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 fo…

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…

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…

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 …

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. Le…

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 bot…

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. (With…

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 childre…

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 successfull…

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 c…

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 ac…

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…

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 …

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), …

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 u…

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 recall…

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 chi…

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 …

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 …

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…

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 …

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. W…

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…

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…

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 …

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 st…

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 restra…

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…

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…