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.
Apr 09, 2024•22 min
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!
Apr 02, 2024•19 min
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.
Mar 26, 2024•21 min
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").
Mar 19, 2024•21 min
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?
Mar 12, 2024•23 min
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.
Mar 05, 2024•21 min
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.
Feb 27, 2024•21 min
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...
Feb 20, 2024•19 min
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 .)...
Feb 13, 2024•22 min
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.
Jan 30, 2024•19 min
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 spe...
Jan 23, 2024•19 min
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.
Jan 16, 2024•20 min
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.
Jan 09, 2024•23 min
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?
Jan 02, 2024•24 min
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?
Dec 26, 2023•12 min
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?
Dec 19, 2023•18 min
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?
Dec 12, 2023•22 min
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.
Dec 05, 2023•19 min
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?
Nov 28, 2023•20 min
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.
Nov 21, 2023•25 min
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.
Nov 14, 2023•28 min
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.
Nov 07, 2023•23 min
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...
Oct 31, 2023•21 min
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?
Oct 24, 2023•24 min
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?
Oct 17, 2023•21 min
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.
Oct 10, 2023•19 min
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.
Oct 03, 2023•25 min
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.
Sep 26, 2023•20 min
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?
Sep 19, 2023•23 min
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 lea...
Sep 12, 2023•21 min
