Teaching With The Body In Mind

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."