Can a Woodworking Center be Safe?

Woodworking activities included as one of the childcare program's centers incorporates all the values that educators want to develop, including self-esteem, social skills, creativity, and physical abilities. So why do many childcare providers choose to leave woodworking out of their programs? The answer may be that many providers feel there is some potential danger in woodworking, and that it is better to be safe than sorry.

Fortunately, there are several considerations that can help take the fear out of woodworking with young children. First, look at the many aspects of woodworking in the context of appropriate developmental levels and skills. Second, select proper tools and materials for appropriate woodworking experiences. Third, always follow safety guidelines for woodworking activities, including close supervision. Through careful consideration of these factors, woodworking can be a safe, enjoyable, and educational experience for children.

Tools, Materials, and Activities

The woodworking center may be more skill-oriented than other activity centers and activities should be selected based on the skill levels of the children. Giving a toddler a saw and a piece of lumber may make for a quick trip to the nearest medical facility--and a call to your attorney--but allowing the same child to smell and handle wood shavings would be developmentally appropriate. By choosing the proper tools, selecting developmentally appropriate activities, teaching safety rules, and above all, closely supervising all activities, you can safely allow children to explore and learn in the world of woodworking.

The tools and materials you select, preparation for the activity, and supervision all play a significant part in the safety of a woodworking center. For example, when teaching children to use a hammer, select a 11-16 oz. hammer and large head nails which are easier for a child to hit. Choose a large piece of soft wood, such as a cross section of tree trunk, and secure it so it will not move while the child is hitting it. Drive the nail partially into the wood and let the child finish driving the nail all the way into the wood. Supervise carefully so little fingers stay away from the path of the hammer! Partially driven nails should be removed or the adult should finish driving them in.

When choosing tools, ask yourself if this tool has a prerequisite skill that should be developed first. For example, using a screwdriver may not seem complicated, but before it can be used successfully, the user must be able to supply a twisting motion, maintaining a 90-degree angle, while applying downward force to the work surface. In addition, you have to hold the screw in place.

You can help children develop this complicated skill by supplying nut-drivers and lag screws (screws with a hexagon head), which are much easier to use. The nut-driver fits snugly over the screw head and is less likely to slip out of place while the child turns it. Children can twist lag screws into soft compressed materials, such as florist's foam blocks, Styrofoam, or pre-drilled holes in a piece of lumber for a safer and more rewarding experience. As children develop these skills, you can introduce Philips or square-drive screws and screwdrivers. Again, supervise closely to be sure they do not put pieces of Styrofoam, screws, or other small objects into their mouths.

As children develop gross and fine motor skills, and with adult supervision, they can explore different activities in woodworking, as indicated by the following age appropriate activities:

Two years: Handle wood shavings in a large tub; tear newspaper into strips; stack and unstack wood pieces; feel and smell different types of wood; use different measuring devices; pound on a toy cobbler's bench; saw Styrofoam with a plastic knife.

Three years: Tap golf tees into insulation board or Styrofoam (carefully supervising to be sure they do not put the tees into their mouths); sand wood pieces with various grits of sandpaper; paint wood pieces; saw simple pieces of cardboard or tile with a crosscut saw.

Four years: Pound nails completely into soft wood; glue or nail pieces of wood together; saw pieces of soft pine; paint wood; use a nut-driver to drive lag screws into Styrofoam.

Five years: All of the above, plus field trips to places where real useful items are being created from wood.

Six years and older: As skills develop, make objects by following a plan and with adult assistance.

Safety First

Proper tool storage can greatly increase the safety of the woodworking center. Each tool should have its proper storage place rather than tossed into a box. Children can learn respect for tools by being shown how to handle and care for them properly. A tool board made from pegboard allows tools to be displayed. Drawing an outline on the board around each tool helps children know where tools are stored, and also allows the caregiver to know at a glance which tools are being used. Proper storage will lengthen the life of the tools and help keep tools in proper working order.

Broken or improperly maintained tools can lead to injuries. For example, a hammer with a loose head is difficult to use, leading to smashed fingers. Also, a loose head can fly off during use. A sharp saw will allow a piece of foam board or wood to be cut successfully, while a dull saw requires more effort and could easily slip causing injury.

Adults should teach children essential safety rules such as using a hammer for driving or pulling out nails, not for hitting objects or people. Also, it is important to teach proper techniques for using saws and other tools. Always require children (and adults) to wear safety goggles when pounding nails or using the saw. To prevent injury, center participation using tools should be limited to two children at one time, and requires adult supervision so it may not be feasible to have the activities available every day.

Introducing a woodworking center at an appropriate skill level combined with proper tool selection and maintenance can allow any caregiver to enjoy all the rewards that a woodworking center has to offer.

Robert R. Foster, Ph.D., Professor Emeritus, Early Childhood Education
University of North Alabama, Florence, AL

Richard Hardison, M.S., Child Care Specialist
Early Childhood Consultants, Florence, AL

Head Start, www.head-start.lane.or.us/administration/policy/health/classroom-tools.html

University of Central Missouri, www.ucmo.edu/x28022.xml

University of Wisconsin Extension Service, www.uwex.edu/ces/flp/pp/pdf/wood.pdf