Teaching With The Body In Mind: Recent Episodes
Teaching With The Body In Mind
Each week, Mike, Tom, Ross, and Joey reflect on the connection between moving and thinking. The discussions remind us that teachers should be supporting children's bodies as well as their minds.
Ross is thinking about motivation and the impact on children's feelings of worth. How does it feel to be asked to do something versus forced to do it? This leads the group into a conversation about intrinsic and extrinsic motivation and the dreaded "rewarding of bad behavior." Mike points out how things often get muddled because the older language of behaviorism doesn't match our more current language about regulation. If we shift the focus to meeting children's needs, won't children feel more competent (and therefore motivated) if their needs are met?
Joey is all in on cozy spaces, but "calm corners" have never really worked for her. It turns out Mike, Tom and Ross share her concerns. They discuss the challenges of asking children to regulate all alone and how a pinterest-inspired space can't replace proactive stratgeies and skillfull, nuanced responses to children's needs.
Tom's thinking about who uses what space in the classroom whether it is gendered. Mike explains gender schema theory. Ross is reminded of the gender-coded ailes at stores like Target. Is this code replicated in classrooms? Joey reflects on her bias against toy dinosaurs and the role of gender in her dislike. Tom sees access to movement as the key to making spaces welcome for children on all genders.
Tom's been watching the World Cup and thinking about the many different ways people hug. Naturally this leads to a conversation about what children learn about hugging. Is hugging professional? How is it diffrerent for men in the classroom? What if you don't want a hug? What is the role of family culture?
Ross has been taking notes and wants a follow up conversation on the ways that physical play creates an entry point for social relationships. Tom points out how joint ventures in the physical world create openings for friendship—bumping cars, filling big buckets with sand. Joey is reminded of recent statue game where physical play was a path to quickly forming relationships. Mike wonders if physical games are more like choreography than a written script. In the end, do we just need more time for play?
Mike emphasizes the importance of allowing for mistakes while children are learning social skills. There will be bumping and complaining, but also essential development. Tom recalls two children who happily squished close together to fill a tube at the sensory table. A blanket rule about squishing would have shut down that learning. Helping children tune in to one another is the goal.
Joey is thinking about the role of the body in social learning and building social skills. Ross reminds us of the importance of making mistakes while we learn. Sometimes you have to spill the water on Mike to learn how much he doesn't like it. Tom is running late, so it's up to Mike to coin the phrase, "the body is a social tool." Tom finally arrives and gives his approval.
Ross circles back to a conversation about what sharing really means. Tom reminds us that when teachers strictly impose time limits or make decisions about when children must "share," they take away the chance for the children to define what is possible. When children are included in decision-making, we see more sharing and acts of kindness than we may have thought possible.
Tom reflects on a friendly game of cards with his grandson that became locked into a fight. When and why is it important to follow the rules when playing games with children? When do you play the "friends way" and when do you play the "rules way"?
Mike leads a discussion about the nonlinear nature of learning. As Ross explains, children's learning looks like a "Family Circle" cartoon, not a straight line.
In a continuation of last week's conversation about how children learn, Ross is thinking about how unprompted feedback can squash intrinsic motivation and discovery. The conversation flows from there. The group talks about the stages of the learning cycle, how play based teaching can sometimes gloss over these stages, the importance of attunement, and the impact of the timing of feedback.
Joey is triggered by a guest to her school wondering when the "learning" would happen. What could she say to this visitor if she could go back in time? Ross might turn the question around to help make the point that adults also need interest, excitement, and motivation to learn. Mike is reminded of a Lillian Katz quote which points out we are often wasting time for most of our students when we think we are helping them learn. Tom points out that children are always learning. In the end, Joey gets the answer she needs. Now she just needs a time machine.
Joey wants to talk about racing and competition as she's been spending time with children who shout, "I'm first and you're not!" Is competitiveness and hierarchical ranking just part of typical development or does it reflect a system of values that we are modeling for children? Mike and Tom share ideas for de-escalating when emotions run high at competitive moments. Tom is reminded of shoppers' behavior on Black Friday. Perhaps we should take a closer look at our environments and be sure we are not creating competition due to scarcity. (From June 2021)
Ross is thinking about unhelpful help again. How much are we helping children and when does our help cause an interruption? Joey recalls a time when intervening to support a child's speech interrupted the flow of a conversation. Mike thinks about a child who likes to knock things down and the decision whether to intervene before someone's tower comes crashing down. Perhaps we need one more word that starts with "I": intention.
Joey notices that asking children to slow down on a "collecting walk" creates a strong sense of focus. Mike observes a child caring for a tiny ant for over a half hour. Ross's students give deep consideration to what items they want to keep on the "saving ledge." Setting parameters can help children pause to notice what is important and filter out what is less important.
Mike reminds us of the inevitable problems that come up each day. If we can remind ourselves of what's developmentally normal for young children, we may be able to catch ourselves before we start crying over that spilled milk. Ross is surprised by the depth of his feelings related to puddles of milk. Joey sometimes feels like crying over dried out markers. As we so often find, the chance to reflect and get some perspective is the key.
Joey is looking for insight about poop and pee talk during mealtimes. What drives the urge to say "poop" while eating lunch together? Tom often breaks the taboo and joins in the conversation while teaching more sophisticated vocabulary. Mike notes that the jokes are about making connections. And, let's face it, young children have a limited repetoire when it comes to small talk. Turns out, there's more going on than it might appear when the chatter around the table is all about poop, pee, and toot.
Tom encourages us to consider the connection between physical play and literacy development. Where do children choose to read? In what position? Mike is thinking of how important physical connection is in building a love of reading. A love of books is built upon close physical connections with caregivers. Joey recalls how children actively engage with favorite books--grabbing at the pages and sitting tightly among friends. What about the physical skills that support literacy, such as eye tracking, moving to a rhythm, and vocal production to discern letter sounds? Tom is right again. Reading is so much more than sitting in a chair with a book.
Inspired by the 100th annivesary of Winnie the Pooh, Mike is thinking about the Tiggers of the world (and our classrooms). Can we enjoy our Tiggers or have we turned into judgemental Rabbits? How can we anticipate their presence and their needs?
How do you notice and reflect on the things children do? Mike recently created a list to prompt reflection on "seven daily things, plus one." Tom recalls listening to a child at play and discovering that they had a knowledge of open pit mining. Ross looks back on photos to reflect on children's interests and abilities. Joey sings the class "anthem" to help children notice and reflect on their own accomplishments. When it's all working, we can create a virtuous cycle where children are engaged in ways that align with our values.
Tom thinks simply telling families, "they had a good day," dispatches nothing. He challenges us to have a story to tell or a beautiful image of the child to share. Mike has observed how choosing photos to share with families offers teachers a chance to pause and reflect. Joey finds that broadly painting things as a "good day" washes over the challenges and hard work that are part of every school day. Ross points out that sometimes there have been lengthy conversations that have happened in the background and we shouldn't judge the "good day" check in out of context.
Ross takes us on a deep dive into the art of teaching. How do we respond when children's big play tips into dysregulation that takes over the group? Tom talks about taking responsibility when we decide to stop play. Joey reminds us that helping children stay regulated requires us to also be regulated, which can be hard to do in a chaotic environment. Mike thinks of a bell curve depicting regulation. Ideally, we can help children re-regulate before they slide over the top of the curve.
How does it feel when the bad guy shows up in play? The children are often eager to have the villain enter. Are we ready to welcome them?
Our brains are wired to remember "that one time" that the bad thing happened. How can we use our negativity bias to power reflection instead of restriction? What about when "that one kid" did that thing? Does that mean we never offer it again? To anyone?
Mike reflects on how the physical arrangement of a space can support children's ability to focus and build inhibitory control. Cold puddles on the floor are a terrible distraction when children are trying to get cozy with a book. Classroom design that helps children find focus also helps children be themselves. Mike and Ross riff on how providing focus does not mean that children's experiences are limited to any one developmental domain.
Last week's discussion about beauty in conflict has Ross thinking about the mess that can also accompany conflict and the value within it. Tom has observed that children are engaged in continuous non-verbal negotiation, which can get messy. Mike makes a musical connection between mess and creativity. Joey wonders if we can learn to prepare ourselves for the mess and always have the right "cleaning supplies" handy.
Squabbles over dinosuars, golden kitties or deeper issues are necessary and beautiful. When we rush in to solve children's conflicts, we make it all about us. Resolving conflict is an open-ended activity that can lead to creativity. Early childhood settings are a great place for learning to solve conflicts because they are usually low stakes.
We'll be back for real next week! Until then, one more from the archives:
Ross is losing sleep after being too helpful. Did he take away a learning opportunity by attaching the wheels to a child's car? We offer help with the best of intentions, but perhaps our help sometimes undermines development. What kind of help do they need? (originally released June 2023)
Ease into the new year, with a relaxing conversation about hanging out.
Tom asks the group to define hanging out--a social act of "being with" with no agenda, a relaxed feeling, open, and freeform. He wonders, is it worthwhile in the classroom? (Resounding YES) Ross points out that you don't have to set your plans aside to allow for moments to hang out, you can make space for both. Tom's wish is that we can slow down and appreciate moments of hanging out in our daily practice.
As Joey was reminded while crawling through cattails, joining in to children's physical play can give us insight, understanding, and joy. Mike recently learned the tricky balance spots in a playground obstacle course. And we all remember how much fun the kids had when Tom "fell" off the balance beam. Ross cautions—yes, but it shouldn't become about us. When do we join into children's play and how do we phase out?
After watching a toddler scoot to wave goodbye to a classmate, Mike reflects on how social relationships provide motivation for physical learning. Prosocial connection is a powerful internal motivator. When we lose sight of that, our judgements and interference can become an impediment to learning.
Ross does a check in with the ongoing conversation about creating the conditions to support physical play--indoors and ALWAYS. How do we get comfortable with this, plan for it, make the time, and make the space? We know that physical play is needed for healthy development so let's include it in our plans. Where might you find the cat mat and mouse house in your classroom?
We reached way back in the vault to September 2018:
Are stillness and silence required to meet the goals of Circle Time? Mike leads a discussion about times that children are asked to sit still. Does the expectation that children "sit still" create a distraction from our true learning goals?
While we're on a short break for the holiday, enjoy an episode from the early days about consent.
There's more to talk about related to consent. During our day to day routines, how can we model respect for children's bodies and teach them about setting boundaries that make them feel comfortable?
Inspired by the new picture book, Let's Rumble, Mike leads the group back to their roots with a conversation about roughhousing with children. What does it look like and why is it so important?
The group has a big conversation about the complex topic of children's body autonomy in the school setting. There are so many different contexts in which physical contact takes place. It's hard (impossible?) to find just one "rule" to govern them all.
(Here's a link to the book Mike references: Essential Touch: Meeting the Needs of Young Children by Frances M. Carlson)
One of Tom's pet peeves is when grownups greet children with compliments centered on their appearance. Mike sees it as similar to relfexively saying "good job." Ross points out that attempts to build self-esteem could actually wind up undermining self-worth. Joey wonders about the child who plans their outfits and initiates the interactions about clothing. The conversation leads Tom to an insight about the importance of helping children reflect on their strengths and accomplishments.
Ross worries about children who can't find their autonomy because adults are always helping them do things (like zippers, of course). Tom shares a recent experience of his grandson learning to shuffle while he patiently waited. Mike proposes a model of "learned coorperation" instead of learned helplessness. Joey can't find the term she is looking for, but it's the thing that Ross is talking about.
Joey turns to Tom and Mike to help sort out some logistical challenges related to running. Children love to run, but in some conditions it can lead to hyper-competitive racing, pushing, and crashing. Together they brainstorm ideas to help make room for everyone and allow the children to continue to find joy in running.
A recent experience at a children's museum has Mike thinking about the conditions for play. What invites us into a flow state? How is it different for adults than for children? Can we find flow in both work and play? Mike talks about how he gets the ideas flowing when he has writer's block. Tom remembers how fun it was to play with boxes and table when he built sensory apparatus.
Tom's grandson came over to help fix his fence last weekend. This got Tom thinking about children doing real work. How can experiences with real work be successful for the child AND the adult? What about when the job has to be done right? Mike remembers working with pie crust scraps as his mom made the real pies. Joey looks for jobs that are helpful even when they're not done perfectly. Intent and approximation are what we need.
Ross reflects on the value of slowing down as we build relationships at the beginning of the school year. Joey knows the FOMO feeling that can happen as teachers want to try out all their good ideas. Tom suggests that we "live the routine" with flexibility as we figure out what everyone needs. If we charge through everything, we might miss the beautiful moment where a child offers an injured bee a flower blossom.
Joey's gathering ideas for building relationships with children in a way that doesn't rely exclusively on language. The list gets started: sharing their perspective, connecting children with other children, taking the "temperature" during greetings, playing near them, narrating not interrogating, and making faces. Tom points out how barriers can actually invite interraction and Joey brainstorms a box door that she wants to prototype.
All the talk of danicng in the last episode has Mike thinking about drumming. He suggests the metaphor of teacher as drummer, setting the foundation for the group. (We can't resist a good metaphor!) When things are flowing nicely, the drummer can even drop out and the group keeps playing along.
Refreshed from a summer break, the group is ready to dive into deep thinking with Tom. He's brought some light reading to decipher. What does it mean to correspond with children versus interact? Ross's school dance analogy is just the thing to help everyone understand.
Tom's parking cars at the State Fair, Joey and Ross are busy setting up classrooms, and Mike is prepping for another possible podcast (more later). Enjoy this encore eposide in the meantime!
What happens if you create the conditions where children know they can try things vs. run a classroom where children are allowed to do things? It's a subtle difference that can lead to a stance of curiosity and appreciation. It can be as simple as the set up for how children access paint or having towels easily available for messy play. (Originally aired September 2022)
A recent experience with new glasses has Joey thinking about executive function and how effort drains attention. Adults often forget the effort involved in tasks that seem like they should be automatic such as walking down a hallway in a line, sitting in a group for storytime, washing hands or unzipping a backpack. If we watch for signs of effort, perhaps we can lighten the load for children instead of burdening them with sequences of difficult tasks. It might make everyone's day more pleasant.
Tom has some questions about boundaries and rules. For children, the edges of boundaries are the interesting part. Boundaries are more "stretchy" and can be more dynamic than rules.
Early childhood classrooms are often "table-centric." What experiences might children miss when activities are confined to tables? Are table-centric spaces also teacher-centric?
Ross values falling as an important skill. When children fall, they are learning about balance. Tom sees it as way to calibrate the vestibular system. Joey feels the creep of worrying about falling as an adult biasing her feelings about falling. Mike, your thoughts?
Soccer domes say,"Run!" Cozy nooks inspire children to crawl in. Open shelves invite pretend bedtime games. Our spaces are not passive entities. They have unique characteristics that determine behavior. As Tom, Joey and Ross discuss what happens in different types of spaces, they speculate about Mike's position on runways.
Joey reflects on social interactions related to desired objects. Conflicts that arise over "things" are not always a problem. When objects promote social interaction, it's a good thing.
With summer in full swing, Joey wants to talk aboout children's foraging for berries and other tasty things. When we trust children's ability to meet their self-care needs in foraging, we can see how capable and competent they are. It's a whole body and mind practice as children rely on their executive function skills and experience immersive sensory input. Tom's grandchildren have been teaching him what to look for on neighborhood walks. Mike knows that tasty plants can be found even in urban environments. (From July 2024)
Ross invites us to reflect on our work. Have we been fun to be around? Are we paying attention to the important things? Have we had any "aha" moments? Mike recalls the time he trusted himself--and the children--to study ants. Tom had a perspective shift about what he was watching for. Joey dropped the no fun cooking projects. Ross will be looking for your essays in the coming weeks.
Joey leads a conversation about the positive effects of setting constraints when children are overwhelmed. Starting with an example of when children were too enthusiastic about their artistic expressions, the group talks about ways to support children when they are disregulated by their excitement. Tom shares his approach to limiting screen time. Mike supports sore losers in Candyland. Ross talks about consequences involving paper scraps. And everyone has negotiated bad deals with children in good faith.
Mike is fascinated by the way children show their thoughts and feelings about bugs and other interesting (but creepy!) things. Ross sees it as the reverse of the circle of security. Joey recalls a recent encounter with a snapping turtle and Tom is reminded of the time a mouse ran through the classroom.
Tom's back and he's ready for some fun. At least he's ready to talk about fun. All this talk of fun brings back Mike's memories of fixing the dryer. Ross argues that a lack of funshuts down pathways to learning. Teachers don't need to be clowns, but it is important to check that fun is present in the work.
Ross wants to talk about the gray areas where we might hold back to build children's capacity for care. When we step back, children can learn how to give the kindness to themselves and each other. Mike shares an experience of toy dumping chaos and a child's power to repair. Joey tells a story of a child who built her sense of agency bit by bit. Mike tries to remember Bandura's elements of agency and everyone likes the metaphor of trees growing stronger in the wind.
Turns out there was more say about acts of caring. From changing wet shirts to loaning out favorite shoes, we have many opportunities to give children care. We may not be able to meet 100% of children’s needs, but we need to be reliable. Mike points out the important thing: finding your favorite napkin may seem like a small thing, but it’s not trivial. Just ask Mike and Ross how they feel about their favorite cereal spoons.
Children’s comments from teacher appreciation week make Joey reflect on what really matters to the children in our care. Our bandaids and crackers let children know that they are safe and we will help if they get hurt or sick. Mike recalls children's questions of "why don't we learn anything at this school?" Care is something we don't talk about a lot, but it is the essential foundation for learning.
Mike encourages us to pay attention, match children's physical actions and use fewer words. He has found this approach to be especially supportive of children who tend to be very quiet and those who are loud and boisterous. It might require us to slow down a little, which can feel hard in the midst of a busy day. Ross reminds us that it's OK because children are not volcano birds.
While we're out on our bicycles celebrating spring, we hope you enjoy this conversation. We'll be back with fresh episodes next week.
Mike shares a video of the "backwards bike," (watch here) an excellent example of embodied knowledge. You can explain it, but you can't do it until you can feel it. How many experiences do young children have like this each day? They may "know" something, but can't do it yet. How often do educators experience the frustration of trying to implement new skills and yet fall back into old habits in the moment? (Originally aired January 2023)
Tom's been wrestling with the idea of beauty in the classroom. Does it mean markers aligned in rainbow order? Cardboard boxes and duct tape in the sensory table? Is beauty stagnant or dynamic?
How do we read children’s energy? How do we respond in ways that don't interrupt the flow of child led play? Tom recalls joining in to rough and tumble play to help children regulate. Mike's first instinct is also to join in and help "course correct" if needed. Ross acknowledges the influence of the adult's energy level and the context of prior experiences. Mike brings up Anji Play as an example of an approach that looks very hands off, but actually has a lot of adult intentionality.
Ross starts to unpack his ideas about ways that play has changed--for children and for teachers. What is the inlfuence of technology? What is the impact of our own play history? There is a subtle worry that children are missing out on experiences in the world and in their own imaginations.
Mike shares a glimpse of his new book as he leads a discussion about pretend play. There's something magical about the way children embody their ideas to express themselves and communicate with others. We don't always give children enough credit for the complexity they bring to pretending, from coordinating their movements and vocalizations to express "catness" or sharing knowledge of cultural traditions as they set the table for seder.
Check out Mike's new book! Power in Pretend: Supporting Young Children’s Power, Identity and Agency Through Play
It's spring break season. While we're away, we hope you enjoy this encore episode that pairs nicely with last week's conversation about safetyism.
Tom invites discussion of the anti-phobic powers of children's risky play. Spoiler alert: adults--and their fears--often get in the way, but there is hope that we can rise above our own phobias and create the conditions for mastery. (Tom was inspired by the article, "Children's Risky Play from an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences.")
Joey is wrestling with the concept of safetyism and its influence on early childhood practices, including her own. What's on the other end of the continuum? To place it at the opposite end from risky play doesn't feel right because much of what gets shut down in the name of safetyism is just play. Tom notes that safetyism can erode trust and lead to a culture that uses surveillance to monitor caregiving. Mike suggests that the antidote is to let children play and adults talk among themselves about their worries. Ross wonders if the antidote is based in realism and the understanding that children's play is normal and necessary.
In a follow up to our discussion about unintended challenges, Mike shares research about how children create their own peer culture through unintended use of physical objects. When children observe and follow unwritten physical rules, such as hanging brooms from a basketball hoop, they can be successful at joining into social play.
(Thank you to Aaron Neimark for sharing the article and topic inspiration.)
Tom presents descriptions of attunement for discussion. We find surprising parallels between being a teacher in an early childhood classroom and being an indigenous hunter. Both require paying close attention to the environment and sensory experiences. Mike and Ross talk tuning forks and guitar strings. Like tuning instruments, attunement to children is not a fixed state that can be reached, but something that evolves and changes.
For newer listeners, you can hear how it all began:
TWTBIM_0114 Attunement
TWTBIM_0171 Judgement Blocks Attunement
Ross invites us to reflect on our double standards. Do we raise our voices while asking children not to yell? Sing calm down songs in a tense voice? Are there things that adults are allowed to do, but against the rules for children? When we act with intention, we can do what we say. Mike likes to draw children's block buildings. Joey joins in conversations at snack, and Tom used materials at the writing table alongside children.
There's a lot to unpack in children's small world play: security, control, power, and focus. So get out your dollhouses, figurines, and tiny capes. When we offer children the chance to scale down their play, the world can become so much bigger.
Tom leads a conversation about children using things in unintended ways, such as climbing playground shade canopies, piling portable steps into rickety piles, and using drumsticks to fill holes. Mike sees a difference in our perception of what's intended and acceptable use of manufactured materials vs. natural materials. Joey wonders if creativity is ever problematic. Ross talks through approaches to partnering with children as they create their own challenges. Tom reminds us that children will always turn benign areas into something challenging because challenge is were joy comes from.
Ross addresses a listener question, "what is it with four year old boys?" Why is this group of children most likely to be kicked out of child care and identified by teachers as being challenging? Mike shares research about developmental shifts, bell curves, and hormone levels. If the "problem" is actually a result of typical development, perhaps we need to look to adult perceptions and lack of understanding for the solution. Tom has problems with the whole premise.
Mike kicks off a conversation about how physical games like rough and tumble play or hide and seek provide entry points to social connection--especially for children who don't share a common language. With each example shared, it becomes more and more evident that the body has a language of its own. Children are fluent in this language and much more capable at using it to connect than adults are.
(To hear the episode with Becky Klay that Mike refers to in the opening, click here.)
Joey's recent experiences with her students playing hide and seek triggers happy memories amoung the group of playing Russian Piglets, Ghost in the Graveyard and Bloody Murder. Playing with the idea of disappearance and separation can provide just the right amount of feeling scared, brave and in control.
In a continuation of last week's conversation, there's more to discuss around empathy and perspective taking. What does it feel like to know that others perceive you as the "bad" kid? What narratives support children's flawed perspective about other people and how adults help to expand their thinking? The group gets into some thorny issues that connect our experiences in the classroom with children's experiences in the larger world.
Perspective taking and empathy are skills that often get lumped together in talking about children's development. Mike argues that they develop separately but often work together. Ross reminds us that babies (who lack perspective taking abilities) show care towards others. Joey wonders how to apply Mike's idea to recent puppy paw conflict in the classroom. Tom recalls a time when his team decided to look for empathy and kindness among the children and found an abundance of it.
The time is here to share our "Snow!" episode.
Tom wants to talk about beautiful, wonderful snow. Children love snow and the myriad opportunities it brings. Adults need to keep their snow-related hassles to themselves and let children have the joy. The discussion includes some practical tips for sledding with young children. (Originally recorded in 2019)
Wishing everyone a happy and healthy new year!
Just for fun, some suggestions for musical pairings that fit the themes of our conversations.
Tom leads a follow up conversation about creating conditions for flow in the classroom. Mike draws on his days as a drummer to highlight the needs of shared understanding among players and repeated experiences with materials to build mastery. But where is the tipping point between mastery and boredom? Ross introduces the hotplate theory of creativity. Tom emphasizes the need for meaningful choices. Joey highlights schedule predictability and routines as conditions that also support flow.
Tom reflects on whether children achieve flow states in their play. According to a recent article--that, of course, Tom read--flow occurs when someone has expertise that allows them to release conscious control and go on autopilot. Do children have the expertise required to create flow? Mike argues that children achieve flow in play, which is their area of expertise. The conversation closes with a look at how to avoid interrupting children's flow states with transitions or intrusive questions.
As a follow up to recent talks about energy levels, Ross invites us to look at the collective energy created by groups of children. It's hard to pinpoint the source of this energy and what makes it shift. Things can quickly turn from joyful noise to chaos. What is the impact of timing, friendships or tensions within the group? Mike cites a perfect example of "collective energy" from his time in the toddler room.
Mike leads a discussion about environments that support children when they are upset. Some children will need "caves" while others need "treehouses." Tom observes that children can also create their own spaces for regulation within the classroom. Ross wonders, can you have a treehouse in a cave?
Do children have the right to relax? How do we set the atmosphere to allow for relaxation? Does it work when we tell children, "I need you to relax"? Maybe we all need to learn how to play the ukele so we have something to do while children play.
A garden gleaning results in thrilling play experiences in Joey's classroom. If squash and potatoes can be this exciting, what other ways can we include real experiences for children? Tom recalls logs and leaves in the sensory table and Mike shares a story of a piano in the play yard. Ross reminds us that offering real tools and authentic materials provides a chance to build trust with children.
Get ready to feel smart as Tom teaches us the science behind cute aggression. How does the urge to squeeze something cute help us stay regulated? Mike is reminded of favorite books that depict this dimorphous emotion--from the Where the Wild Things Are to More, More, More Said the Baby. Mike and Ross show off their brain chemistry knowledge. Perhaps cute aggression also has a role to play in rough and tumble play between friends.
Depsite our goal to create communities where everyone helps, sometimes offers of help can create conflict in the classrrom. Ross shares a recent example during block clean up. Mike has seen "help" with puzzle assembly lead to similar conflicts. Thinking of ways that we do (and don't) like to receive help in our own work can give some insights. Joey wonders if the word "help" leaves things too open ended sometimes. As we support children in building their skills to do hard things, we need to also pay attention to why they might not want help. We sure hope that everyone can learn to ask for and accept help when they need it.
Mike taps into his knowledge of Latin for a conversation about emotion, which at the root means "moving out." What do we do when emotions move children in the classroom? We can take on the role of "inner voice" and guide childrens' responses to their feelings. Sometimes words get in the way and the thing to do is give time and space for feelings. We also come with our own emotions, which can complicate things. The onion metaphor is resurrected, and in the center we find children's feelings.
In the final installment of the conversation with That Early Childhood Nerd, talk turns to care at the center of teaching practice. We are working to build communities that show care for one another--teachers and children. The hope is that our work inspires people waiting on airport lines at some future time--they will be kind and helpful! Ross searches for his trademark metaphor and future sponsor.
The conversation with Heather Bernt-Santy from That Early Childhood Nerd picks up from last time. The group reminisces acout learning from Tom's classic video clips before returning to the topic of honoring childhood. How do we honor the child who is not like everyone else? Where do nurture and care fit in when we are often so focused on teaching and learning?
That Early Childhood Nerd (aka Heather Bernt-Santy) takes over the discussion. She kicks things off with a Raffi quote that leads to a conversation of how adults so easily forget what it's like to be a child who needs to move. Tom talks about how he and Mike first met. Heather shares a pet peeve, and we reflect on what different lenses see in terms of movement, learning, and teaching. What does it look like when children are learning vs. when adults are teaching? More to come next week!
More about Heather and "That Early Childhood Nerd" here.
Children often enact "tiny beautiful celebrations" where they express joy by hugging and piling up together. Tom has even noticed adults doing the same thing when they celebrate a sporting win. Big emotions elicit big movements. We see it every day in our classrooms as children create these joyous piles.
It's back to school season! Travel back in time to 2020 (still too soon?), when distance learning was a new invention and we were trying to make sense of it all. While school is more or less back to normal, the questions are still worth asking.
Ross wants to talk paradigm shift. What lessons will we learn from the current disruption to our educational system? Joey asks the dangerous question, why school? Tom advocates for the privilege of being at school. Everyone agrees that it's the COMMUNITY that is essential. Mike finds a way to tie it all back to Grover Cleveland. (Recorded in May 2020)
For our 300th episode celebration, we answer listener questions (and a few of our own). Learn about Mike practicing magic on his baby sister, Tom's three years in Hungary, Joey's run-ins with head lice, and Ross's dreams of being a professional skateboarder.
Tom invites us to take a closer look at what we mean when we talk broadly about "development." Developmental expectations can easily transform into standards of performance. What is the impact on the individual child? Are we trying to make all kids the same?
The trouble is that kids get in trouble for moving. Perhaps the problem comes from us due to poorly designed spaces and unreasonable expectations.
At the top of a steep and slippery hill, Joey had the chance to reflect on how children know what they need even if they can't always say it. When you provide opportunties to do what they need, they will show you how capable they are. It all makes Mike think of Ernest Hemingway.
Mike invites the group to shares stories from the classroom when things did not go to plan. Listen to find out more about preschool runaways, decapitated bears, and gathering coins to buy "whiskey."
With summer in full swing, Joey wants to talk aboout children's foraging for berries and other tasty things. When we trust children's ability to meet their self-care needs in foraging, we can see how capable and competent they are. It's a whole body and mind practice as children rely on their executive function skills and experience immersive sensory input. Tom's grandchildren have been teaching him what to look for on neighborhood walks. Mike knows that tasty plants can be found even in urban environments.
Tom had some time to catch up on his reading while he was away. He's back and ready to talk about spinning and the importance of vestibular development. Children find all kinds of ways to spin, such as twirling, rolling, somersaulting, and doing cartwheels. All this spinning is essential to developing the vesitibular system and--the hardest task of all--the ability to sit still. To support this growth, we need to provide spaces where children can spin and calibrate their senses.
(Tom ran out of time to talk about whirling dervishes, an example of how spinning can even change one's consciousness, but he wanted to mention it now.)
Children need to run. It's a way for them to express joy and excitement, feel powerful, tap into energy, and explore their environment. Since children need to run--and love to run--adults should want them to run. How can we provide for this basic need and source of joy for children? (Originally released April 2022)
Joey returns to Ross's favorite theme of disappointment, failure, and the illusion of perfection. If children are always told that they are correct, then everyone else must be wrong. The implications are not great in a world where everyone makes mistakes.
Sometimes children are overwhelmed by choices and may struggle to get going in very open-ended, play based settings. What is the adult's role? Mike sees adults as the bridge to engagement. This bridge can lead to a highway where children need help navigating the on ramp to play. From there, children need to learn the rules of the road. We promise, it's not all metaphor as we talk about strategies for supporting children in connecting through play.
Ross wants to talk about navigating transitions. As the school year comes to a close, we often notice a ramp up in children's (and adults') level of dysregulation. How do we support children and teach the skills for managing the many inevitable changes of life? We talk about what is staying the same alongside what will be different...we practice rituals for saying goodbye...we involve children in concrete actions, such as cleaning, giving mementos...we engage in rituals that encourage reflection and offer connection with others... we take children's feelings seriously and see them as capable and competent people. Big feelings will always come up when change is at hand, but hopefully we can help lay the groundwork for processing those feelings.
While we're on a brief recording break, enjoy this episode from the archive:
Inspired by Stephen J. Smith from his book Risk and Our Pedagogical Relation to Children, Tom asks the group to consider the idea of silently observing children's movements as "reading their actions as they're being written." What more would we learn about children if we watch in silence and listen instead of always talking? (recorded November 2018)
Mike leads us into a discussion about the importance of connection.
Social connection is how children get through the hard things...Connections build resilience...Children are always looking for connection...All play is social and all learning is social...We're wired to learn from the group so why is assessment still tied to individual achievements...Shout outs to: Vygotsky, Gilligan and Usain Bolt...The most important job of teachers is to be there.
Joey wants to talk about the idea of emotional strength. How do we support children in building inner strength without making assumptions about what they can handle? Mike reminds us that stress--in the right amount--supports growth. Tom shares the experiences of listening to children and being an advocate for their feelings. We need to watch out for accidentally giving the message that being "strong" means you don't feel sadness. Ross advocates for expanding children's (and everyone's) emotional vocabulary. Perhaps we would do better to use the term capable instead of strong?
What is lost when adults let children win at all the games? Ross worries that it gives children the false sense that they can never lose.
How do you keep games fun when the skill set is mismatched?... Do kids know what is happening when adults let them win?... Letting children win can be a form of power reversal play... It can be disrespectful when adults check out of the play and let children win... There is a level of challenge needed to make a game fun, motiviating, and to increase your skill level... Handicapping requires adults to tune in to children's skills... What are the other "wins" a child can feel in their life?... We aren't the best at everything, but how do I belong here?
Monkey piles, piggy piles, "pile on"--Tom has noticed that children often pile up together. This physical play provides close contact and a little unpredictability. What other needs are met in piling up?
The conversation about environment wasn't quite finished. Joey, Mike and Tom continue to work their way through the jargon in search of more practical and meaningful language.
Mike invites us to unpack the term environment as it is used in the field of early childhood. Does emphasis on "creating the environment" overlook the fact that you are in a specific place that already exists? Does it take into account the children and people who inhabit the space? How can we avoid fighting against the place we are in?
How can we give children chances to explore space (and the feeling of having a lot of it)? Spending time outdoors is one of the best ways. Inside, perhaps children can experience a feeling of being in a separate space under a table. Spending time alone in an empty classroom can also tap into an expansive feeling. As Tom sums it up, it is an awesome experience "exist in the expanse."
Competition has been ramping up in Ross's class. Children compete over who gets to the door first and even who can complete a puzzle the fastest! The introduction of cooperative games has helped to change the tone. The group gets thinking about some of their favorite large motor cooperative play activities--freeze ball, bridge jumps, building with two-person planks--and breaks down some of the key components to include when inventing new cooperative games.
Joey shares an experience with children "just playing on a swing" that was really so much more. Mike recalls a similar play episode with children playing on a flexible bridge. In both instances, children embodied high-level social skills: empathy, cooperation and collaboration. Tom reminds us that generosity flows naturally from the joy of play. Let's never forget that!
Tom's been observing how children forge social connections through large motor play. Whether filling buckets with sand, negotiating space in big empty boxes or taking on roles in pretend play, children learn social skills by using their bodies.
On location at his new program, Mike points out design features that create the path of least resistance to support teachers' engagement with the children. The group discusses strategies to find paths of least resistance for other recurring challenges: material storage, reducing line leader fights, signing in for the day, reducing wait time and bottlenecks, and clean up after messy play (clean up "dump trucks").
Ross is feeling unresolved about the portraytal of problems in children's media. It's always a happy ending and "hooray we did it!" Does this have an impact on their ability to tolerate frustrations in the real world?
Joey's classroom climate has been transformed by the introduction of a useful tool. This raises questions about our perceptions of who "deserves" help. Taking a close look at the skill of taking off boots reveals the ways in which we make judgements about children's character traits based off of their physical capabilities.
Tom is thinking about who defines play and the impact of those definitions. In the classroom, and in our community, the implications of adults' judgements about play can have serious consequences. We need to stay vigilant for bias in our perceptions and in our definitions of "proper" ways to play.
Turns out that there was more to be said about limit setting with materials. Tom stirs the pot with the suggestion that we could just get rid of the paint...
Where is the line? If children can carry a block to the dramatic play area, can they bring the paint to the blocks? What about pom pom balls in the kitchen? Are children showing creativity or destroying materials? Mike works to help us process what to do when you get that "uh oh" feeling with children's unexpected uses of classroom materials.
(Within this conversation, Tom refers to Episode 250: Accoutrements. Find it here.)
Tom warns against being a "definer" of children. Teacher definitions can limit how children view their own capabilities and how others view them--sometimes for years to come. Mike points out that basing our interactions on predetermined labels takes us out of attunement. Joey suggests using "I wonder" phrasing to hold more possibilities open.
IF we reflect on our rules and why we have them, what do we discover? Are some rules outdated? Do we know where they came from? Mike and Tom share skepticism about the practice of having children co-create the rules. Long lists of specific rules can lead to tattling and power struggles. Joey points out that rules have their place in helping children understand social expectations. Everyone agrees that following a set of guidelines meets the need for flexibility and allows for success along a spectrum of developmental levels.
Mike has a front row seat to observe teachers (and children) taking their first steps to create an environment that allows for all kinds of learning and play--even running after bears in the classroom. No matter how many days--or years--of experience we have, taking baby steps and reflection are the keys to success. Tom recalls children successfully navigating a full classroom at high speeds and Mike thinks back to a big bad wolf who never toppled anyone's art projects.
What does it mean to be in control when teaching and caring for children? We often think it means we can control children's actions when in reality we can only control ourselves.
Looking for relief from cabin fever? Ross leads a discussion about how we can do big things in small spaces. What kinds of activities alleviate the stress of being cooped up when we're not able to go outside? How can we use our spaces differently to allow for the movement we crave? How can we plan ahead for success?
Who wouldn't want a room full of happiness? From the early days of the show, the group reflects on how to read happiness in children. From running free in a big open space to contentedly sitting in someone's lap, we can see children's joy in their physical actions. Can we create places where every child can feel happy?
Travel back in time to the early days of the show for a conversation about materials and limit setting. How do we decide where to set limits when children are experimenting with squeezing (lots of) glue, pouring (lots of) water or stapling (lots of) paper into books? We may not get it right in the moment, but reflection is key. How can we involve children in the process of setting limits and the impact of their actions on each other?
Who does Batman call when he's scared? Ross wants to know. Does Batman get scared? Is he allowed to show fear? Maybe he should call his mom. Hopefully his teacher would help. How can we help children who wear the mask of superheroes manage uncomfortable feelings rather than fight them away?
Scary play is important for children's development, but why? What is it about imaginary bears, snakes, and monsters that keep children coming back for more? Tom shares his recent research about the distinction between fear and "scared." Perhaps, in play, children build their tolerance for the physiological sensations of scary feelings that might actually help keep fear away.
Mike puts the I in "I statements" with irritate. The conversation also includes such I-word favorites as intention, interaction, and internal. As children learn to recognize and name a range of emotions, how do they continue to navigate their relationships among peers and teachers?
Joey asks the group to help unpack the phrase, "own your authority." Along the way, we touch on the dangers of too much negotiation and a tendency towards manipulation.
In the final episode of our power trilogy, we'll explore how children play with power roles when they engage with adults. "Teacher, that wasn't tea, it was really poison." This type of play is often a way that children can test their relationship with adults. Despite how it may appear on the surface, it shows that there is trust in the room.
A follow up discussion of big block play takes a closer look the role of gender dynamics in this play. Who are the bosses? Who gets to be in charge of the block area? The answers are not all tied to gender, but if we pretend it doesn't have a role, we are missing something. The conversation extends to how our language and actions influence children's developing understanding of gender roles and expectations.
A listener question about big block play gets us deep into a discussion about navigating power dynamics. The scale of big block play, along with the relative scarcity of the material in the classroom, seems to create some universal patterns. We want children to feel strong, confident and powerful as they create with large blocks, but this means we also need to be ready to help navigate children's struggles about how to manage this sense of power. Do we find ourselves avoiding the challenge of it? Are we making moral judgements about the children who find power in big block play?
Eek! It's scary how fast the days go by. But don't be afraid, we found this classic episode to tide you over until a fresh one is ready next week.
As his favorite holiday approaches, Ross wants to talk about spooky stuff. Being faced with scary things, from monsters to giant potatoes, is a big part of childhood. Fear will pass (like all emotions), but what do children do when they have these feelings and how should adults respond?
A child's newfound love of scissors has Joey wondering what is it about cutting that children love so much? Tom sees cutting as an act of agency. Mike and Ross note that scissors are a tool that offers the chance to act with a level of precision not usually available to a young child. A question for our practice is, if a child doesn't know how to use scissors yet, can they learn if we don't let them try?
The grandkids were playing with the laundry chute and now Tom is thinking about how much children like to drop things as part of their play. Is it a need? Should adults to create opportunities to experiment with dropping things or is it better for children to invent their own games? Mike has fond memories of his childhood laundry chute. Joey recalls joyful flower petal tossing games. Ross declares that he's all in for team gravity.
Mike would like to broaden the definition of play and what it means to participate in it. Something is going on even when children "just watch" others at play. Tom reminds us that watching sports can be a fairly active pursuit. Ross remembers a highly engaged observer of wrestling play in his classroom. Joey wonders when concern is warranted if children only observe and never join in. Mike teaches us S-O-U-L.
Ross wonders who has to participate. Do children have to join in to be considered part of the group? Mike remembers the stress he felt as a child when he was pressured to participate in activities. Tom reminds us to take the child's point of view. Ross shares an aha moment from his early teaching days.
We'll be back soon with fresh conversations. Until then, enjoy this cute little episode.
Is cute a meaningful attribute in creating environments for children? Is it how we would like to be described as professionals?
Back to school is a busy time of year! Enjoy this encore conversation while we get on top of it all.
Mike reminds us of the useful metaphor of serve and return. Children initiate interaction--verbally and non-verbally--in the hopes that we will reciprocate. Joey shares a recent example of returning a child's serve. Tom admires the complexity of it all. Ross cautions us not to miss the moments when children are serving up the chance to connect with them, even if (especially if) they are still learning how to play.
Mike takes us on a deep dive into the uncomfortable feelings that princess play can evoke. Do we want girls to play out scenarios of waiting for a man to save them? Joey wonders if it's similar to gun play in that children are just playing out what they have learned about the "rules" of society. If we see problems, should we work for change in our adult world rather than put our expectations on children? Tom reminds us that princess play, like all play, offers valuable insight into children's thinking.
In looking through his photo archives, Tom has noticed how much time children spend on the floor. Should we think about the floor as a place to play? Joey points out that some materials are just easier to use on the floor--they'll wind up there anyway. Mike reminds us how much easier it is for children to anchor themselves on the floor which allows for more focus on their chosen task. What about adults? Should we be sharing this physical and emotional space alongside the children?
When all the blocks are locked up behind the dragon's wall, do you make him share? Ross has been thinking about how adults can help children want to share. Tom thinks that we are not careful enough in how we use the term "sharing." Mike reminds us of Fred Rogers' wisdom: "There's a world of difference between insisting on someone's doing something and establishing an atmosphere in which that person can grow into wanting to do it." (Recorded December 2019)
Mike's original reference to attunement. When teachers are skilled at attunement, children feel understood, seen, and heard. Ross points out that it takes time and effort to be in tune. Tom and Joey share experiences where teachers have been "out of tune" with children. Mike posits that noticing disharmony is one of the first steps to attunement. Who doesn't love a musical metaphor? (Recorded November 2019)
Joey wants to talk about how the artificial constraints of environments and schedules restrict children's ability to meet their needs in any given moment. Tom describes a special type of "flow" that occurs when we give children time in spaces that support a wide range of interests, energy levels, and physical needs. Mike points out how we often use the phrase, "but in the real world," to justify the limits we place on children. What if we offered them a more "real world" environment instead?
Mike wants to talk about how standards for quality often lead us to put more emphasis on the equipment in the classroom rather than the experiences of children. How important are those magna tiles and counting bears?
Ross has been thinking about when children are dysregulated and the impact it has on adults' regulation. How do we tune in to signs of stress in children? Mike notes that we often don't notice more subtle cues. The group looks for the perfect analogy to describe the process of building regulation skills in partnership with children. Joey points out that when we avoid children who are dysreglated we miss the chance to build relationship with them.
Tom wants to address the concerns of teachers who worry about keeping control if ALL the children want to try something. What if everyone climbs the sensory table after you allow that one child to do it? Are they really all going to want to do the same thing? Joey wonders if we can flip the script and imagine that good things can happen when we're wondering "what if." Ross shares the scientific formula for the density of positive vs. negative results.
In a follow up to last week's conversation, Joey reflects on the dynamic of power and control in the classroom. When is it OK for adults to take control? When are we misusing our power? Joey describes a standoff in the classroom loft. Mike shares an example of stepping in to help a child who seemed powerless in putting on their boots. We need to stay mindful of our reasons for keeping things "under control" and avoid having control itself become the goal.
Mike urges us to reflect on our actions when children are out of control and need to de-escalate. Is restraint appropriate? What if we offered comfort instead? Joey counters that sometimes being held can provide a feeling of safety. How do we make the call?Tom reflects back on his early days of teaching and feeling uncomfortable when he used restraint. An important conversation about an uneasy topic.
Ross is losing sleep after being too helpful. Did he take away a learning opportunity by attaching the wheels to a child's car? We offer help with the best of intentions, but perhaps our help sometimes undermines development. What kind of help do they need?
Tom paints a scene of children loaded up with accoutrements--binoculars, strollers, baskets loaded to the brim. What is this about? It seems like more than playing "dress up." What drives children to collect and transport so many disparate items? What emerges from this play?
In follow up to the conversation about local play, Joey has noticed that many of children's memories are local too. Moving through different locations and environments prompts children to connect with past experiences and begin to form their understanding of time. Ross wonders about the impact of restricted settings during the pandemic. Tom recalls "pig pen" hill and Mike describes the best playground ever.
Tom invites us to explore the idea that all play is local. The more local the play, the more complex it becomes. The group recalls highly "local" play related to saddles, toy washers and dryers, road construction, and prairie burns. Ross and Mike underscore the fact that highly specific play enriches diversity.
See Tom's original blog post here
So often, we forget to appreciate the process of skill building and expect children to master skills after one lesson. Joey notices that even children can have unreasonable expectations for one another. When we forget how long takes to master a task, we don't give grace for mistakes and get frustrated. What about the role of effort and motivation? The conversation reminds us to be mindful of our expectations for children and how we communicate about them.
Ross wants to talk about limit setting and following through. How do our actions impact children's skill building for future competence? Tom gives an example of setting limits that is not punitive. Mike cautions against "banishing" children from activities and a reminder of children's sense of time. Joey encourages reflection--who needs the limit and why? Ross emphasizes the importance of having a plan for follow through after a limit is set. That child might still need you as a partner.
Mike shares his discovery of the expressive language rainbow metaphor. When we don't pay attention to what children are communicating with their bodies, we're not seeing all of the "colors" of the communication spectrum and most likely missing out on understanding children. Perhaps this concept of communication can reduce over-reliance on the phrase "use your words." There are also implications for our assessment tools.
Mike has a newfound appreciation for transporting after spending a day carrying around dinosaur feet with toddlers. The conversation about the ways that children--and all of us--engage in transporting materials highlights the importance of this life skill. There are implications for how we design spaces for children's play and support their abilities to transport.
Cooperation between children happens all the time--sliding down hills, at the art table, or sharing space during crowded sensory play. Once you start looking for it, you see it everywhere, even in play that may not sound "nice." Adults can add to or detract from the cooperative spirit of children's play through our responses.
Tom's been noticing that children never just walk from place to place. They test their balance, touch things, and zig zag around through space. What to do? Can we be curious and try not to judge? Do we need to intervene? What are the skills we want children to develop and does straight-line, quiet walking support that development?
Tom's been noticing that children never just walk from place to place. They test their balance, touch things, and zig zag around through space. What to do? Can we be curious and try not to judge? Do we need to intervene? What are the skills we want children to develop and does straight-line, quiet walking support that development?
Ross's response to recent the conversation about possession. He shares his thoughts on turn taking vs. sharing, the ethics of saving work, and who "owns" the classroom.
Ross is back and ready to revisit recent conversations about whether babies are stupid and how our values impact our work.
If you can't make it to the ocean for spring break, you can at least enjoy this episode inspired by playing at the beach.
Tom's been thinking about a recent trip to the ocean where his grandchildren played tag with waves. The discussion reminds us of other reliable playmates such as puddles, streams, and sticks. Ross points out that these playmates can meet children's seemingly insatiable need for play--the ocean will never be too tired to play tag. They are also emotionally neutral. There's no point in engaging in a power struggle with a wave.
Possession and ownership are complex concepts that come into play every day in an early childhood setting. It's amazing how well young children--even babies--understand the nuances of the unspoken rules that can change from one context to another.
If we evaluated all children based on what they can't do yet, we'd have to agree that babies are stupid. Mike questions this mindset, which is often embedded in our education systems. Does it do more harm than good in terms of "preparing" young children for school success?
Tom asks us each to consider what we value and what it looks like in the classroom. To get us started, he offers valuing each child for who they are as an individual and as part of the group. Examining our underlying values guides our decision making as caregivers. But what happens if multiple values we hold are in conflict? What if our values don't align with the values of the wider community?
Tom asks the group to define hanging out--a social act of "being with" with no agenda, a relaxed feeling, open, and freeform. He wonders, is it worthwhile in the classroom? (Resounding YES) Ross points out that you don't have to set your plans aside to allow for moments to hang out, you can make space for both. Tom's wish is that we can slow down and appreciate moments of hanging out in our daily practice.
After a recent field trip and the serendipitous discovery of a snow mountain, Ross is rethinking what makes an experience a "success." Staying open to possibilities and saying yes can make it possible for everyone to enjoy the journey.
A follow up to last week's episode full of practical ideas for materials that support children's big play in the classroom.
When children need to move, are our indoor environments ready to support them? Is it OK to make children wait until gym time or make them leave their classroom when their bodies feel like getting big? We have a responsibility to make sure our classroom environments meet the needs of ALL children. One way to do this is to include a large motor play area in the classroom itself, welcoming all kinds of play.
According to designer Anita Olds, children have four basic needs within their envrionment: movement, comfort, competence, and control. Joey presents these needs to the group for discussion as they align so closely with the principles of teaching with the body in mind. Tom points out that when we allow children to co-create their environments, they will naturally change their spaces to meet these needs. Ross emphaisizes the need for less compartmentalization of professions and more voices at the table when creating programs to serve children's needs.
Early childhood classrooms get loud. How do we determine if this is a problem? What if it's only a problem for the adult? How do we create welcoming spaces for children of differing volumes?
Mike shares a video of the "backwards bike.," (watch here) an excellent example of embodied knowledge. You can explain it, but you can't do it until you can feel it. How many experiences do young children have like this each day? They may "know" something, but can't do it yet. How often do educators experience the frustration of trying to implement new skills and yet fall back into old habits in the moment?
Tom prompts the group with some photos that show children thinking with their bodies, such as placing their feet under a box to signify Wizard of Oz themes (below). When we see children engaged in such deep physical "thinking," we should resist the urge to interrupt and ask what they are thinking. With practice, we can step back and see their thinking through their actions.
It's an annual winter tradition to post our "Snow!" episode.
Tom wants to talk about beautiful, wonderful snow. Children love snow and the myriad opportunities it brings. Adults need to keep their snow-related hassles to themselves and let children have the joy. The discussion includes some practical tips for sledding with young children. (Originally recorded in 2019)
Ross invites us to grapple with the interconnectedness of developmental domains. If we focus too closely at individual areas of development, what might be missed? Mike shares the metaphor of children as "white light."
Tom wonders if we value children's body creativity as much as we do drawing or painting. Does playing Animal Action foster physical creativity? Ross is stuck on the need for children to practice and develop skill fluency in order to support phsycial creativity. The conversation ranges from the inventive play of World Cup soccer athletes to cutting paper hearts at Valentine's day--it's all connected.
Joey's observations of children decorating a play house with chalk lead to an examination of the idea that the body is a thinking tool. When children need to solve the problem of extending their reach, does the idea for a solution come from their mind or their body? Are we paying enough attention to these ordinary, yet remarkable, moments of competence and agency? Are our methods of assessment limited by being too tied to language?
Gyms full of young children are loud, echoey, and overwhelming. Mike is going on record to say he doesn't like gym time. Tom wonders if it makes a difference how the space is set up? What about the schedule? Does it help if the children help choose the materials? Mike would still rather integrate physical play into the classroom setting. Joey wonders what's available in the gym, but not in the classroom--things like open space. Mike would still rather look for other open spaces. Ross makes a pitch for intentionality. What if teachers are intentional about how they use gym spaces? Mike softens. If used intentionally, he can give gym time another chance.
In contrast to recent conversations about adventure playgrounds, Ross wonders if traditional, static playgrounds are truly safer for children. Without open-ended materials, children's bodies become the thing that can change--for better or worse. In spaces with one "right way" to do things, social conflict can increase. Tom confesses to being a local playground aficionado who has seen some creative and fun traditional playgrounds.
In contrast to recent conversations about adventure playgrounds, Ross wonders if traditional, static playgrounds are truly safer for children. Without open-ended materials, children's bodies become the thing that can change--for better or worse. In spaces with one "right way" to do things, social conflict can increase. Tom confesses to being a local playground aficionado who has seen some creative and fun traditional playgrounds.
There's more to say about the principles of adventure playgrounds and how they contrast to some of our accepted norms for children's play spaces. Is there really a dichotomy between safe and unsafe spaces for children? Could an environment that requires more thoughtful use of materials be safer than a static play space? Do we expect spaces that are "professionally" designed and constructed to be 100% risk free? What about the positive impact of risk taking on mental health? How is the adult's role different in the adventure playground mindset?
Tom admires the "mindful audacity" of adventure playgrounds--radical spaces full of loose parts and possibilities. Joey brings up the tension between how adults believe children's play materials should be organized versus the more organic way that children use materials in play. Ross advocates for predictability. How do our expectations about organization shape the play possibilities in our environments?
It's true that Minnesotans can't stop talking about the weather. Mike wants to know how it could be possible that a weather chart could teach better than just going outside with children. Ross pitches a new line of sensory experience flashcards--coming to stores soon!
A conversation from the early days about setting limits while also supporting children's developing abilities.
A conversation from the early days about setting limits while also supporting children's developing abilities.
A conversation about young children's treasure hunting. This seemingly simple activity requires agency, persistence and discernment. The search can be satisfying in and of itself. Finding and collecting treasure supports children's growing social awareness as they experiment with generosity and/or hoarding "wealth." Find out what has more value these days in Tom's neighborhood: walnuts or milkweed pods.
A conversation about young children's treasure hunting. This seemingly simple activity requires agency, persistence and discernment. The search can be satisfying in and of itself. Finding and collecting treasure supports children's growing social awareness as they experiment with generosity and/or hoarding "wealth." Find out what has more value these days in Tom's neighborhood: walnuts or milkweed pods.
Ross reminds us that you don't have to have that fight about putting on a coat--a discussion about children's autonomy in making decisions for their own bodies.
Tom prompts our thinking with the sentence, "Children have to seek environments relatively free from adult control." Discussion ensues of lemonade stands, AnjiPlay, and the tension between making sure children "get it right" and letting go. What are the implications for children's confidence, independence and sense of privacy?
What happens if you create the conditions where children know they can try things vs. run a classroom where children are allowed to do things? It's a subtle difference that can lead to a stance of curiosity and appreciation. It can be as simple as the set up for how children access paint or having towels easily available for messy play.
What happens if you create the conditions where children know they can try things vs. run a classroom where children are allowed to do things? It's a subtle difference that can lead to a stance of curiosity and appreciation. It can be as simple as the set up for how children access paint or having towels easily available for messy play.
Ever notice how often young children walk and talk? Dialogues of planning, negotiating, and sometimes sharing of inner thoughts often happen while children are walking. Tom wonders at the implications for the classroom. Do we interfere with children's ability to walk and talk? Mike shares his experience with walking group meetings.
Ever notice how often young children walk and talk? Dialogues of planning, negotiating, and sometimes sharing of inner thoughts often happen while children are walking. Tom wonders at the implications for the classroom. Do we interfere with children's ability to walk and talk? Mike shares his experience with walking group meetings.
Tom cautions us to be on guard for nostalgia for our own childhood play. Thinking that play was "better back then" can lead to judgements about children's play today. The group unpacks the dangers of nostalgic thinking and how it clouds our ability to see value in children's play.
Tom cautions us to be on guard for nostalgia for our own childhood play. Thinking that play was "better back then" can lead to judgements about children's play today. The group unpacks the dangers of nostalgic thinking and how it clouds our ability to see value in children's play.
How do we establish a classroom community, with the body in mind? Ross is pretty sure than it takes more than name games to create a community. Tom reminds us that the first step is to create a space that allows children to figure out their strengths and the strengths of others. Shared group physical experiences, like nature walks, movement games or group play on a climber allow children to co-construct a group identity. Offering familiar foods or playing simple gesture games can let children know that they are "seen" and belong within the larger group.
How do we establish a classroom community, with the body in mind? Ross is pretty sure than it takes more than name games to create a community. Tom reminds us that the first step is to create a space that allows children to figure out their strengths and the strengths of others. Shared group physical experiences, like nature walks, movement games or group play on a climber allow children to co-construct a group identity. Offering familiar foods or playing simple gesture games can let children know that they are "seen" and belong within the larger group.
Mikes prompts us to consider and appreciate children's play in small, often unconventional spaces--the nook between couch and recliner, under the end table, the closet shelf. Ross shares a wild thought, yet Mike stays on topic. The conversation reminds us how play in small spaces offers children the chance to create and inhabit worlds of their own making, feel safe and protected, determine who else fits in, and gain proprioceptive feedback.
Mikes prompts us to consider and appreciate children's play in small, often unconventional spaces--the nook between couch and recliner, under the end table, the closet shelf. Ross shares a wild thought, yet Mike stays on topic. The conversation reminds us how play in small spaces offers children the chance to create and inhabit worlds of their own making, feel safe and protected, determine who else fits in, and gain proprioceptive feedback.
A conversation about the helpfulness of help, starting with the hypothetical of not helping children in or out of trees when climbing. If adults withhold help, do children build their independence? Is being able to ask for help an important ability to nurture? What stance might best support children's risk taking: "I won't help you" or "I'm right here?"
A discussion about our "space bubbles" and how they vary depending on individual preferences, cultural norms, and context. What role do adults play in shaping children's understanding of peri-personal space?
Tom's grandchildren create their own "enrichment" activities on a family camping trip, and Tom observes that digging rocks is compelling work. The group ponders children's seemingly endless drive to dig.
Ross circles back to a conversation about what sharing really means. Tom reminds us that when teachers strictly impose time limits or make decisions about when children must "share," they take away the chance for the children to define what is possible. When children are included in decision-making, we see more sharing and acts of kindness than we may have thought possible.
Mike adds moral development to the mix of conversations about conflict. When two children desire the beloved toy firetruck, they each feel morally correct in their right to possess it. Ross points out, in the eyes of the young child, "you want me to have that truck because I want to have it." Tom is concerned that our adult framing causes us to incorrectly see behavior as aggressive. Joey wonders how the imperative to be "nice" fits in.
Tom proposes that there is a role for conflict in the classroom. Conflict could even be a learning tool. How much should adults intervene in children's conflicts? Ross wonders if our goal is to solve conflicts for children or to have them be ready to handle things when they get stuck. After all, there is no conflict resolution without conflict.
What can grownups do when they are having big feelings about children's gun play? How can adults keep their feelings in check so that they don't lay too many misconceptions on children's play? Is there a way to balance fantasy and reality so that children are allowed to process their own ideas through play?
Our previous episode about children's gun play here: TWTBIM_0077 Gun Play, What is it Good For?
Conflicts will arise when we support children's need to engage in rough and tumble play. Good news: these social conflicts create the conditions for a culture of consent and empathy! Tom and Joey make the pitch for adults to join in the play. Mike reminds us that somebody's gonna cry, and that's a chance to build trust. Ross emphasizes that negotiating consent is an essential life skill best learned early. This episode was adapted from a series of discussions about big body play originally recorded for the Natural Start Alliance annual conference.
The group talks about assessing risk in changing conditions and for children's different abilities. Are children capable of assessing their own risks? (As in, "Should I walk down those steps wearing stilts?") No surprise, trust is at the foundation of it all. This episode was adapted from a series of discussions about big body play originally recorded for the Natural Start Alliance annual conference.
The group shares examples of big body play and the benefits for children's development. In recalling Tom's "Fight the Ball" vignette (Episode 7, Fight the Ball), we are reminded that children will invent ways to meet their own needs for intensity and physical challenge. This episode was adapted from a series of discussions about big body play originally recorded for the Natural Start Alliance annual conference.
What materials allow for a sense of abundance? How can we provide children with enough so that they can fully express themselves? When does abundance cross the line and become overwhelming? What is our responsibility in helping children learn to balance their needs for access to materials with the needs of others?
With the school year ending for many children and summer schedule changes just around the corner, it's a good time to revisit this episode about children's traditions and routines.
Do teachers too easily overlook the importance of children's classroom traditions and routines in the quest to provide novelty? Why are adults sometimes uncomfortable when children choose to repeat reliable experiences? How do we honor children's routines while also nurturing the flexibility needed during inevitable times of change.
Rethinking clean-up time as a chance for play, purpose, meaningful work and community building.
Ross encourages us to lean in to the poop jokes, fart noises, and potty talk that young children find so enthralling. It's not just a case of "if you can't beat 'em, join 'em." As children work to master their bodies and the realm of social interactions, talk of bodily functions can be an essential part of development.
(Link to our earlier conversation: Episode 19: Teaching with Bodily Functions in Mind)
Tom invites discussion of the anti-phobic powers of children's risky play. Spoiler alert: adults--and their fears--often get in the way, but there is hope that we can rise above our own phobias and create the conditions for mastery. (Tom was inspired by the article, "Children's Risky Play from an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences.")
Ross is inspired by a model of intergenerational care. He invites the group to explore the benefits and beauty of this "mixed age" approach.
Every child deserves a chance to be challenged. When planning environments for young children's play, how do we create the conditions that can provide challenges for all abilities?
Hot on the heels of the discussion of running, Joey invites the group to examine children's chase play. Chase games range from simple to complex and build on many essential skills from tracking to non-verbal communication. Turns out, the ability to play chase is a foundational skill for life.
Hot on the heels of the discussion of running, Joey invites the group to examine children's chase play. Chase games range from simple to complex and build on many essential skills from tracking to non-verbal communication. Turns out, the ability to play chase is a foundational skill for life.
Children need to run. It's a way for them to express joy and excitement, feel powerful, tap into energy, and explore their environment. Since children need to run--and love to run--adults should want them to run. How can we provide for this basic need and source of joy for children?
Children's fine motor development is a complex, whole body process which is often oversimplified. Educators can be quick to label doing puzzles as "fine motor" while overlooking the ways in which pouring water from a big container or climbing a tree also supports small motor development. The conversation touches on how the rush to get children ready to write can cloud our thinking about the richness of fine motor skills.
(This discussion draws from some of the ideas in Episode 126: Big Motor, Small Motor )
Tom starts with the premise that children think by moving. If we ask young children to stop moving, it's like asking them to stop thinking. If we want to find out what children know, we should pay attention to their movements. But, by calling moving thinking do we undervalue movement for its own sake?
Mike opens up a discussion about play with the observation that even teachers who know the value of play don't always allow for it. Children's play can interrupt the adult's agenda and make them feel like things are out of control. Often there is a mismatch between a child's playful intentions and an adult's attitude of frustration. Hopefully adults can pause and reflect: what's the harm in a game of Robot Boots anyway?
Mike wonders how to explain the value of "just watching." The group is eager to share examples of what children gain by watching and observing. When children watch others at play, they are learning new skills, gathering information, reflecting on strategy, building their courage and being a member of the community.
In this extension of last week's discussion, the group takes a deeper look at the often used phrase, "I don't like that." This sentence can be loaded with judgement and easily become code for "I don't like you," or worse, "We don't like you."
Joey wonders about the ways children are taught to communicate with each other when play styles, temperaments, and moods don't match. Do adults model a bias against loud and active play when we help solve social conflicts? Are we helping quieter children develop the skills they need to recover and move on when presented with an option they don't prefer? Are we supporting more active children in developing the skills to learn what's appropriate in different contexts?
Looking for relief from cabin fever? Ross leads a discussion about how we can do big things in small spaces. What kinds of activities alleviate the stress of being cooped up when we're not able to go outside? How can we use our spaces differently to allow for the movement we crave? How can we plan ahead for success?
Tom wants to talk about beautiful, wonderful snow. Children love snow and the myriad opportunities it brings. Adults need to keep their snow-related hassles to themselves and let children have the joy. The discussion includes some practical tips for sledding with young children. (Originally recorded in 2019)
Ross invites the group to share strategies for transitions that require waiting with "nothing" to do--waiting to go outside, waiting for circle time to begin, or even waiting in a broken down bus. With preparation and understanding of children's needs, these waiting times can be easier and even joyful.
There's a little more to say about learning from failure and whether we put too much value on struggle and product over process.
Mistakes happen. Are they necessary for learning? Children seem to encounter failures as they learn new skills-- falling before taking first steps, pouring water all over the table instead of into a cup, or drawing zebras that look like blobs. How should we talk about their unsuccessful attempts? Ross and Tom have different perspectives on the matter. The group tries out some new language to replace "failure."
The group had more to say about joining in to children's play, honoring the character of children's play, and the general art of teaching.
Joey invites the group to talk about their experiences joining in to children's play. Mike tells how joining in changed his attitudes towards Transformer play and led to a deeper understanding of the children. Tom has seen it go both ways--sometimes joining in can help children regulate very exciting play and sometimes the adult makes the play out of control. Ross shares that he was once the adult who went OOC and shares his insights from those experiences.
Tom wants to know if there is room for loud and boisterous in classrooms. Shouldn't we share in children's excitement? If we don't allow loud and boisterous how can children learn to regulate it? Teachers fear contagion, but isn't shared excitement a form of empathy? Is there value in the chaos?
As the group considers the definition of "self-help" skills, they talk about autonomy, independence, interdependence, and agency. From making pancakes to zipping jackets, self-help is more than just fine motor ability.
Tom observes that we seem to be of two minds when it comes to children and risk taking. Children are seen as capable and autonomous and also as vulnerable people in need of protection. This makes for a confusing approach to risk taking in children's play. Does risk taking lead to adverse outcomes or can it be positive? A discussion ensues around how we view children's risk taking and the factors that shape our thinking.
Ross invites the group to share "how to" strategies and tips for wrestling and roughhousing with young children--from baby steps to more advanced practice.
Ross facilitates a conversation about the benefits of rough and tumble play for young children. Using wrestling as an example, the discussion focuses around the benefits of this type of play for children's development and well-being.
The group discusses the ways in which our judgements block attunement. From coping with wet sleeves to road rage, how do we avoid making judgements so that we can stay attuned to others? Mike shares a ray of hope from the laundromat.
Ross wants to talk about saying no. How do we support children in setting boundaries and learning where boundaries are? Decisions about saying no require us to look at the needs of the whole community. Why do teachers tend to moralize when they say no? Are there different kinds of "no?" What is the art of saying "no?"
Joey asks the group to help think about what drives children's seemingly mindless tapping and hitting of objects. Does it provide sensory input or an energy release? Is it just a form of fidgeting? Does it help children focus or regulate? Perhaps it helps them figure out who they are in relation to their environment? Along the way, Tom and Ross engage in a friendly debate about whether children are "always moving." Mike cautions to watch out for bias against so-called mindless activities.
Tom asks us to think about the clenched fist raised in non-fighting situations. What feelings does it express and what feelings does it evoke? Does it help children regulate? The group enjoys a wide-ranging and speculative conversation about the significance of fist pumping for children and in our culture.
Mike reminds us of the useful metaphor of serve and return. Children initiate interaction--verbally and non-verbally--in the hopes that we will reciprocate. Joey shares a recent example of returning a child's serve. Tom admires the complexity of it all. Ross cautions us not to miss the moments when children are serving up the chance to connect with them, even if (especially if) they are still learning how to play.
What constitutes a playmate? Tom's been wondering about this since a recent trip to the ocean where his grandchildren played tag with waves. The discussion reminds us of other reliable playmates such as puddles, streams, and sticks. Ross points out that these playmates can meet children's seemingly insatiable need for play--the ocean will never be too tired to play tag. They are also emotionally neutral. There's no point in engaging in a power struggle with a wave.
Ross encourages the thoughtful inclusion of movement into transition times. Can we move beyond the one "choice" of looking at books while children wait? This might include dance parties, big jobs or even pillow fights. Along the way, we can foster children's autonomy and ability to take on leadership roles within the group.
Mike has found a helpful metaphor to guide us when children's goals and caregivers' goals might seem at odds--we're on the same team. Ross points out that sometimes this means we need to ease up on our momentary goals, avoid becoming an opponent, and think about how we build relationships. Joey has found that children often find comfort in belonging to a "team." Tom reminds us that there are many roles to play on the team, "somebody needs to sing."
Tom's experience on the bumper cars prompts a conversation about how the State Fair is a whole body experience. Are there parallels to the classroom? (Originally recorded in 2018)
Mike tries a thought experiment: what if our expectations for young children sitting were more like our expectations for reading? (From the very early days of the podcast--originally recorded in 2018.)
Ross wonders if we are doing harm when we don't let children experience boredom. Is there a connection between boredom and creativity? The group wonders what it really means when children say they're bored. Is there a connection between boredom and loneliness? (Originally recorded in 2018)
Summer is here and children are immersing themselves in sand, water and dirt. Their experiences support the need to know about materials. Immersed in sensory play, children's bodies internalize understanding of volume, weight, and texture.(Originally recorded in 2018)
How do our hands help us learn? The group gives the importance of handcrafts serious consideration. (Originally recorded in 2019)
How do we help children notice and respond to their "gut feelings" and interoceptive cues? Do we override these feelings for the sake of group care when we tell children they need to go to the bathroom at a certain time, how much they need to eat, or when they should feel ready to transition between activities?
In Part 2, Ross and Alyssa discuss typical sleep patterns and needs of young children and where those needs sometimes conflict with the schedules and habits of the adults in their lives.
Summer is in full swing. Children are busy and tired, which makes it a good time to think about sleep. What happens to bodies and minds when children sleep? What are the key factors to helping children fall asleep and sleep well? Ross discusses sleep with Alyssa Blask Campbell.
Joey wants to talk about racing and competition as she's been spending time with children who shout, "I'm first and you're not!" Is competitiveness and hierarchical ranking just part of typical development or does it reflect a system of values that we are modeling for children? Mike and Tom share ideas for de-escalating when emotions run high at competitive moments. Tom is reminded of shoppers' behavior on Black Friday. Perhaps we should take a closer look at our environments and be sure we are not creating competition due to scarcity.
The carefree days of summer may be upon us, but Tom is thinking deep thoughts. He asks the question, "What is play?" It's an important question because how we define play determines how we see play. Sometimes, the more we scrutinize play, the more likely we are to insert ourselves and hinder it. We should stay curious while being comfortable with the idea that we can never fully define it.
Storytelling is a flexible practice. Teachers can tell stories to children in any kind of movement situation--during meal times, like Ross does, or perhaps when confined to a broken down school bus, like Mike did once. Teachers can tell stories for all kinds of purposes--true stories, stories with a moral, or pure fantasy tales. Ross and Mike share tips and traditions of their storytelling experiences in the classroom, such as recurring characters like Backwards Bob. Tom points out that teachers may need to practice and prepare to feel ready. Joey suggests choosing "low stakes" moments to practice your skills. Ross encourages everyone to "just try."
A continuation of the conversation about children's use of undefined spaces with a focus on outdoor settings. What is the effect of liminal/transitional spaces on children's play and exploration? Do children gravitate to spaces between different "worlds?" Are there differences in experiences offered in fabricated spaces vs. more natural spaces?
In a continuation of the conversation about using classroom spaces and furnishings in unconventional ways, Tom raises the topic of how children use undefined spaces. He has noticed that some of the most creative play happens in liminal/boundary areas, such as thresholds, shelf tops, and even under tables. He finds that spaces that children define have more possibilities than we could ever imagine.
Tom promotes children's creativity in using furniture as "apparatus." Ross wants to find the way to say "yes" instead of "you're not using that correctly." Tom and Mike recall fond memories of creative play with steps and risers. Joey identifies with the thrill of using furniture in slightly transgressive ways.
Ross wonders, "What are you gonna do this summer?" As families feel the need to keep children busy, tire them out, or fill the time, are children over-scheduled and over-stimulated? Has there been a "push down" in children's sports and recreational programs that has raised the stakes? But wait, Ross loved being on sports teams as a kid. There are no easy answers, but plenty of food for thought.
Ross wants to talk about keeping equilibrium while balancing the desire to honor children's freedom with the need to provide an environment that feels under control. Mike suggests that finding signs of engagement helps teachers decide if they need to "take control." Tom brings up his observation that sometimes teachers rely on manipulation instead of guidance. Joey wonders whether an overemphasis on freedom diminishes the importance of relationship within the group. And what about power struggles? In the end, Mike reveals the irony that the more teachers "let it go," the more they may gain a classroom that is "under control."
The mic was still on, and there was more to discuss about what we've learned about the "ideal classroom" during the time of Covid restrictions. How do teachers view their roles differently in an outdoor space vs. indoors? As managers? Taking an opportunity to check out? Do educators set different expectations for themselves and children in outdoor spaces? Do differences in teacher mind-set in these different settings affect children's experiences?
Mike thinks maybe pandemic restrictions have resulted in the creation of an ideal classroom--one where 2/3 of the children are jumping and rolling on mats. Tom wonders if there is such a thing as an ideal classroom. Isn't it teachers' attitudes that matter the most? Joey talks about some of the ideal qualities in an outdoor classroom. Ross reminds us that the "ideal classroom" is never one thing. Educators see the potential in spaces and materials because of their knowledge of children.
Tom reflects on children learning to balance-- a dynamic process that requires constant movement. In order to learn balance, children need to move. Balance can also be a metaphor for supporting individual children's needs with the needs of the rest of the group. Tom envisions a "license to move" in every area of early childhood classrooms. Ross is ready to put on the badge to enforce it.
What's the big deal with big things and small children? Mike wonders why children are captivated by big things and often seek ways to make their own bodies seem bigger. The conversation touches on power, strength, novelty and the ways that adults talk to children about being "big kids." Mike recalls a previous conversation about children seeking challenge in play (Episode 68: Playing with the Rules) Ross concludes that there is probably more than one factor that drives children's big interest in big things.
Ross, Mike, Tom and Joey are happy to be back together, talking about teaching and supporting young children's need for movement--teaching with the body in mind. Everyone takes a moment to share their perspective on working with young children and get caught up on the past 6 months or so. (For those keeping track, references are made to Episode 116: Needs and Constraints and Episode 3: Ross was THAT kid.)
Teaching with the Body in Mind will be back soon with NEW episodes! Our podcast feed has a new address, so if you are a previous listener, please subscribe to the new feed. Thanks for listening.
Joey wants to talk about the delightfully messy and immersive sensory experiences that accompany summertime play. The "yes" tends to come easier when clean up and safety concerns are reduced. Mike and Ross advocate for those who are challenged by sand stuck between their toes. Everyone agrees that messy play is a joyful way to engage problem solving, emotional regulation, and scientific thinking.
Tom's feeling conflicted about his enjoyment of action movies that depict violence. What draws us to fantasy entertainment that includes scary, thrilling, and violent aspects? Are there parallels to fantasy children's play? It's murky territory. (Recorded March 1, 2020)
Mike notices that children's need for movement is overlooked during an early childhood education conference. If physical needs are constant, why do we keep forgetting to talk about them? What are the unconscious implications when the need for movement is not addressed? Before we label behavior as "challenging," let's remember: movement is a need!
Moving and acting in synchronicity can create a feeling of "collective effervescence" within a group. When have we experienced these moments in our work with young children? Can adults create conditions to promote these feelings of unity or do our efforts get in the way?
Tom recalls a transcendent moment during play where talk turned into action. Children taking action can cause a chain reaction of play and create serendipity.
Ross wants to talk paradigm shift. What lessons will we learn from the current disruption to our educational system? Joey asks the dangerous question, why school? Tom advocates for the privilege of being at school. Everyone agrees that it's the COMMUNITY that is essential. Mike finds a way to tie it all back to Grover Cleveland. (Recorded in May 2020)
Joey asks the group to help her reflect on the new "classroom environment" she's inhabiting while teaching through the internet. How should we manage the challenges of teaching through the screen? How can we find ways to give children agency and not just be passive receivers of instruction? What might the experience be like from the children's perspective? (Recorded in April 2020)
A conversation about finding balance in your family schedule. How can families support young children's (and everyone's) need for routine and predictability when much of the structure of our lives has been disrupted? In early childhood classrooms, daily schedules provide routines and add a little certainty to the day. Yet schedules also need to be flexible and leave room for serendipity. (Recorded in April 2020)
The group shares ideas for how families can support children's need to move while cooped up at home. What house rules might need to be suspended? What creative ways can we find to repurpose spaces and materials? How can we support children's growing ability and desire to be helpful and feel competent? (Recorded April 2020)
We'd all like a little help sometimes so why do we tell children, "I'm not going to help you because I know you can do it yourself?" How do we balance supporting children's sense of autonomy and assuring them that someone is going to take care of them? Perhaps we should distinguish between solving problems for children and solving problems with them.
Ross has been thinking about adults' responses to speed and the duality of how we tell children "hurry, hurry" one minute and "slow down" the next. Are we reflecting on why and when we correct children for their rate of speed? Tom worries that we want children to learn things faster and faster. Mike points out that one of the drawbacks of group care is that it is not set up to meet the needs of outliers within the community. Joey wonders how we can actually help children when there are times that things need to go faster. We all agree that everyone should have a chance to enjoy the gift of slowing down sometimes.
Mike is excited to share what he's been learning from textbooks as he thinks about our approach to motor development in young children. In developing a motor skill, motivation is step one! Many adults are missing the mark when expecting children to be ready to implement a skill in which they have little interest or that they haven't had time to explore.
Joey begins a conversation about how children use their bodies to support symbolic thinking as they create their worlds through play. Early childhood classrooms are full of crawling cats, roaring dragons, and zooming race cars. How does children's play change as they move from concrete to abstract thinking? Why does the need for embodiment go away?
Mike wants to take a closer look at the distinction between gross motor and fine motor skills. Can they be considered in isolation or are they intertwined? Are fine motor skills given preferential treatment in our educational system while we overlook gross motor skills? Is there "push down" of expectations for fine motor skills? Do well-developed large motor skills correlate to well-developed small motor skills?
Part 2 of the conversation with Lisa Murphy touches on: teaching from a place of fear vs. confidence, the benefits of self-awareness for practitioners, the need for control (of children and of our own feelings), coming from a strength-based vs. deficit perspective, and the differences in approach between long-term mentoring and one-stop presentations.
Lisa Murphy joins the group for a conversation centered around the ideas in her new book, "Lisa Murphy on Being Child Centered." Does our teaching practice match our stated values? If you pause to ask reflective questions, will you discover a disconnect between values and practice? How do we discern the difference between control and structure? Can ironing with children be a form of play?
Part 2 of a conversation about the body as a "thinking tool" for math concepts. Tom reminds us that math is more than just counting. Before children are ready and able to use the symbols and language of mathematics, their early thinking has to be paired with physical action.
Tom wants to talk about math. Specifically, he wants to talk about how the body is a thinking tool for children to experience and work out math concepts. The group enjoys taking on Tom's challenge of connecting math ideas with whole body learning.
Joey gets uncomfortable when parents ask, "What else should we be doing?" The group unpacks what thoughts and feelings might lie behind this question and share strategies for conversations with families. We are reminded of the importance of building relationships with families, empowering parents, and the need to be mindful that we are not forming judgements.
Tom wants to talk about beautiful, wonderful snow. Children love snow and the myriad opportunities it brings. Adults need to keep their snow-related hassles to themselves and let children have the joy. The discussion includes some practical tips for sledding with young children.
A short conversation captured in between takes about the ways we communicate about play and the importance of giving play the value it deserves.
Joey wants to take a closer look at children's play with wheeled toys. What makes it so captivating? The conversation touches on many facets of this type of play: the sensory satisfaction of rolling, pathways, the connection between the vestibular system and the regulatory system, spinning and rotary schema, and cultural influences on car play.
Ross hopes more teachers can tap into a "yes" mentality and get children outside. Joey wants to talk about individual differences in responding to temperature and outdoor gear. How can we support young children (and teachers) with cold feet? Everyone agrees: spending time outdoors offers children experiences they can't have indoors and the chance to learn things that no weather chart could ever teach.
Mike circles back to the discussion about meeting children's varying needs for physical expression and energy output during the course of a day. Are there different considerations at play in full and part day programs? The conversation turns to helping Mike problem solve around sharing one gym space in a large program. How do we work within our constraints and best serve the needs of children?
When all the blocks are locked up behind the dragon's wall, do you make him share? Ross has been thinking about how adults can help children want to share. Tom thinks that we are not careful enough in how we use the term "sharing." Mike reminds us of Fred Rogers' wisdom: "There's a world of difference between insisting on someone's doing something and establishing an atmosphere in which that person can grow into wanting to do it."
Mike is delighted with the concept of attunement. When teachers are skilled at attunement, children feel understood, seen, and heard. Ross points out that it takes time and effort to be in tune. Tom and Joey share experiences where teachers have been "out of tune" with children. Mike posits that noticing disharmony is one of the first steps to attunement. Who doesn't love a musical metaphor?
Tom watched some Rugby and Aussie Rules Football while in Australia. The experience expanded his idea of what's allowed and what's condoned. He wonders what kind of messages kids are getting if they're watching these sorts of sports.
Tom's back from his world travels! He's thinking about context and how we can't just copy an idea as we have to make it work for our particular environment. The group has questions about what he experienced in the context of Australian early childhood education during his time abroad.
As his favorite holiday approaches, Ross wants to talk about spooky stuff. Being faced with scary things, from monsters to giant potatoes, is a big part of childhood. Fear will pass (like all emotions), but what do children do when they have these feelings and how should adults respond?
Where are the hidden moments of release in our work with young children? How doe we keep ourselves regulated alongside the children?
Mike wants to talk about documentation. He wonders if there are parallels between learning and performing. How does social media culture impact what we choose to share? Are we hiding the messy parts and just using it to show off our "good teaching"? Ross finds the connection between documentation, his best high school teachers, and his favorite recipe book. Mike reminds us that documentation is about reflection and continuing to learn about the children in our care.
Joey invites the group to look at our work with young children through the lens of tension building and tension relieving. Are we planning for and providing opportunities for tension release?
Rae Pica joins in the discussion this week to talk about her new book, Acting Out! Avoid Behavior Challenges with Active Learning Games and Activities. The group enjoys a wide-ranging conversation that touches on the negative consequences for children when adults have an inadequate understanding of child development. Rae wonders, what's gone wrong with this world in terms of expectations for children? The group finds hope in the opportunities to partner with parents. Rae offers resources to support this work. (https://www.raepica.com/product-category/reproducible-parent-letters/)
Mike is inspired after listening to an interview with psychologist Barbara Tversky. He's all fired up to talk about how movement and physical experiences in the world create the foundation for children's cognitive abilities. The group is reminded of how remarkable and under-celebrated young children's mental capabilities are.
Ross believes that failure is necessary for learning, but he worries that many children (and adults) just stop trying when their efforts are met with failure. The group wonders who defines failure? Does the desire to be "the best" make children care less about learning than the final score?
Ross leads the group in a freewheeling conversation about a variety of sounds in the classroom--children's non-verbal conversations, sound effects, background noises, shrieks, whines, and excited yelling. What needs do these sounds reflect? How do we respond appropriately to the many sounds in our early childhood environments?
Tom's grandchildren create their own "enrichment" activities on a family camping trip, and Tom observes that digging rocks is compelling work. The group ponders children's seemingly endless drive to dig.
Joey wonders what kinds of feelings do children get from feeling a frog? Handling vulnerable creatures like frogs and worms can be a powerful experience for many children. Ross and Mike share their stories of children's relationships with animals--in and out of the classroom.
Mike opens up about his feelings related to princess play. Does this play reinforce ideas about gender, body image, and power? Tom's mind is blown by the parallels between the dynamics of princess play and gun play.
Ross invites reflection as we round the corner on our 100th episode. Tom talks of his child-centered retirement party, Joey figures out full-speed running in the classroom, Mike connects the dots between swinging from the loft and pillow fights, and Ross celebrates our forum for reflective teaching. Let us play big, give us space and time and we may go on for another 100 years.
In a follow-up conversation about early childhood culture and gender, a nerve gets struck when "cute" enters the conversation. Is cute a meaningful attribute in creating environments for children? Is it how we would like to be described as professionals?
Mike leads a thought-provoking discussion about what how the "culture" of early childhood classrooms has been shaped by having an almost exclusively female workforce. How does this culture impact the way children (and their behaviors) are valued or devalued?
Tom wonders if it's possible that having too many rules might actually make situations more dangerous for children. He suggests that we think about whether rules are actually helping.
Ross wants to talk about what it's like when things feel hard. How do teachers and caregivers work with their "big feelings"? How do we recover from situations where emotions take over? These moments offer chances to model for children and open dialogue about the many feelings we all feel.
Mike outlines a process that teachers can use when their expectations for situations don't seem to be lining up with the children's needs. This process can help teachers to be flexible in their thinking and re-frame how they approach problems. You might want to try it out!
Tom's been reading again and it has him waxing philosophical. He wants to talk about how children create meaning through choices. Do we fool ourselves into thinking that we are giving kids choices? Are we, as educators, making meaningful choices instead of just accepting what comes to us?
Mike wants to talk about how teachers make a place for everyone in their classroom. He wants to acknowledge that the process is not smooth between every teacher and child, but we need to set the expectation that everyone has a place. It's crucial to be open to key moments, often unexpected, when we find resonance with a child.
In a follow up conversation to Grappling, Jostling & Hitting, Ross proposes that fighting and experiencing conflict are necessary components of development. How do we take measure of when to step in? When adults resolve conflicts for children, do we take their agency away? When children clash, are they also developing skills that they will need to take into adulthood?
Joey asks the group to reflect on the physicality of young children's interactions in a group setting. How does one's perspective--child, teacher, parent--shape the interpretation of children's bumps and pushes? Who is in the "right" and who is in the "wrong"? Could these day to day infractions present opportunities for children's reflection and growth?
Ross and Mike talk about how the podcast started and what it taught them about creating a learning community. You can read their companion article in the Summer issue of Active Learner available at www.highscope.org.
Ross has big questions: Why do we do what we do? What brought us into the field of early childhood education and what sustains the passion for teaching? He sparks a conversation about human and cultural development, the dynamic nature of life in the classroom, the joy of experiencing each day as a new day, the challenges that little "zen masters" throw at us, and the collaborative nature of working with young children.
Tom invites the group to talk about how teasing can be fun for children (and adults). When does teasing "work" and when does it miss the mark? Will Tom laugh at every example of teasing mentioned in this episode?
Hugs are good! Physical closeness brings feelings of comfort, safety, joy, and loving. In creating a classroom climate that supports expression of affection, teachers should be on the lookout for hidden bias or expectations that unintentionally restrict children's demonstrations of affection.
Who gets to decide when "it's no big deal?" When a child has strong feelings adults can be at a loss for how to respond. We have choices to make when reacting to a child's feelings. Sometimes our own feelings get in the way.
A discussion about our "space bubbles" and how they vary depending on individual preferences, cultural norms, and context. What role do adults play in shaping children's understanding of peri-personal space?
How can we say "yes" to children's desire and need to run? The group shares ideas from their experiences in how to support joyful running in all kinds of environments. Perhaps classrooms are actually one of the safest places for children to run.