. New York: FourWinds Press.

Hayward, Linda. 2001. A Day inthe Life of a Builder. New York:Dorling Kindersley Readers.

Homan, Dianne; Maria AntoniaSalgado; and Mary Heine. 1994.In Christina�s Toolbox/En la Cajade Herrimientas de Cristina.Chapel Hill, N.C.: LollipopPower, Inc.

Hopkinson, Deborah, and JamesE. Ransome. 2006. Sky Boys:How They Built the Empire StateBuilding. New York: Schwartz& Wade Books.

Jackson, Thomas Campbell. 1999.Hammers, Nails, Planks andPaint: How to Build a House.New York: Cartwheel.

Klinting, Lars. 1996. Bruno theCarpenter. New York: Holt &Co.

Miller, Cameron, and DominiqueFalla. 1995. Woodlore. NewYork: Ticknor and Fields Booksfor Young Readers.

Shone, Venice. 1990. Tools. NewYork: Cartwheel.

Winnie, Joan. 2001. A Day With aCarpenter. Children�s Press:www.publishing.grolier.com.

ReferencesAdam, R.J. 1976. Creative

Woodworking in the Kindergarten.Minneapolis, Minn.: T.S. Denison.

Anderson, S., and J.L. Hoot. 1986.Kids, carpentry and preschoolclassrooms. Day Care EarlyEducation, 13, 12-15.

Andrews, T. 1997. Woodworking:Winning from the beginning.Texas Child Care Quarterly, Fall,28-33.

Ard, L. 1990. Building skills withwood and hammers. Texas ChildCare Quarterly, Spring, 24-33.

Bredekamp, S., and C. Copple.1997. DevelopmentallyAppropriate Practice, Revised Ed.Washington, D.C.: NationalAssociation for the Educationof Young Children.

Bowman, J., C. Sobun, and A.Wycheck. 2004. BasicWoodworking: All the Skills andTools You Need to Get Started.Mechanicsburg, Pa.: StackpoleBooks.

Brandhofer, M. 1971. Carpentryfor young children. YoungChildren, October, 12-13.

Broman, B.L. 1989. The Early Yearsin Childhood Education. SecondProspect Heights, Ill.:Waveland Press, Inc. 231-235.

Cartwright, D. 1975. Classroomcarpentry, ages 5 to 10 (pam-phlet). Tenants Harbor, Maine:

TEXAS CHILD CARE / FALL 2008 21

Community Nursery SchoolPress.

Day, B. 1988. Woodworking, inEarly Childhood Education:Creative Learning Activities,Third Ed. New York: MacmillanPublishing Co., 539-563, 611-612.

Freeman, J. 1976. If I had a hammer.Teacher, 93, 56-57.

Hendrick, J., and P. Weissman.2007. Total Learning: Curriculumfor the Young Child, Second Ed.Columbus, Ohio: Charles E.Merrill, 265-266.

Hillman, J. 1976. Woodworking inthe nursery. Michigan Councilof Cooperative Nurseries.Programming Guidepost No.19, 1-3.

Huber, L. K. 1999. Woodworkingwith young children: You cando it! Young Children, November,32-34.

Kelsey, J. 2008. Woodworking(Kidcrafts). East Petersburg, Pa.:Fox Chapel Publishing.

Kulla-Branz, J. 1984.Woodworking for preschoolhandicapped children. TeachingExceptional Children, Winter,111-113.

Maxim, G. 1990. The Source Book:Activities for Infants and YoungChildren. Columbus, Ohio:Charles E. Merrill, 101-105.

Nielsen, Dianne. 2002. PreschoolMultiple Intelligences: Activitiesto Nurture Various Abilities in theEarly-Childhood Classroom.Grand Rapids, Mich.: FrankSchaffer Publications.

Nielsen, Dianne. 2006. TeachingYoung Children: A Guide toPlanning Your Curriculum,Teaching Through LearningCenters, and Just AboutEverything Else. ThousandOaks, Calif.: Corwin Press.

Patnaude, C. A., and C.Costanino. 1995. Owning apiece of the forest. EarlyChildhood Education Journal,23(2), 115-118.

Robertson, C., and B. Robertson.2004. The Kids� BuildingWorkshop: 15 WoodworkingProjects for Kids and Parents toBuild Together. North Adams,Mass.: Storey Publishing.

Skeen, P., A. Garner, and S.Cartwright. 1984. Woodworkingfor Young Children. Washington,D.C.: National Association forthe Education of YoungChildren.

Sosna, D. 2000. More aboutwoodworking with young children. Young Children,March, 38-39.

Starr, R. 1990. Woodworking withKids: Over 30 Projects for AllAges. Newtown, Conn.: TheTaunton Press.

Stowe, Doug. 2006.Woodworking with kids.www.taunton.com/Þnewood-working/SkillsandTechniques/SkillsAndTechniquesArticle.aspx?id=19548.

Texas Department of HumanResources. 1980. Working withwood, Texas Child CareQuarterly, March, 36-40.

Thompson, D. 1981. EasyWoodstuff for Kids. MountRainier, Md.: Gryphon House.

Walker, L. R., and D. Macaulay.1985. Carpentry for Children.Woodstock, N.Y.: The OverlookPress.

Wardle, F. 1987. At the work-bench: Woodworking experi-ences for young children.Scholastic Pre-K Today,May/June, 32-35.

About the authorsDianne Rush Pape, Ph.D., asenior lecturer in the Departmentof Curriculum and Instruction atTexas State University in SanMarcos, has worked as an ele-mentary school teacher in thepublic schools and as a preschoolteacher at the University�s labora-tory school. She currently teachescourses related to languagedevelopment in early childhoodand practicum classes for teach-ing preschool children.

Barbara Hatcher, Ed.D., profes-sor in the Department ofCurriculum and Instruction andassistant dean of the GraduateCollege at Texas State Universityin San Marcos, has worked as anelementary/early childhoodteacher in the Texas andCalifornia public schools. Shecurrently teaches curriculum andpracticum classes for preschooland kindergarten teachers.