Winter Gear and Early Learning: Part One of My Research

This term in my early childhood education program, I’ve been learning a lot about how children’s basic needs shape their day. One area that keeps coming up for me, both in class and in real life, is winter gear. Living in Pictou County means our kids spend months moving through snow, slush, wind, and everything in between. Outdoor play is a huge part of early learning, but it only works when children are warm, dry, and comfortable enough to join in.

As a parent, I’ve seen how quickly kids grow out of things and how expensive it can be to replace everything at once. As an ECE student, I’ve seen how missing one item can change a child’s whole day. A good pair of mittens or proper boots can be the difference between staying outside with friends or having to sit out because they’re too cold. None of this is about blame. It’s about understanding what families are juggling and how those challenges show up in early learning settings.

For this project, I created a short survey for families in our county. The questions focus on a few simple things: the ages of their children, how easy it is to get winter gear, whether cost plays a role, and whether kids have ever missed outdoor play because they didn’t have the right clothing. I also asked where families usually get their gear and what they think would make winter clothing more accessible.

I’m keeping the survey local so the results reflect the real experiences of families who live here. This first post is just an introduction to the project and why I chose this topic. Once I’ve collected and reviewed the responses, I’ll share Part Two with the final results and what I’ve learned from the data.

Thank you for taking a moment to read about this project. I’m looking forward to sharing what I learn.

Image by senivpetro on Freepik

Warm Memories for Cold Days: Learning Through Camping

 This past summer, our family packed up for a camping trip to Marco Polo Land in PEI,five kids between our two families, ranging from age 14 down to 5. On paper, that sounds like chaos waiting to happen. In reality, it was chaos… but the good kind. The kind that’s loud, messy, full of laughter, and surprisingly educational.

As an early childhood education student, I can’t help seeing learning everywhere, even between s’mores and splash pads. Camping turned out to be one of the richest learning environments I’ve ever watched children explore.

Ages 5–7: Curiosity, Sensory Play, and Independence

The younger kids dove straight into sensory learning. Splash pads, grass under their feet, mud puddles, and campfire smells—it was a full sensory buffet.

These experiences support:

• Sensory integration

• Gross motor development

• Risk‑taking in safe ways

• Early problem-solving

They also practiced independence: carrying their own water bottles, helping with meals, and navigating new routines.

Ages 8–10: Social Skills, Responsibility, and Confidence

This age group became the “helpers” of the campsite. They loved taking on real responsibilities:

• Gathering kindling

• Helping flip pancakes

• Setting up chairs

• Guiding younger kids through the playground

These tasks build executive functioning, leadership, and cooperation. They also learned to negotiate group decisions, like who gets the last pancake or which slide to race down next.

Ages 11–14: Identity, Leadership, and Real‑World Skills

The older kids surprised me the most. Camping gave them space to:

• Practice independence

• Take on leadership roles

• Explore identity away from screens

• Engage in real‑world problem‑solving (tent zippers, anyone?)

They helped supervise younger children, cooked, navigated the campground, and even managed small conflicts. These are the kinds of authentic experiences that build confidence and resilience.

The Magic of Mixed‑Age Play

One of the most beautiful parts of camping is how naturally mixed‑age play happens. The older kids modelled skills, the younger ones learned by watching, and everyone found a role. This mirrors the principles of Vygotsky’s social learning theory: children learn best from more capable peers.

Nature as the Ultimate Teacher

Camping strips away distractions and gives children:

• Space to move

• Freedom to explore

• Time to slow down

• Opportunities to take healthy risks

It’s an environment that supports self‑regulation, creativity, resilience, and connection, all core foundations of early childhood development.

Looking Back From Winter

Now that it’s winter and everything outside is frozen solid, I keep thinking about those warm, chaotic, hilarious days. The splash pad, the pancake breakfasts, the late-night giggles, the leadership moments, the teamwork, and yes, the s’mores that got wildly out of hand.

I can’t wait to do it all again this summer. If last year taught me anything, it’s that camping isn’t just a vacation. It’s an outdoor classroom where every age learns something new.

Marco Polo Land (Cavendish, PEI)

https://marcopololand.com

Tourism PEI (Official Provincial Tourism Site)

https://www.tourismpei.com

For the winter days at home, when camping isn’t an option for us, we use our fort kit.

It brings back all the teamwork, creativity, and giggles from summer—just with blankets and hot chocolate instead of splash pads and s’mores. The kids build castles, towers, and hideouts using glow-in-the-dark rods and connector balls, and every age finds a role. It’s one of those toys that grows with them, supports STEM learning, and turns a snowy afternoon into an adventure.

Tiny Land Fort Building Kit on Amazon Canada here https://amzn.to/46bZff2

Talking About Snowmen, Outdoor Play, and Learning in Winter

 With all the snow we have been getting, my family has been spending more time outside. One of our favorite things to do is build a snowman. Some days we use our wooden snowman kit because it is already in the shed and the kids love choosing the pieces. Other days we use whatever we can find around the yard. Sticks, rocks, pinecones, old scarves. Both options are fun, and both offer great learning opportunities.

If anyone is curious, this is the wooden kit we use on Amazon Canada https://amzn.to/49R0Fwv

Why the wooden kit works well for us

The wooden kit is easy for the kids to use. The pieces are simple to grab with mittens on, and the clear features help younger children feel confident. It keeps the activity going even when the snow is not perfect. The kids get excited opening the kit and deciding which pieces to use. It adds a little extra magic to the experience.

Why natural found items are wonderful too

There is something special about watching kids explore the yard looking for the perfect stick or the smoothest stone. They notice textures and shapes. They make decisions about what will work. They problem-solve when something falls out. They use creativity in ways that are completely open ended. They connect with the environment in a way that supports early childhood development.

Found items also give children more freedom. A pinecone can become a hat. A leaf can become a bow tie. A piece of bark can become a smile. There is no right or wrong way to do it.

The bigger picture of winter play

While we were rolling snowballs and placing the features, I kept noticing how much learning was happening without anyone calling it learning. The kids were lifting, balancing, negotiating, laughing, and figuring things out together. Winter play supports fine motor skills, gross motor skills, social-emotional development, and creativity all at once.

And yes, our snowman turned out awesome

The snow packed perfectly, the pieces stayed in place, and the kids were so proud of what they created. It was a team effort and a whole lot of learning wrapped into one activity. Whether families use a wooden kit, natural materials, or a mix of both, the real value is in the experience. The teamwork, the problem-solving, the fresh air, and the joy of being outside together.

DOUGH NOT PANIC! It’s Just Learning

 Welcome back to My Coastal Classroom, where I share simple, real-life ideas that help families understand how children grow, learn, and explore the world around them. Today’s post is all about sensorimotor play. This is the kind of hands-on, messy, joyful learning that builds the foundation for everything children do later on.

This post also includes a free downloadable PDF that you can share with families, caregivers, or anyone who wants to support learning at home.

Image Credit: Photo by Julietta Watson (@jwatson95) on Unsplash: https://unsplash.com/photos/play-dough-1VT2qoBtc-k

What Is Sensorimotor Play

Sensorimotor play happens when children learn through movement, touch, and exploration. It is the kind of play that looks like “just messing around,” but it is actually powerful learning.

Children build skills when they squish, squeeze, and roll materials. They climb, balance, and move their bodies. They explore textures, temperatures, and sounds. They repeat actions to see what happens next. All of this helps them develop motor skills, build brain pathways, learn cause and effect, and feel calm and confident. Nova Scotia’s Early Learning Framework encourages this type of exploration because it supports the whole child in body, mind, and emotions.

Why Messy Play Matters

Messy play can feel chaotic, but it is one of the richest learning experiences children can have. When we allow children to explore freely, we give them space to problem solve, opportunities to build strength and coordination, chances to express creativity, and moments to regulate their emotions through touch and movement. The goal is not to keep things clean. The goal is to support curiosity.

Try This at Home: No-Cook Playdough

To make sensorimotor play easy for families, I created a simple no-cook playdough recipe using pantry staples. It is safe, quick, and perfect for little hands.

The flyer includes a clear explanation of sensorimotor learning, tips for supporting messy play, a simple recipe, ideas for talking with your child during play, and a safety note for pet owners. This is a great activity for rainy days, after-school calm-down time, or weekend creativity.

Download the Free PDF

You can download the Dough Not Panic flyer here. I will attach the PDF so families can print it, share it, or keep it on the fridge for easy reference.

Final Thoughts

Sensorimotor play is one of the most natural ways children learn. When we give them time, space, and simple materials like homemade playdough, we support their development in meaningful ways. A little mess today builds the skills they will use for years to come.

If you try the recipe at home, I would love to hear how it goes.

Before you go...

I also wanted to include a few sensory items we love in our house. These are the ones that get used over and over again.

This Play-Doh 6 Variety Compound Pack is a sensory favorite in our house—it’s fun, textured, and easy to use right out of the box. It includes six different types of Play-Doh: Super Stretch, Foam, Butter, Cloud, and more, all in reusable containers with sweet scents and satisfying textures.

Why We Love It

• Multiple textures to explore — stretchy, foamy, buttery, and cloud-like • Scented compounds like strawberry, grape, and cotton candy • Reusable containers make cleanup and storage simple • We especially love the smaller containers because they’re easy for little hands to open, use, and put away without wasting product • Perfect for calm-down time, creative play, or sensory bins

This is one of the few store-bought sensory kits that actually holds up to real-life use. It’s a great option for families who want variety without making everything from scratch.

Kinetic Sand SquishPizza Playset

This one’s a hit in our house—it’s silly, squishy, and surprisingly calming. The pizza theme adds a layer of pretend play, but the real magic is in the textures. Kids can squish, slice, and stretch the sand while building fine motor skills and exploring cause and effect. We like that it comes with tools and a good amount of sand, so there’s less setup and more play. It’s great for sensory bins, quiet time, or just a fun afternoon where everything feels creative and hands-on.

Safety note: Kinetic sand is not edible, so it’s important to keep an eye on younger children and curious pets during play.

Montessori Toys, Waldorf Toys, Pretend Play Dish and Tongs

This set is a quiet favorite in our house. It’s simple, sturdy, and great for building fine motor skills through scooping, pouring, and pretend kitchen play. The wooden tools are smooth and easy to hold, and they work well with dried beans, rice, or homemade sensory fillers. We like that it encourages focus and calm without needing batteries or bright lights. It’s perfect for sensory tables, quiet time, or helping kids feel confident doing “real” tasks like serving and sorting.

Safety note: The set includes small pieces and loose materials (if you add your own), so supervision is important with younger children and pets. The bin and filler shown in the product photos aren’t included—you’ll need to add your own.

Creating Nova’s Colors: Turning an ECE Assignment Into a Children’s Book

 

Welcome to My Coastal Classroom, a place where I share the small but meaningful steps in my journey as an early childhood educator. Today’s post is about why I chose to create a children’s book for one of my assignments and how Nova’s Colors came to life.

For one of my assignments in Diverse and Inclusive Practice in ECE, we were asked to research a childhood disorder or condition, explore the developmental challenges that may occur, and reflect on how social and cultural contexts shape a child and family’s experience. We also needed to share strategies that support participation in early learning environments. Instead of writing a traditional research paper, we were encouraged to choose any format that clearly demonstrated our understanding.

I decided to create a children’s book called Nova’s Colors.

I chose this format because I wanted to explain autism in a way that felt engaging, gentle, and accessible for young children. Many autistic children experience the world through vivid sensory details, so using color as the main theme felt natural and respectful. It also connects to my own background in the arts, where color has always been a way for me to express emotion, identity, and perspective. Creating a story allowed me to blend research with creativity and present the information in a way that feels warm, inclusive, and easy for families to connect with.

I also chose to keep the main character, Nova, gender‑neutral. This supports inclusion and acknowledges that gender can shape how children express themselves and how families interpret developmental differences. Leaving Nova’s gender open allows every child and family to see themselves in the story without assumptions.

Below, you’ll find a link to the book if you’d like to read it.

tinyurl.com/novascolors