Podcasts about montessori

Straßenverkehr: Wo sind die Gefahrenstellen in Wetzlar?, das Plantschen kann in Braunfels wieder losgehen und Lahn-Dill-Kreis zieht positive Bilanz nach einem Jahr Bezahlkarte. Das und mehr heute im Podcast. Alle Hintergründe zu den Nachrichten des Tages finden Sie hier: Straßenverkehr: Wo sind die Gefahrenstellen in Wetzlar? https://www.mittelhessen.de/lokales/lahn-dill-kreis/wetzlar/strassenverkehr-wo-sind-die-gefahrenstellen-in-wetzlar-5860945 Das Plantschen kann in Braunfels wieder losgehen https://www.mittelhessen.de/lokales/lahn-dill-kreis/landkreis-lahn-dill/das-plantschen-kann-in-braunfels-wieder-losgehen-5887667 Lahn-Dill-Kreis: Positive Bilanz nach einem Jahr Bezahlkarte https://www.mittelhessen.de/lokales/lahn-dill-kreis/wetzlar/lahn-dill-kreis-positive-bilanz-nach-einem-jahr-bezahlkarte-5879322 Positive Bilanz des Socialrides zur „Tour der Hoffnung“ https://www.mittelhessen.de/lokales/kreis-giessen/giessen/positive-bilanz-des-socialrides-zur-tour-der-hoffnung-5886984 Spanier feiern auf dem Wetzlarer Domplatz den WM-Titel https://www.mittelhessen.de/lokales/lahn-dill-kreis/wetzlar/spanier-feiern-auf-dem-wetzlarer-domplatz-den-wm-titel-5886249 Grünes Licht für Montessori-Grundschule in Wetzlar https://www.mittelhessen.de/lokales/lahn-dill-kreis/wetzlar/gruenes-licht-fuer-erste-montessori-grundschule-im-landkreis-5860351 Ein Angebot der VRM.

Die Buderus Arena in Wetzlar gibt einen exklusiven Blick hinter die Kulissen, die erste Montessori-Schule im Lahn-Dill-Kreis öffnet zum Schuljahr 2026/27 ihre Tore und wie E-Scooter-Fahrer sicher ans Ziel kommen. Das und mehr heute im Podcast. Alle Hintergründe zu den Nachrichten des Tages finden Sie hier: Leser schauen hinter die Kulissen der Buderus Arena https://www.mittelhessen.de/lokales/lahn-dill-kreis/wetzlar/leser-schauen-hinter-die-kulissen-der-buderus-arena-5874638 Klimaanlagen: Das Geschäft in Wetzlar und Umgebung boomt https://www.mittelhessen.de/lokales/lahn-dill-kreis/wetzlar/klimaanlagen-das-geschaeft-in-wetzlar-und-umgebung-boomt-5859467 Grünes Licht für Montessori-Grundschule in Wetzlar https://www.mittelhessen.de/lokales/lahn-dill-kreis/wetzlar/gruenes-licht-fuer-montessori-grundschule-in-wetzlar-5860351 Trendsportanlage: Lahnau baut einen Pumptrack https://www.mittelhessen.de/lokales/lahn-dill-kreis/lahnau/trendsportanlage-lahnau-baut-einen-pumptrack-5786271 Prozess wegen Brandanschlags auf Gießener Synagoge beginnt https://www.mittelhessen.de/lokales/kreis-giessen/giessen/prozess-wegen-brandanschlags-auf-giessener-synagoge-beginnt-5855945 So kommen E-Scooter-Fahrer sicher ans Ziel https://www.mittelhessen.de/lokales/lahn-dill-kreis/wetzlar/so-kommen-e-scooter-fahrer-sicher-ans-ziel-5879823 Ein Angebot der VRM.

On the Diocese of St. Cloud's Speaking of Faith podcast, we learn about Catechesis of the Good Shepherd (CGS) from Reyne Alishouse, parishioner at St. Lawrence in Duelm, former catholic school teacher and current homeschool mom and a CGS Level 1 catechist. CGS is a Catholic, Montessori-style, hands-on faith formation held in an "atrium." Reyne explains how the child-centered, quiet space uses Scripture, prayerful "work" and carefully designed materials to help children — ages 3–12 across three levels — encounter Jesus as the Good Shepherd, learn the Mass, parables, and salvation history and develop calmness and deep understanding. With the host, Amber, Reyne discusses parents' growing interest, the need for trained catechists, and an upcoming Level 1 training at St. Mary's Cathedral in St. Cloud, August 10–15. You can find more information about CGS at their national website and more about the upcoming trainings at The Wonderings of Sheep in the Atrium.

On parle beaucoup de neurosciences, d'intelligence artificielle et de santé mentale. Mais si le vrai sujet était finalement notre façon d'apprendre, de transmettre et de donner du sens à nos études ? Dans cet épisode, je reçois Yéléna et Nina, étudiantes en Master 1 de neurosciences. Toutes les deux sont membres de Cognivence, l'association des sciences cognitives, et ont créé Connections, un blog de vulgarisation scientifique qui rend les neurosciences plus accessibles au grand public. Ensemble, nous explorons cette discipline encore jeune et souvent méconnue, mais aussi les raisons pour lesquelles nous sommes de plus en plus nombreux à nous intéresser au cerveau, à la neuroatypie, à la santé mentale ou encore aux pédagogies comme Montessori. La conversation nous emmène bien au-delà des neurosciences. Nous parlons de l'orientation, de Parcoursup et de Mon Master, de la pression des notes, des écoles dites "prestigieuses", des classes préparatoires, des parcours atypiques et de la difficulté de choisir une voie à 17 ou 20 ans. Est-ce qu'une école prestigieuse garantit vraiment un meilleur avenir ? Peut-on réussir en empruntant un chemin différent ? Nina partage également son regard d'étudiante américaine et compare les systèmes universitaires français et américain : la place de l'esprit critique, la relation entre enseignants et étudiants, le coût des études, la mobilité, la pluridisciplinarité et les différences culturelles qui influencent notre manière d'apprendre. Nous échangeons aussi sur les associations étudiantes, essentielles pour créer du lien, découvrir d'autres métiers et retrouver du sens dans un parcours parfois très compétitif. Enfin, impossible d'éviter le sujet qui bouleverse aujourd'hui l'enseignement : l'intelligence artificielle. ChatGPT est-il en train de remplacer l'apprentissage… ou révèle-t-il simplement les limites de notre système éducatif ? Les examens doivent-ils évoluer ? Comment préserver l'esprit critique, les compétences humaines et les interactions qui font toute la richesse de l'enseignement ? Au fil de cet échange, une idée revient sans cesse : les études ne devraient pas seulement former des étudiants performants, mais aussi des personnes capables de réfléchir, de collaborer, de communiquer et de trouver du sens dans ce qu'elles font. Si cet épisode vous plaît, pensez à vous abonner au podcast, à laisser une note et un commentaire. C'est le meilleur moyen de soutenir le podcast et de permettre à ces conversations de toucher encore plus de monde.

You may have heard about Montessori schools, but this approach goes far beyond the classroom. Today we're learning about the importance of bringing these tools into your home so you can better understand you baby's developmental needs. Plus, our panelists share their firsthand experiences using the Montessori methods in their own homes. Learn more about your ad choices. Visit megaphone.fm/adchoices

Wakacje to dla wielu rodziców niemałe wyzwanie. Dlatego w kolejnym odcinku uSawickich chcemy podzielić się z Wami naszymi sprawdzonymi sposobami na ten wyjątkowy czas.Porozmawiamy o pomysłach na rodzinne wyjścia do muzeów, grach, które umilą wspólne chwile, podróżniczych trikach oraz o najważniejszych rzeczach, o których warto pamiętać podczas wakacyjnych wyjazdów.Mamy też dla Was specjalne ogłoszenie! Zbliżamy się do 300. odcinka podcastu, a z tej okazji przygotujemy odcinek specjalny, w którym odpowiemy na Wasze pytania. Jeśli jest coś, o co chcielibyście nas zapytać, zostawcie komentarz pod tym lub jednym z najnowszych odcinków podcastu. Postaramy się odpowiedzieć na jak najwięcej z nich!Zapraszamy do słuchania!Jeśli po wysłuchaniu tego odcinka chcesz lepiej poznać to, co robimy na co dzień, koniecznie zajrzyj tutaj:

Análisis a Fondo: ¿La CNDH encubre la verdad y revictimiza a los 43 de Ayotzinapa?Enlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

¿Marina del Pilar en aprietos? Los audios que sacuden a MorenaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

Sentencia al May0 Zambada: los secretos, las implicaciones y el drama sin fin de su capturaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

In this episode of Crime Bit with Danielle Hallan, the case of 6-year-old Elisa Izquierdo becomes a devastating look at what happens when warnings are ignored again and again. What starts with a little girl thriving with her father, a Montessori school fighting for her, and repeated reports of abuse quickly becomes failed custody decisions, missed home visits, ignored school concerns, sealed child welfare records, public outrage, and the creation of Elisa's Law to force more transparency and accountability. Learn more about your ad choices. Visit megaphone.fm/adchoices

Co zrobisz, gdy własny ojciec powie Ci: „Zejdź na ziemię, nie będziesz żadnym milionerem”? Łukasz Simiński zamiast się poddać, postanowił udowodnić, jak bardzo się mylił. Dziś jako współtwórca gry planszowej Wiedźmin (The Witcher Legacy) zbiera niespełna 12 milionów euro w crowdfundingu od graczy z całego świata, a jego marka jubilerska Auroria podwaja obroty rok do roku.W tym odcinku audycji Maciej wejdzie głęboko w proces myślowy Łukasza Simińskiego, który całkowicie odrzucił tradycyjne podejście do biznesu, aby odzyskać wolność, spokój i czas dla rodziny.Z tej rozmowy dowiesz się:

Today's conversation is the fourth in a series of check-ins with my good friend and bilingual mom, Samantha! We previously checked in when Samantha's daughter was 12 months, 15 months, and 18 months old. (If you missed our previous conversations, you can go back and listen to them: they are ⁠episode 50⁠, ⁠episode 56⁠, and episode 59.) And then...I took a hiatus from the podcast! Now it's been two years since our last check-in, and Samantha's daughter is three and a half years old. She has been attending a Montessori school and speaking a lot, in both English and Italian. Listen in to my conversation with Samantha to hear about how bilingualism is going in their family now that her daughter is three.Things we mention in the episode:Parenting Multilingual Children WorkshopItalian Audiobooks: https://www.ilnarratore.com/it/ and https://www.libraccio.it/Follow Multilingual Montessori:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Website⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Consultations⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Support the Podcast⁠⁠⁠⁠

Dans cet extrait, Joëlle Sicamois, directrice de la Fondation pour l'Enfance, met en lumière les limites du système actuel face aux besoins réels des enfants et des parents.Elle rappelle à quel point les rythmes imposés, dès la petite enfance, sont peu adaptés au bien-être des familles, rendant la tâche parentale souvent éprouvante.Elle souligne également l'importance d'être tolérant envers soi-même et les autres parents, et nous encourage à voir l'éducation comme un cheminement plutôt qu'une addition de recettes miracles. Elle insiste sur la nécessité d'accompagner l'enfant dans ses émotions, d'accepter l'imperfection et d'avoir le courage de reconnaître ses propres erreurs.Elle nous alerte aussi sur les conséquences des cris et des violences ordinaires, ainsi que l'impact d'une posture éducative respectueuse et consciente, loin des automatismes.L'épisode intégral est à retrouver sur toutes les plateformes d'écoutes de podcast le 09/07/2026.

As Women Emerging concludes its Journeys to Leadership series, this special re-release revisits one of the conversations that helped shape how we think about leadership.The episode brings together Rouba Mhassen, Erica Su, and Folawe Omikunle as they reflect on the moments that transformed how they understood themselves and the way they lead.Rouba shares how she did not recognise herself as someone leading until others named it, and how embracing that identity changed everything. Erica explores the importance of writing your own story, making decisions that are self-defining rather than self-limiting, and having the courage to say no. Folawe reflects on leading with love, building communities that lift one another up, and accepting that difficult conversations are part of the journey.Together, their stories explore confidence, responsibility, identity, relationships, courage, and the quiet moments that reshape how we see ourselves. The conversation reminds us that leadership is rarely a linear journey, and that the most significant turning points are often recognised only in hindsight.About the Guest:Rouba MhaissenRouba Mhaissen is an economist, activist, and development practitioner focused on the MENA region, particularly forced migration and the Syrian refugee crisis. She is the founder and director of the Sawa Foundation and Sawa for Development and Aid, organizations dedicated to working with Syrian refugees through an integrated development approach since 2011. Mhaissen has also worked with Lebanese, Iraqi, and Palestinian refugees and has been actively involved in lobbying for human rights, especially concerning Syrian refugees. Her expertise spans a range of issues, including education, gender, violence, conflict, household economics, forced migration, and activism.Erica SuErica is the EY Global Emerging Markets Leader for Strategy and Transactions, with 20 years of experience in cross-border M&A. She specializes in helping foreign companies expand in China and advising Chinese companies on international investments. Erica's expertise spans due diligence, M&A negotiation, financing, and post-merger integration. She has worked across industries like manufacturing, automobile, FMCG, and healthcare, focusing on enhancing value, competitiveness, and efficient resource allocation through M&A.Folawe OmikunleFolawe Omikunle is the CEO of Teach for Nigeria, where she leads efforts to address education inequity. She graduated with a bachelor's in international law and diplomacy from Babcock University and a master's from the Diplomatic Academy of London. Folawe's passion for education grew while working as a school administrator, particularly after helping an orphaned child. Influenced by Montessori's belief in every child's potential, she pursued further education in Montessori education. Folawe's work with Teach for Nigeria and the Association of Private Educators in Nigeria has focused on improving education for marginalized children and leading systemic change. She was recognized as one of the 100 most influential young Nigerians in 2017.

Is Montessori a good fit for a Christian family? If you're weighing a Montessori school against a Christian one, this episode gives you a careful, fair place to start.Elizabeth Urbanowicz evaluates pure Montessori philosophy point by point, using the American Montessori Society's own description, and holds each part up to Scripture. You'll hear where Montessori genuinely reflects how God designed children, their curiosity, the value of mixed-age classrooms, and learning at an individual pace, and where its underlying view of human nature falls short of a biblical understanding. Along the way, Elizabeth shares the specific questions every parent should ask before enrolling a child in any Montessori school.

Are screens impacting your child development? Learn how screen time effects influence physical milestones and daily habits for young kids. Host Tina Yeager sits down with pediatric physical therapist and author Ginny Cruz to explore the connection between digital media and early childhood growth. If you are a parent wondering how much device usage is appropriate, this conversation provides a clear perspective on balancing technology with necessary physical movement. We discuss the insights found in Ginny Cruz's book, The New Mom's Guide, to help you navigate modern parenting challenges. You will gain a better understanding of how screen time effects manifest in physical play and social interaction. By applying these professional observations, you can create healthier screen habits for your family without the guilt. Episode Highlights

Sheinbaum adopta una postura de mayor firmeza ante un Trump que no respeta a los débiles: mesaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

Salinas Pliego está en problemas por sus deudas; es un empresario rico con empresa pobre: mesaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

Es inaceptable el nivel tan descarado de corrupción en el Mundial: mesaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

Feeling like your students are becoming more disengaged, dependent, or resistant as they move into adolescence? Wondering how to build genuine independence without constantly reminding, managing, or motivating them? In this episode, I sit down with Jan and Rhonda, two experienced Montessori adolescent guides, to explore a radically different model of middle school education. Instead of relying on grades, compliance, and teacher direction, their students spend each day tackling meaningful work, managing real responsibilities, and contributing to a community that depends on them. The result is a learning environment where motivation grows from purpose—not pressure. From students planning weekly meals and managing budgets to caring for farms, leading projects, and solving real problems together, you'll discover how authentic responsibility transforms adolescent learners. Along the way, Jan and Rhonda explain why teenagers need meaningful work, trusted relationships, and opportunities to contribute if we want them to become confident, capable young adults. You'll learn: Why traditional schooling often misunderstands the developmental needs of adolescents How meaningful work and real responsibility naturally increase motivation and independence Practical ways to build student ownership without giving up structure or support Why mixed-age communities and authentic contribution develop confidence, collaboration, and leadership How shifting from teacher control to purposeful guidance helps adolescents thrive Whether you teach in a traditional, IB, project-based, or Montessori classroom, this episode will challenge the way you think about adolescence—and offer practical ideas for creating more student-centered learning environments where teenagers feel trusted, capable, and motivated to contribute. Get the Book: Where Is The Teacher: 12 Shifts for Student-Centered Environments  Take the 12 Shifts for Student-Centered Environments Scorecard: 12 Shifts Scorecard 

Many Montessori apologists decry the use of AI in the classroom, claiming this type of technology is harmful to the learning experience. But our latest experiment actually proves the opposite. We just opened Montessorium, a school that combines the learning technology of Alpha Schools with the classical Montessori method of teaching. Anna Smiley, Lead Guide at Montessorium, joins MacKenzie to break down the real-world results of this model so far—and how AI can actually enhance, not replace, child-led learning.

Jay Gunkelman has read more than half a million brain scans — and this week he and host Pete Jansons skip the EEG entirely to answer a bigger question: how would you actually redesign school? Jay takes the magic wand to class sizes, teacher pay, the trades, and why you can't give one lesson to thirty different brains. Along the way he tells the story of how he beat the system himself — registering through the University of North Dakota's computer center, signing his own advisor card, running a lab without a degree, and getting one mailed to him anyway. Then the neuroscience: how a whack-a-mole game, a go/no-go task, and a 35-minute dry-sensor EEG can spot the ADHD, sensory-processing, and OCD signatures a behavioral test walks right past. Plus Joshua Moore's intro to QEEG phenotypes.

Cet épisode est coproduit avec le département de l'Essonne qui a fait de la maîtrise du langage sa grande cause pour l'année 2026. Je les remercie chaleureusement pour leur soutien.« Ce que vous allez nommer à votre bébé va devenir pour lui important. »Comment l'exposition au langage dès les premiers jours de vie influe-t-elle sur le destin d'un enfant ? Quels leviers concrets existent pour agir face à l'explosion des inégalités langagières ?Dans cet épisode je reçois Ghislaine Dehaene, pédiatre et neuroscientifique, directrice de l'équipe de neuro-imagerie du développement au CNRS, ainsi que François Durovray, président du Conseil départemental de l'Essonne. Ensemble, ils partagent leurs savoirs et leurs engagements pour améliorer l'acquisition du langage dès la naissance et offrir à chaque enfant les chances d'un développement harmonieux.Ghislaine est une figure majeure de la recherche scientifique sur le cerveau de l'enfant en France. Son travail éclaire les mécanismes de l'apprentissage du langage et des périodes critiques du développement.François s'attache quant à lui à mettre en place dans son département des politiques publiques ambitieuses : la maîtrise du langage chez les 0-3 ans a été choisie comme grande cause départementale.Leur dialogue propose une passerelle entre connaissances scientifiques, expériences de terrain et actions concrètes.Nous abordons notamment :✅ À partir de quel âge un bébé commence à apprendre la langue entendue autour de lui✅ En quoi les écrans ne sont pas le problème principal : l'enjeu, ce sont les échanges humains✅ Quelles politiques publiques et initiatives locales peuvent soutenir l'éveil au langage pour tous✅ Des idées pour ne pas culpabiliser les parents, mais redonner confiance et envie d'interagir✅ L'importance du sommeil, de la nutrition et des interactions adultes-enfants pour le développement globalVous découvrirez comment chaque adulte peut, par des gestes simples, soutenir le développement de l'enfant, et comment les collectivités s'organisent, de la PMI aux Maisons des 1000 premiers jours, pour accompagner les familles, sans jamais tomber dans la culpabilisation.Les sujets abordés :(00:06) L'impact décisif du tout premier environnement sur l'entrée dans le langage(02:15) Pourquoi parler à son bébé est fondamental(05:43) Les inégalités d'exposition au langage et leurs conséquences durables(08:10) Séparer troubles réels et retards(10:55) Le rôle clé des familles, des structures d'accueil et de la société(16:34) Politiques publiques : actions menées et outils concrets pour soutenir le langage chez les tout-petits(20:47) La place du livre, de l'échange et les dangers de l'isolement parental face aux écrans(25:48) Langage et vie in utero : ce que l'on sait du développement précoce(30:00) Déculpabiliser les parents, retrouver des gestes simples, accompagner sans injonctions(39:42) Focus sur les Maisons des 1000 premiers jours et leur complémentarité avec les PMIRessources citées :Maison des 1000 premier joursAssociation 1001motsUn épisode qui nous aide à comprendre que chaque mot, chaque échange construit silencieusement l'avenir des adultes de demain.

In this episode, I sit down with developmental specialist and educator Rhea Brashear to discuss why movement is the foundation of brain development. We explore the importance of crawling, primitive reflexes, muscle tone, and developmental milestones, and how these early experiences influence learning, attention, confidence, and independence. Rhea shares insights from decades of experience helping children and adults build stronger developmental foundations and explains why early intervention can make a lasting difference. - - - - - About the Guest: Rhea Brashear is a veteran Montessori educator, developmental specialist, and Georgia Teacher of the Year recipient. With more than 40 years of experience in education and over a decade of work focused on developmental foundations and cognitive processing, she has dedicated her career to helping individuals build stronger neurological and learning pathways. As both an educator and parent of a child with developmental challenges, Rhea brings a unique perspective to understanding how movement, environment, and development work together to support lifelong learning and success. - - - - - Connect with Dr. Laura Hanson Website: https://www.connectmybrain.com/ Instagram: https://www.instagram.com/connect.my.brain/ Facebook: https://www.facebook.com/connectmybrain YouTube: https://www.youtube.com/@dr.laurahanson4765 - - - - - PODCAST Thank you for listening. Please subscribe and share. This podcast is produced by DrTalks.com https://drtalks.com/podcast-service/

Cet épisode est coproduit avec le département de l'Essonne qui a fait de la maîtrise du langage sa grande cause pour l'année 2026. Je les remercie chaleureusement pour leur soutien.Dans cet extrait, la question des inégalités d'exposition au langage chez les jeunes enfants est posée de manière frappante à partir du constat alarmant en Essonne : près d'un quart des enfants de petite section y présentent des retards ou des troubles du langage, bien au-dessus de la moyenne nationale.Cette situation entraîne des conséquences lourdes sur la réussite scolaire et l'insertion sociale future des enfants. François Durovray, président du Conseil départemental de l'Essonne, explique comment ce constat, nourri par le terrain et renforcé par les apports récents des neurosciences, a conduit à faire de la maîtrise du langage une grande cause départementale.En effet, les connaissances nouvelles sur le fonctionnement du cerveau, l'acquisition du langage et l'impact de l'environnement social et humain dès la petite enfance, permettent aujourd'hui de mieux comprendre les causes de ces inégalités et, surtout, d'imaginer des solutions.L'épisode interroge le rôle essentiel des professionnels de la petite enfance et des parents, et la nécessité d'agir très tôt pour garantir à chaque enfant les mêmes chances de développement : il ne s'agit plus uniquement de constater, mais de mettre en place des actions concrètes pour soutenir parents, enfants et éducateurs dans ce défi collectif.Cet épisode est une table ronde avec François Durovlray, président du Conseil départemental de l'Essonne, et Ghislaine Dehaene, pédiatre et neuroscientifique au CNRS.L'épisode intégral est à retrouver sur toutes les plateformes d'écoutes de podcast le 02/07/2026.

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The strength of even the smallest children is more than we imagine, but it must have a free play in order to reveal itself" - Maria Montessori Summary This episode focuses on understanding toddlers not as problems to manage, but as persons in a critical state of development who are striving for independence and learning how to function in the world. Through a Montessori-informed and Catholic lens, Maggie Radzik explains that much of what parents label as "misbehavior" is actually a child's natural growth process combined with limited emotional regulation. Her conversation with Mike and Alicia emphasizes that parents should shift from control to formation by observing their child, preparing an environment that supports success, and responding calmly—especially during tantrums, which are signs of overwhelm rather than defiance. The episode highlights that parenting toddlers is as much about the child's formation as it is about the parents' own growth in patience, humility, and intentionality, with a gentle reminder that even very young children can begin to encounter God through simple, peaceful experiences of faith.   Key Takeaways Your toddler is not the problem - you are.   You are being formed by them as you are taking on this parenting role!    Toddlers crave independence but they are easily overwhelmed.  Create an environment for them to learn.     We need to allow the environment of the home to teach the child, but that means we need to slow down and observe them and see what they need.   To handle a tantrum, we need to stay calm and grounded and not take it personally.     Stop reacting and shift to being intentional about how you treat them.  They are a person in progress!    Couple Discussion Questions Where do we see our toddler striving for independence lately? What situations seem to overwhelm our toddler most? How do each of us typically respond to tantrums? Where do we say "no" the most? Could we change the environment instead?   Resources MFP Discipline Guide https://messyfamilyproject.org/guide/discipline-guide/   MFP Blog: How to Survive the Toddler Years https://messyfamilyproject.org/blog/how-to-survive-the-toddler-years-2/  

Parenting is one of life's most important negotiations—balancing guidance with independence, discipline with compassion, and structure with flexibility. Yet in today's fast-paced world, many parents struggle to create a peaceful home while raising confident and resilient children. In this empowering episode of The Art of Feminine Negotiation, Cindy Watson sits down with Teresa Angeles to explore How Parents Can Negotiate Peace, Purpose, and Resilience at Home. Drawing on more than 25 years of experience as a Montessori-certified educator, homeschool parent of six, and founder of Montessori Families, Teresa shares heart-centered strategies that help parents build stronger connections, foster independence, and support their children in reaching their fullest potential. Tune in for practical insights on conscious parenting, family harmony, and creating a home environment where both parents and children can flourish.   In this episode you will discover:   Why concentration is the first objective for young children? What trigger's us to be impatient or angry? How can parents understand more about the connection between the child's environments? The choices and options for them and their emotional regulation? What impact does shifting from a control-based dynamic to a collaboration-based partnership have on trust, communication, and connection within the family? What is one Montessori inspired negotiation that parents can start practicing today? And many more!   Learn more about Teresa:   Website: https://montessorifamilies.com/ Linktree: @teresa_angeles   If you're looking to up-level your negotiation skills, I have everything from online to group to my signature one-on-one mastermind & VIP experiences available to help you better leverage your innate power to get more of what you want and deserve in life. Check out our website at www.artofFeminineNegotiation.com if that sounds interesting to you.   Get Cindy's book here: Amazon   https://www.amazon.com/Art-Feminine-Negotiation-Boardroom-Bedroom-ebook/dp/B0B8KPCYZP?inf_contact_key=94d07c699eea186d2adfbddfef6fb9e2&inf_contact_key=013613337189d4d12be8d2bca3c26821680f8914173f9191b1c0223e68310bb1 EBook   https://www.amazon.com/Art-Feminine-Negotiation-Boardroom-Bedroom-ebook/dp/B0B8KPCYZP?inf_contact_key=94d07c699eea186d2adfbddfef6fb9e2&inf_contact_key=013613337189d4d12be8d2bca3c26821680f8914173f9191b1c0223e68310bb1 Barnes and Noble   https://www.barnesandnoble.com/w/the-art-of-feminine-negotiation-cindy-watson/1141499614?ean=9781631959776 CONNECT WITH CINDY: Website: www.womenonpurpose.ca Website: www.practicingwithpurpose.org Facebook: https://www.facebook.com/womenonpurposecommunity/ Instagram: https://www.instagram.com/womenonpurposecoaching/ LinkedIn: linkedin.com/in/thecindywatson Show: https://www.womenonpurpose.ca/media/podcast-2/ X(Twitter):  https://twitter.com/womenonpurpose1 YouTube: https://www.youtube.com/@hersuasion Email: cindy@womenonpurpose.ca  

« Le prénom, c'est une histoire. Les parents ont besoin d'une histoire à se raconter et à raconter ensuite à leur enfant. »Choisir le prénom d'un enfant, un détail anodin ? Pas si simple.Derrière chaque prénom se tissent des histoires d'identité, de culture, et de transmission.Dans cet épisode je reçois Julia Thévenot, spécialiste de l'onomastique (l'étude des noms propres) et consultante en choix de prénoms. Autrice et créatrice du compte Instagram « Son prénom - Julia Thévenot », elle accompagne les familles dans cette aventure intime et parfois délicate de la parentalité : la recherche du prénom de leur enfant.Julia nous partage plus de quinze ans d'expérience autour des prénoms : leur charge émotionnelle, les tendances et cycles sociaux, le blocage face à la recherche de singularité, l'influence des œuvres culturelles ou encore la question des marqueurs sociaux aujourd'hui. À travers son approche à la fois théorique et pratique, elle aide à comprendre pourquoi le choix d'un prénom révèle tant de choses sur nous et sur notre époque.Nous avons parlé de :⁠➜ Pourquoi le choix d'un prénom raconte toujours une histoire➜ Comment les attentes, l'affect et la culture guident les préférences des parents➜ La place du prénom dans la construction identitaire et sociale de l'enfant➜ L'influence des tendances, des romans, des séries et même du top 10 annuel➜ Ce qui se joue derrière « l'originalité » et la quête du prénom unique aujourd'huiUn épisode à découvrir pour se questionner sur ce qui façonne l'identité, dès la naissance.Au programme :(02:22) Science des prénoms et parcours de Julia Thévenot(03:02) Prénom : identité, histoire et émotion(04:52) Les moteurs de la fascination pour les prénoms(07:12) Accompagnement des parents et blocages courants(10:10) Panorama des styles et tendances de prénoms(14:29) Diversité de goûts, genre et évolutions sociales(19:50) Variété inédite et usages du prénom aujourd'hui(25:08) Influence de la fiction, de la culture et cycles de mode(27:20) Prénoms, marqueurs sociaux et dynamiques culturelles(31:07) Conseils aux parents, regrets et changements de prénoms(35:00) Choix du prénom : amour parental et projections d'avenirRessource citée :Instagram @sonprenombyjulia

Dans cet extrait, nous découvrons la passion de Julia Thévenot, spécialiste de l'onomastique (l'étude des noms propres), autour du choix des prénoms.Julia nous partage les raisons derrière le succès de son compte Instagram dédié aux prénoms (@sonprenombyjulia) , où elle propose une approche inédite mêlant onomastique, linguistique et accompagnement parental.Son regard bienveillant permet aux parents de découvrir non seulement des prénoms originaux et rares, mais aussi d'élargir leur réflexion sur le choix du prénom, entre dimensions personnelles, esthétiques et familiales.Elle explique comment les réseaux sociaux sont devenus essentiels dans cette quête, en offrant une plateforme d'échanges et de projections émotionnelles.Julia revient également sur les différentes raisons pour lesquelles les parents font appel à elle : blocages dus à des goûts opposés, difficultés à trouver un terrain d'entente, ou simplement besoin de clarifier leurs critères. Son travail consiste alors à analyser, conseiller et aider chaque couple à composer un choix qui leur ressemble.L'épisode intégral est à retrouver sur toutes les plateformes d'écoutes de podcast le 25/06/2026.

What if the key to helping children learn to write, count, and grow wasn't more pressure but more play? In this episode of Adventures in Learning, Dr. Diane Jackson Schnoor welcomes developmental therapist and early childhood advocate Sola Zaccheus for a rich conversation about fine motor development, developmentally appropriate practice, and the power of purposeful play.Sola shares her path from aspiring lawyer to educator and therapist, and how that journey led her to create Knots and Knuckles, a framework focused on strengthening the whole body before expecting children to master small motor tasks like writing, tracing, or holding a pencil correctly. Together, Diane and Sola unpack why play is not a break from learning; it is learning; and how teachers can embed literacy, math, language, and problem solving into meaningful hands on experiences.This conversation is especially powerful for early childhood educators, instructional coaches, therapists, and families who want practical strategies for supporting children in ways that are joyful, developmentally sound, and responsive to the child in front of them. From modeling in the classroom to building independence through everyday routines, this episode offers both encouragement and concrete ideas you can use right away.Chapters01:16 From aspiring lawyer to early childhood educator06:12 Why play belongs at the center of learning10:59 Modeling, engagement, and what children need from adults12:20 Behavior, support needs, and classroom environments18:08 Fine motor development and Knots and Knuckles23:13 Montessori, independence, and everyday routines25:08 Language, narration, and the power of conversation29:08 Why adults need play too31:00 How to connect with Sola32:02 What brings hopeKey momentsChildren need time, repetition, and practice before mastering complex skills.Play supports critical thinking, peer interaction, creativity, and regulation.Teachers do not have to abandon curriculum; they can weave it into play.Simple shifts in language and environment can make a big difference.Growth happens when we meet children where they are and build from there.About the guestSola Zaccheus is a developmental therapist, early childhood specialist, and founder of The Golden Nugget LLC and Knots and Knuckles. She supports educators, programs, and families with developmentally appropriate strategies that strengthen fine motor skills, language development, independence, and whole child learning.Connect with SolaWebsiteInstagram: @thegoldennuggetllcEmail: thegoldennuget2024@gmail.comLinkedIn @SolaZaccheusStay connectedLearn more about Dr. Diane's speaking and professional development: drdianadventures.comSubscribe to Adventures in Learning on Apple Podcasts, Spotify, Buzzsprout, and wherever you listenSupport the showShare this episodeIf this conversation sparked wonder, gave you a helpful strategy, or offered a needed reminder of hope, please share it with a friend or colleague.Subscribe • Download • Review • Tell a friendStay updated with our latest episodes and follow us on Instagram, LinkedIn, and the Adventures in Learning website. Don't forget to subscribe on Apple Podcasts, Spotify, or wherever you get your podcasts! *Disclosure: I am a Bookshop.org. affiliate.

What does meaningful school change actually look like? In this episode of Our Classroom, Roberto Germán sits down with Dr. Lucy Canzoneri-Golden, Co-Founder and Co-Director of Coral Reef Montessori Academy Charter School, to discuss what happens when a school commits to culture, belonging, and student-centered learning over the long haul. Rather than treating equity and inclusion as isolated initiatives, Coral Reef Montessori has worked intentionally to embed these values into the fabric of the school community. Dr. Canzoneri-Golden shares lessons learned from that journey, the challenges along the way, and the impact it has had on students, educators, and school culture. In this conversation, we explore: Why school culture work cannot be treated as “one more thing” What motivated Coral Reef Montessori to invest deeply in this work How teachers' mindsets and practices evolved over time The challenges of leading meaningful change Why sustainability matters more than one-time professional development What annual teacher reflections revealed about the impact of the work Advice for school leaders seeking to create more inclusive learning communities This episode is a reminder that meaningful change rarely happens overnight. It happens through commitment, reflection, relationships, and a willingness to keep showing up. Key Reflection “School culture isn't built through a single workshop. It's built through years of intentional practice.” About Dr. Lucy Canzoneri-Golden Dr. Lucy Canzoneri-Golden is an educator, Montessori leader, and advocate for child-centered learning. As Co-Founder and Co-Director of Coral Reef Montessori Academy Charter School, she has helped cultivate a learning community grounded in independence, curiosity, compassion, and lifelong learning. Discussion Questions What does sustained school improvement look like in your context? How do you move important work from initiative to culture? What feedback are you gathering from teachers, students, and families? What systems help meaningful change endure? School leaders, if this conversation resonated with you, we'd love to help your team move from good intentions to sustained impact. Multicultural Classroom partners with schools and districts through professional development, coaching, and implementation support designed to strengthen belonging, student engagement, and culturally sustaining practice. Visit MulticulturalClassroom.com to learn more. Let's build the kind of schools our students deserve. Teach in Truth. Lead with Courage. Belong to a Community That Gets It.

Courtney Meiers is a licensed school psychologist and unschooling mom who supports families in understanding the architecture of how their child learns: cognitively, emotionally, and developmentally. Drawing on more than eight years of school psychology experience, along with extensive tutoring,coaching, and classroom teaching experience, she specializes in translating complex psychological insight into practical clarity for parents seeking alternatives to traditional educational frameworks.Her work bridges evidence-based learning science with whole-child understanding, equipping families to make intentional, empowered decisions to support their children's uniqueness and allow them to thrive.2:00 - Can you share a little about yourself and your family?3:50 - What are your experience like as a classroom teacher and school psychologist?8:20 - What were some of the things that you observed that made you think that we are not serving students well in the school system?12:50 - Why are boys and minorities overrepresented in special education?16:11 - How did you discover unschooling?17:23 - What was your initial reaction to unschooling?RESEARCH. READ. REACH OUT.19:00 - What would you say to a parent who wants to get started with unschooling but is struggling with fear and doubt?20:25 - How are Waldorf and Montessori different from unschooling?26:00 - The problem of public shaming in the public school system27:23 - How does the school system impact a child's mental health?29:10 - How does unschooling impact a child's mental health?33:00 - The problem of medicating children38:00 - Upcoming Worldschooling Trips39:00 - How do you know what you like if you are unschooled?39:50 - The impact of severing the parent/child attachment40:30 - Is it necessary for a child to learn how to endure bullying?45:42 - What do you do now for work since leaving the public school system?48:45 - How can someone connect with you?BOOK A CONSULTATION HERE: https://calendly.com/courtney-meiers-...FOLLOW COURTNEY ON SOCIAL MEDIA: TIKTOK:   / courtney_shakti  INSTAGRAM:   / courtney_shakti  EMAIL: Courtney.Meiers@paxacademy.org 50:35 - Would you label a child with ADHD?54:50 - What does your "rhythm" look like now that you have left the school system?

Izquierdas han cometido errores, pero impulso de derechas en LATAM viene principalmente de EU: mesaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

Derecha insiste en criticar a AMLO con un texto mal elaborado hecho para golpetear: mesaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

La política tiene mucho de espectacularidad y de crear procesos de identificación popular: mesaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

In this episode of TAB Storytellers, Abi and Jen sit down with Emily Bawol, an art teacher, artist, and art therapist at A2 STEAM in Ann Arbor, Michigan. Emily shares how her path through discipline-based art education, art therapy, motherhood, Waldorf, Montessori, Reggio-inspired learning, and project-based education helped her recognize that she was already building a TAB studio before she had the language for it. Together, the trio explores the role of the art teacher in a TAB classroom, especially around idea generation, material exploration, autonomy, and helping young artists trust that their own ideas matter. Emily talks about creating a studio rooted in wonder, where students learn that they are the most important tool in the room, while still building the skills, habits, and confidence they need to bring their ideas to life.For more information about TAB, please visit the TAB website: Teaching for Artistic Behavior. You are also invited to join us on Mighty Networks, an online platform dedicated to everything TAB.Resources:Teaching for Artistic Behavior / TABTAB ResourcesTAB Storytellers PodcastTAB Mighty Networks CommunityEmily Bawol / A2 STEAM Art & DesignA2 STEAM Project-Based LearningAmerican Art Therapy Association: About Art TherapyCASEL: Fundamentals of SELDiscipline-Based Art Education, Getty Virtual LibraryWaldorf Education, Association of Waldorf Schools of North AmericaAmerican Montessori Society: About MontessoriNorth American Reggio Emilia AlliancePBLWorks: What Is Project Based Learning?Melissa Purtee: The Difference Between TAB and Choice and Why It MattersTAB Institute at MassArtJulie Toole, MassArt TAB Institute Faculty ProfileTAB Storytellers S3E5: Meet Julie TooleHarvard Project Zero Thinking RoutinesProject Zero: See, Think, WonderStudio Thinking Books and ResourcesPeter London, No More Secondhand Art, Internet ArchiveSeymour Simmons III: The Value of DrawingArtists Mentioned:Jean-Michel Basquiat, official estate websiteFrida Kahlo Museum / Museo Frida KahloMark Rothko, National Gallery of ArtPablo Picasso, National Gallery of ArtVincent van Gogh, Van Gogh MuseumHere is a link to the lightly edited transcript of this episode. We recognize that there are probably errors and grammatical issues. If anyone with the time or inclination to edit this wants to do so, please email us at ⁠storytellers@teachingforartisticbehaviors.org⁠.

Trusting Beyond Words in Therapy with Salvador Moreno López on The Living Process with Greg Madison. Episode 51.Prof. Salvador Moreno López talks about organismic wisdom as he finds it through Focusing and in therapy sessions. Salvador emphasises the importance of trusting bodily expressions, sounds, gestures, chanting, as well as opening up to the body's senses. He touches on the topics of empathy, Gendlin's philosophy, intuition, as well as integrating the philosophy of Paulo Freire and María Montessori into his teaching and his practice. Salvador teaches and supervises therapists and his courses, writing and texts, can be found below:Terapia Orientada al Focusing | Focusing Mexico Salvador Moreno-LópezPsychotherapist, trainer of psychotherapists, and writer.Salvador has published several books, book chapters, and articles on Focusing-Oriented Psychotherapy, Supervision of Psychotherapeutic Work, and The Place of the Lived World in Psychotherapy. His training as a psychotherapist and consultant began with the Person-Centered Approach (Carl Rogers) and later with the Philosophy of the Implicit and Focusing (Eugene Gendlin). However, he approaches his work from an interdisciplinary perspective that connects different sources of knowledge, such as neuroscience, anthropology, sociology, literature, and music, among others.Episode 51 - https://youtu.be/vZakIIpQ72IThe Living Process - all episodes and podcast links: https://www.londonfocusing.com/the-living-process/TLP YouTube video channel: https://www.youtube.com/playlist?list=PLC0TgN6iVu3n9d9q2l43z1xBMYY3p9FQL#Focusing #focusingorientedtherapy #EugeneGendlin #FeltSense #TerapiaCentradaEnElCuerpom #EnfoqueCorporal #PsicoterapiaExperiencial #psychotherapy #SomaticExperiencing  #Psicoterapia #TerapiaExistencial #TerapiaSomática #TerapeutaMexicano 

We're back with another On the Journey episode! Pam, Anna, and Erika had a powerful conversation with Living Joyfully Network member and unschooling dad Sam. Sam shared deeply about his journey with his daughter through autistic burnout. We talked about Sam’s experiences in both PDA and unschooling parent communities, the depth of the inner work that this journey involves, and some of the major paradigm shifts that Sam has made along the way. It was a really meaningful conversation and we hope it resonates with you! Watch the video of our conversation on YouTube. THINGS WE MENTION IN THIS EPISODE We invite you to join us in the Living Joyfully Network, a warm and welcoming online community of like-hearted parents. It's a non-judgmental space where you can steep in these unconventional ideas around parenting, relationships, and learning, and explore what they might look like day-to-day in your uniquely wonderful family. We offer a free month trial so you can see if it's a good fit for you. Click here to join us. Sign up to our mailing list on Substack to receive our email newsletters as well as new articles about learning, parenting, and so much more! Check out our website, livingjoyfully.ca for more information about exploring unschooling and navigating relationships. EPISODE TRANSCRIPT ANNA: Hello, everyone. I’m Anna Brown from Living Joyfully and today I’m joined by my co-hosts Erika Ellis and Pam Laricchia, as well as our special guest today, Sam. Hello to you all. I really appreciate Sam joining us today. He’s a member of the Living Joyfully Network and it’s been really nice getting to know his story and watch how things have unfolded. He brings that thoughtful, intentional energy that I love about the Network. That energy helps fuel my own personal growth and create a beautiful, supportive environment where we can dig deeper and question the prevailing narratives. So, Sam, to get us started, can you tell us a little bit about you and your family and what everybody’s interested in right now? SAM: Sure, yeah. Well, I live in Minneapolis with my wife Kate and my daughter. I recently retired from work early. I did the early retirement thing. I had been working part time for the year previous to that. And so, I guess I can start a little bit with what my daughter’s into. I mentioned to her that this was going to be one of the questions and she said interior design and interior decorating and games. And then I would add a few things to that, too. Right now, she’s super into making slime, large amounts of slime in many different permutations. There’s lots of experimentation happening with different ingredients and add-ins and colors and that kind of thing. So, that’s kind of fun and messy. She has a wide doll collection and she’s been really into making her own rooms. She calls them mini rooms and they’re essentially like dollhouse rooms, like a kitchen or a bedroom. She makes one room at a time and adds them on to each other and buys these little, tiny little Mini Brand versions of real life products that she stocks in the doll refrigerator really intricately. And I guess that ties into her interior design interest, as well. She’s super creative. She really likes to do drawing. She makes videos and she actually, I’m kind of amazed at some of the videos that she makes because she’s, I don’t even think I said she’s nine. And so she uses her iPad to make videos and she has her own YouTube channel. She has two YouTube channels, which are not updated too frequently. It’s something she’ll get really into and then completely abandon and then six months later be really into it again. And so, that’s fun. And then she likes building forts. She likes playing with our dog Lucy, and various other things. And she watches videos. She loves YouTube and learning. She’s really into watching videos about Minecraft and Toca Boca World, which is the other game that she’s really into at the moment. She watches videos about all kinds of things like science and history. It's interesting. She’ll frequently tell me very random facts that she’s learned by watching videos and I, being skeptical, when I look at the videos she’s watching then I’ll Google it and be like is that really true? And it’s interesting because it almost always is accurate and so that’s been an interesting learning for me because I’m the kind of somebody who’s avoided YouTube and never wanted to have anything to do with it for many years. And now I watch quite a bit of it just to keep up with what she’s doing. So that’s kind of fun. And my wife Kate, she works in public policy. She’s an environmental climate scientist, and she works on making and contributing to the creation of policy to help us in the state of Minnesota adapt to climate change. And she is super engaged and super smart. And she also likes to compete in triathlons a couple of times a year. She and I are very different in the sense that she needs to have some kind of external motivator to do things and so she really thrives on deadlines and procrastination and that sort of thing and I’m completely the opposite of that. And then we just hang out a lot. We do a lot of hanging out at home, reading, and that kind of thing. And then, for me, I always have a hard time talking about myself, but I read a lot. I’m currently really interested in reading 19th century British novels, and I’m not sure why, I’ve just been really obsessed with it over the past year or so. So, I’m always reading a couple of books. I’ve really been into reading poetry from different periods, and I’ve been writing for most of my life. My first career was as a professional writer, which kind of drained the fun of writing out of me for a good long time. But I’ve been writing, some creative writing and some poetry which I haven’t done in a very, very long time so that’s been really fun. And then, my daughter and I, we just hang out pretty much every day. And we just kind of roll with it and see what happens. We don’t really have a lot of plans. We never really know what’s going to happen. But that’s how we approach it, one day at a time. PAM: I think that’s so fun. I loved the little YouTube story that was tied in there as well. I love the interest piece for you wanting to see what she’s enjoying about this because it’s a way to connect with her, no matter the interest. And I loved that you could share the various things that she’s watching rather than saying, she loves YouTube and cutting it off there. It makes such a difference like you were saying, even just in that little synopsis, the variety of things that she’s engaging with, right? SAM: Yeah, well that was a big change for me because at the beginning of our unschooling journey when we started allowing unlimited screen time, which was a huge, huge hurdle for us to get over, for me to get over. I was definitely in the mindset of, oh my god, she’s just watching YouTube all day and not caring what it was. It was just YouTube bad, whatever, internet stuff. And now, she doesn’t like me to watch with her but she’s happy to have me, like not review but just kind of check out what she has watched and then we talk about some of the videos and I tell her what I liked and she tells me what she was into and we talk about which things were silly or which things were interesting. So, that has been a huge growth for me to just spend more time to really understand what these things are that she’s interested in, in a level of detail that I can actually see it and get it and relate to it in some way, rather than dismissing it, which is what I would have done previously. ERIKA: I loved all of your shares about all of your interests. I always think when people share about family member interests, it’s like, that’s only three people in the whole world and you’re already covering so many different areas and there are so many ways and things are kind of interacting and you’re learning from each other and you’re all so different. And I just love that and I loved the slime phase. We had that big time with my youngest too and it’s pretty messy, but it’s a lot of fun. ANNA: I know the slime thing was actually after our time. Did you have slime, Pam? We didn’t have slime. It wasn’t a thing. I have friends from the Network that have younger kids that I get to visit and it’s a whole thing, right? It’s just unbelievably amazing and messy, but it’s incredible. I love that. And just that again, the diversity of interest with the three of you is just, wow, this is how rich life is when we’re just exploring these things that are interesting to us. PAM: I love that. And so, Sam, you kind of alluded to this, so I’d like to dive in a bit more, but I would love to hear a bit more about how you actually discovered unschooling and what your family’s transition to unschooling looked like. SAM: This will be good to talk about because this was definitely a big journey for us and not something we ever would have imagined, conceived of, anticipated in any way. And so I guess we were just, I mean, for me, I hadn’t really put that much thought into it. Maybe this sounds terrible, but I didn’t really think that much about what it would be like to be a parent. And I had no plans, I had no ideas of how it should be, or the right way to do it or anything like that. I just kind of, I don’t want to speak for Kate, but I just made assumptions that like, okay, you have a kid, kid goes to daycare, until they’re old enough to go to kindergarten, and then they go to kindergarten. And so, we were following that path. And I think we’re lucky that we found out about this daycare pretty close to our house that was, I think, a generally positive thing for our daughter at the time. It’s a Montessori daycare. And it ended up having just some really wonderful teachers, but also some really wonderful friends, and several of whom live just within a couple blocks of us, and have become, in her short life, lifelong friends of our daughters. So, her closest friends in the neighborhood she’s been with since they were three months old, which thinking back on it, I’m like, oh my god, I can’t believe we dropped her off when she was three months old, and just went to the office. But you know, at the time, Kate and I were both in very busy parts of our careers. And I was very, very career focused. And, generally, our daughter did great with other kids, did great in daycare. And then there were a few times like towards the end when she was around five, and we were getting close to the kindergarten transition, she started having days where she just really didn’t want to go. And she would be literally kicking and screaming. I would literally carry her kicking and screaming, which is something that looking back on and I’m kind of mortified that I did. But my mindset at the time was, this is not optional. I've got to go to work. And you've got to go to school, this is the deal. Welcome to the world. And I really felt like I was leaving her in a safe place. And then we live about two blocks from a public school, and we are here in Minneapolis, and we really wanted to send her to that school, and we just kind of made that choice. We didn’t talk to her about it. We didn’t tour schools. And then it turned out most of the neighborhood kids including all her friends were going to the school that’s just a mile down the road but it’s in the suburban district. So, when she was at this school in kindergarten she didn’t know anybody there. And socio-economically and demographically the school that she went to for kindergarten is very different from her. And it was pretty rough. She encountered a lot of bullying. She encountered a lot of what was probably traumatic talk about what they call live shooter drills, and the discussion around that was extremely explicit and extremely scary. And so it was overall not a positive experience for her and within the first month, she was refusing to go and really upset about it. And we realized pretty quickly, though we did this whole, “No, you've got to go, there’s not a choice.” We did that for a little while and then finally she was literally just begging us to send her to the other school. And so we said okay, we’ll do that. It still didn’t occur to us that not going to school was an option. That was definitely not on the radar, but we were able to transfer her to the other school. They put her in the class with her friends, and she had this great group of friends. It seemed like everything was fine. It seemed like it was a total 180. We really didn’t have any more school refusal. The rest of the kindergarten year seemed good. And then we went through first grade and that seemed good. Summers were challenging because there’s this whole world of summer camps that’s super competitive and you have to sign your kid up for camps in January for the summer and my work schedule was so intense, and I was traveling a lot for work. So, Kate was alone with our daughter for a lot of the time. And so we signed her up for every week that we could. In retrospect, that was pretty intense. So, at the end of first grade. And while we went through first grade there were various signs, but nothing that was really telling us definitively that this is not working for her. And she really had a wonderful teacher in first grade, who really got her. And what we realized is that the teacher was really providing our daughter with a lot of accommodations, without her or us having to ask for them, and sort of would bend the rules of the school, just to make her more comfortable. And so that was super helpful and, and I think also pretty unusual. But after first grade ended that summer. We signed her up for a camp, a couple camps, and something happened in the course of that, where she really didn’t have a break at all between school and the camps, and she hit a wall, and we just started to see a dramatic, dramatic change in her. That was really frightening, because it was so intense. And so, at first it was not wanting to leave the house, I’m not going to go to camp, that sort of thing. Which was okay, by that point we were already into the pandemic so my travel had stopped and that was actually a big relief. I was still working a lot but I was at home, so it wasn’t like the end of the world if we couldn’t drop her off somewhere. But we started seeing a lot of physical aggression, and just anger and rage really. And it was something that was just very scary and challenging. And then that summer between first and second grade, she stopped wanting to get out of bed, and would not get out of bed the entire day. Wouldn’t comb her hair, bathe, brush teeth, none of those things were happening. It really felt like we’re in a crisis. And so, we sought medical help. But she wouldn’t go, she would not go to see a doctor. So we did virtual sessions with psychiatrists and that was extremely unhelpful. We were really approaching it through this medical model of, this is a crisis, our daughter is having some kind of like so far unexplained psychiatric episode. And like the psychiatrist basically said, you should commit her to some kind of inpatient thing. Everything about that just felt wrong to me. That was the point at which it was like, okay, we’re not going to talk to the psychiatrist anymore. This whole time I’d been Googling kind of ferociously trying to figure out what’s happening here. What I came across was all this content about PDA. It felt like, wow, this really sounded like it was describing what we were experiencing. So, I signed up for a class for parents who have PDA kids. And that was an interesting experience. On the one hand, it was like this huge relief because the class was from a parent who had gone through this experience and had taken a very scientific approach to trying to understand what was happening and how to readjust their lives to deal with this. In that class, which I generally had very mixed feelings about, but that’s the class where I heard the term unschooling for the first time. So to get to the question, I guess, that was definitely a phrase that I had never heard. In this class, there were 400 parents in this virtual class. I was just astonished at how many parents there were. And we would have these calls and the stories that people shared were all very similar, definitely very relatable. The thing I noticed is that everybody similar to us was approaching it as a crisis, like as a problem that has to be solved. One of the big lessons from the class was this is not something you can change. This is something you have to adapt to. So that definitely got me thinking and it was a real shift of mindset for me. It’s like, okay, this is it, life is not going to be the way we thought it was. And we have to make changes. And it was the facilitator of that class who first mentioned the term unschooling. There was lots of talk about homeschooling because so many of the kids whose parents were in this program were refusing or unable to go to school. In the school world, they label it school refusal. And I think the way I would talk about it now is just, unable to go to school really. So, then I started Googling unschooling and wondering, what the heck is this? Because I was not interested in being a teacher. I actually tried being a teacher in an early career. I had several, false starts, I guess I would say. And one of them was in education and I kind of left that thinking, okay, that is not something I can do. I am never going to do that again. My conception of homeschooling, and I think Anna, you were just talking about this in one of the recent discussions was like, homeschooling means you’re sitting at the kitchen table with workbooks and curriculum and you’re going through the whole thing. And I was like, I don’t want to do that. And I’m 99% sure that my daughter is not interested in that. And so that’s where the unschooling thing came in, I'd like to learn more about this. And so through Googling, I found this podcast (Exploring Unschooling) and it was a totally life-changing experience. I think just listening to the podcast, because I think the thing that really struck me is that I was immersed in this PDA community, which was very much using the medical model for looking at things and the deficit lens of looking at things. And then in the podcast, you all were taking this totally different lens. You’re not doing this because it’s a last resort and you have no other choice. It’s this intentional way of approaching life differently. And then just kind of turning all these things that I never questioned, like school is required and just asking, well, why? Let’s actually think about that. Is that actually true? What’s the goal of education and what are other ways of achieving that goal? And so just listening to stories of parents who were making this choice was really a really transformational experience. And then I went back into this class that I was taking, this class spanned a period of three months. And so in those three months was a huge learning for me, I would go back into these calls with these other parents and their voices are all just filled with panic and fear. And I was just like, I’m not feeling that anymore. When I went into it, I was all panic and fear. That was the deal. And then after listening, and I probably listened to like 150 episodes of the podcast, I’m just walking around the house, the headphones all day, just episode after episode, after episode, everything I’m doing, I’m listening to it. I was just like, I’m not afraid of this anymore. Then I joined the Network, really not knowing what to expect, but one thing that really struck me when I joined the Network is nobody in the network was using any of the same language that I had learned in my PDA curriculum that I had found. But a lot of people were describing similar things that sounded like similar experiences. And I was just like, wow, this is like a parallel universe over here where we’re dealing with the same human things, but this group of people is taking a completely different mindset and a completely different approach to it. It’s not a crisis. It’s not a problem. We’re just rolling with the phases of life and making adjustments that we have to make. I got really excited about unschooling and I was like, this is great. And then I wanted to be talking about it all the time, but I quickly found that people who are not unschooling are not interested in hearing about unschooling. That is a lesson I learned very quickly. So, it’s not something that we talked about at the park or at the neighborhood gatherings very much. So, that’s kind of the long winded story of how we arrived at this point. ERIKA: That gives me goosebumps. PAM: I know. I do appreciate you sharing the details of it because I mean, it is a very familiar journey for me. I remember the years, the two years where we had a great teacher. I was in the same place, working with my kids. I had no clue that this was a choice. This was something we had to figure out and having those teachers who were not as rigid and who saw my child and celebrated them and thought it was really cool and just accommodated. It was only night and day when then the next year you’ve got another teacher who was very, very fixated. But yeah, I super appreciate that whole journey and the comparison, the language and the approach, right. With these kids, I don't even like saying these kids, but with these kinds of situations, this way of moving through the world. We don’t see the deficit side because I hadn’t thought of it that way, but it is completely a choice. It’s like we’re introduced to it maybe because something has gone sideways. Because we grew up with the narrative of, this is the way we do things. We have kids, they go to daycare, they go to school, et cetera. And then something knocks us to ask that first question. But yeah, once you open that up and then you recognize all the different questions that you can ask and that shift to just being in the world with the people who are part of our families and, and it’s hard to explain fully respecting them and just living together and coming and going and, and understanding each other, and shifting to that perspective versus, oh my gosh, here’s all the accommodations I need to make to try to fix it. And then eventually, hopefully, they’ll work enough that we can go back to the life that we had. It’s still holding that because it’s revisiting the questions, revisiting the assumptions that we have been basing our life on that this is the good stuff to do. And what are all the things, even the super hard things, that we have to do to get ourselves back to that. ANNA: I think one of the things I really appreciate was you sharing the whole journey, because I think it will actually resonate with a lot of people. Just hearing how many people were in that PDA group is kind of amazing to me. But one of the things I love, when you first came to the Network and other people that have had a similar journey, because like you said, you’ll hear similar stories to yours very often in the Network, but it’s that first moment of relief, because I think so often you’re really focused on all the things that are happening that feel terrible. This is so serious, this is so terrible, but then really opening up to really seeing the gifts in your child. I mean, oh my gosh, from the beginning, your daughter just delighted me, she just had so many interesting things about her and the way she moved through the world. And I think when we can bring that perspective and I think parents are craving that, right? It’s why those teachers that were so kind felt so great because they saw the thing that you see in your child. And I think that is something that I love about the Network where we just celebrate all these amazing kids for the things that they bring to the table because it’s amazing. We don’t need to make everybody look the same and do the same thing. So, I loved that piece and just that little spark that happens when it’s like, yeah, she is amazing. And I love that we can be in a place where we can all see that. ERIKA: Yeah. When you’re too in the tunnel vision of a certain paradigm, the school paradigm where it has to look like this, and it’s not looking like this, and this is an emergency, it can be really hard to even imagine anything outside of that. But right, I feel like I remember when you first came to the Network, just the idea of what if there’s nothing wrong, actually, and we just are who we are and that’s okay. I think that feels so good, especially when we’re hearing all these messages about something being wrong. And then, for me, with my neurodivergent kids, I just have found being in the Network so validating and reinforcing and positive for me, because I just keep seeing all these similar experiences, they get it, they’ve been there with these same things. And everyone is just really appreciating the uniqueness of each of each child. And that just feels so much better. And I mean, we could try to fix things for our whole lives and just be in constant conflict, and nothing would necessarily even get better or change. And so, I think it’s just so much nicer to be in a nice relationship, in a positive relationship with their kids. And I know you’ve talked about a lot of shifts already. But the question I wanted to ask is, what has been like the biggest mindset shift for you in this journey so far? SAM: I think it’s got to be around the school. There are so many things around this. And I was thinking about this on the most basic level, just the idea that school was optional, or that there were different ways to approach it was a big learning. I think one thing that I left out of the story is that as we were approaching second grade, our daughter was enrolled. And as we were getting closer and closer, I just couldn’t picture how this was going to happen. I think at the end of the summer, on the day after Labor Day, which is when school starts, it was like, I don’t think things are going to be magically different. And we can't just pick up and go back to where we were. But our daughter was, I think she also had the message already ingrained that school was not optional. And so she did rally. We went and got her haircut, and we got clothes. And she went that first day. First, we went to the open house. And that went okay, and we met her new teacher. And then she went to the first day. And everyone in the school said that they were amazing. And that second day, she woke up, and she said, “I am not going back to that school.” And it was firm, this is the deal. And so then I went through a lot between that early September, and probably mid October, which is right around the time, this would have been 2024, which was right on the time that I joined the network. I was calling our daughter in sick every day. And keeping in touch with the school, having weekly calls with the school, trying to explain to them what’s going on. And then I switched her from the school district that we had enrolled her in, and had a virtual only. It is a really innovative virtual-only option that they developed during COVID, and then really invested a lot in. And it seemed really cool, actually. So we switched her to that program. And that did not help at all. She was not going to get on those classes. And she was not going to log in. But I had calls with the teacher every week. And the teacher told me, “I went through the same thing where my daughter refused to go to school. I am totally with you. I totally get it. I totally get where you are.” And I mean, these people at the school could not have been more supportive. But then as soon as we hit the 30 day mark, they were like, well, it’s been 30 days. And now we got to call the county, we got to get the county in there. Suddenly, it was like, okay, we’ve been accommodating, but time’s up, it’s been 30 days, and it can’t go on for this long. At that point, we had had our daughter assessed for neuropsychological evaluation and had all of these assessments done and found a really knowledgeable doctor who specialized in autism in girls. And I felt more confident that what our daughter really needed was rest, and was in a state of burnout that she was not going to recover from quickly. And the psychologist said you should think about it as a year, at least, that she’s going to be in this reduced-capacity state. But it wasn’t until the school said, we got to call the county, that I was like, okay, we've got to make a decision. And at that moment, the decision is we are not going to try to work through this medical deficit lens to try and get our daughter back on track to return to the environment which put her into this state. And so, I think it really took that for me to have that internal shift or transformational kind of moment of, we have to make a different decision. And so, from that point, instead of being like, okay, this unschooling thing sounds great and we’re gonna do this until we no longer have to, I think that’s where my mindset had been, and then I moved into more of what I would call acceptance of no, no, no, we’re going to really choose this path. And it wasn’t until that point that I really started to embrace unschooling and get excited about it and actually think about it as a deliberate choice. And I think the other shift that I think is important was more about me and my worries and my career, because I have always had this sense of financial insecurity and just kind of fear around that. When I was insisting that she go to school, forcing her to go to school, it’s true that I had to go to work and it’s true that my work was very busy and that I had to travel a lot for work, but I didn’t have to work that job. And that was really the way I had approached work. I worked really hard. Work was a top priority in my life before meeting Kate and thinking about having kids and all that. And I was achieving a lot of recognition and success at work and there was no part of me, any new opportunity that I was given at work I said yes to any new challenge I was given. I said yes to anything. If I was given negative feedback at work, I was going to overcome that and do whatever I had to do. And I just was in this mode of thriving on the validation systems of the corporate world and just moving up that ladder. And I had ended up in a leadership position and there was really no part of me that was like, this is optional or I don’t have to. It was like, no, I have to do this. And so, I think that when I started to go through the shift about school, it really made me think about, why am I spending so much time at work? When I was working from home, I had like 12-14 meetings back-to-back on Zoom every day. And I was anxious and frustrated all the time and I was super stressed out and it’s like, no matter how hard you work, there’s always more work. It's just never finished. And so, I started to think that I don’t have to have this career path. It just doesn’t have to be this way. And so, then I started making decisions at work to pull back from work and first I changed into a lower stress job. I stepped down from the leadership role and I took a different kind of role and then I reduced my hours and then eventually it was like, I’m just going to stop working. And there’s definitely a privilege involved with that and there was also, it really was in in the case of our family, I think it was a huge mindset mindset shift for me about how important work really is and how important money is and what you need to do versus what you want to do and all these different things. So that was like a pretty huge thing. And I think that’s the other piece. I often think this related to unschooling now, is that I feel like and I really like that the name of the network is Living Joyfully, because I feel like the term unschooling just doesn’t quite do it, because school is just one part of it or how we approach learning. It’s just one part of it. But really it’s been a total change of how I approach life on a daily basis, right? In big ways and in small ways and so that’s really just a huge transformation that this journey has involved for me. PAM: I love it and yes, the name of the Network was very intentional because absolutely unschooling was my window to this world. It was that the school was the first question when I eventually discovered that it wasn’t the law that there were other options than just dropping your kids off at school or else you go to jail. And it is just so brilliant how you asked that question. You start diving into that and how it opens up It’s like oh, well if I can question school, maybe I can question work. As I am questioning school I am starting to have different perspectives and thoughts about relationships and the value of relationships and the value of my child, a different way of seeing my child as a human being versus somebody I need to train and who needs to learn that you go to school and then that becomes work. I remember there was a season where I noticed when I was writing blog posts many years ago that every blog post I wrote that started about unschooling, obviously, by the end of a thousand words, fifteen hundred words was and that’s life because really the perspective can be applied across every aspect of life. It’s not just school, yes or no, when you want to dive deeper. When you discover it’s not so much that I need to fix all these things so that the kid can enjoy school so that I can enjoy work. Thinking there’s something wrong with me if I’m not making these conventional systems work for me versus questioning the systems in the first place And just I love the journey of how you tweaked it, right? It’s like oh, I’m gonna change my job to release some of the stress. Now I’m gonna lower my hours. That was the same approach with school, right? Those 30 days you’re just calling in sick because it’s keeping your doors open, keeping the possibilities open until there was a moment where that door is closing and now we really want to make an actual choice. Are we going to force through this or are we going to decide to step out of that system? ANNA: I think, for me, I mentioned at the top, questioning the prevailing narratives and I think that’s the big piece for me. We have a lot of narratives, school is a have to and school is hard, you just have to do hard things and work is hard and you have to do hard things and we need to be productive and all of these kinds of beliefs that end up not necessarily serving us individually or as a family but end up serving the system that we’re in. That is one of my favorite parts of this, really just questioning all of it and you may still choose to work in some way or to go to school in some way but boy does it feel different as a choice and an intentional path than it does as a have to and the drudgery. That is why it's called Living Joyfully, why we so intentionally chose that and why Pam really really resonated for me. It's questioning, why do we have to have these hard things? Why does life have to be hard? Why does work have to be hard? Why does school have to be hard? Maybe it doesn’t. And so once we can start asking that question and really examine the answers, I think everything changes so dramatically. ERIKA: Yeah, I love that your answer to the question is basically everything. I just completely changed into a new person. I totally remember that part of my journey as well. When it’s just this ripple effect of one little thing that doesn’t have to be like that and then it just all kind of ripples out from there and I just love it. PAM: One thing I just wanted to say, I think at first like when I remember way back when we started, when I first heard the term unschooling and you hear of people describing living joyfully, making choices from that perspective rather than, life is hard. We have to do these hard things. At first, I remember thinking- well, if I step back and start choosing not to do hard things, won’t my life or my kids be so boring because we won’t be doing all those things. But like Anna said, you’ve discovered and shared Sam, it’s that shift to the motivation behind the choices. The fact that they are now choices, we see our kids choosing to do hard things all the time. Challenging things that get them right up at the edge. Tipping over into frustration, but the fact that they’re choosing them intentionally makes all the difference in the world. That was just something out there because at first you can think oh well then we’re going to be doing nothing but that’s one of the feedback we get to our questions. We used to get so often well, they’re never gonna do anything if you don’t make it do these hard things, right? They do all kinds of things! ANNA: We’re about to wrap up, but I feel like because you’ve shared this journey I just want to and hopefully this isn't too much of a surprise. I know you’re about a year and a half into your unschooling journey, maybe just give a brief glimpse into, things really do feel better, right? Your daughter really feels better, you see her kind of coming back into the person you felt like before and even more so I just maybe that would help give the arc for people that are feeling like it’s hard and it’s scary right now. SAM: Yes, and I thank you for that opportunity because if I think back to where we were. If I think back to a year and a half ago, I was scared. I guess on the one hand I would hear stories of parents who’ve been through something similar and were in a different, better place now was helpful, but on the other hand the voice in my head was like, but that’s not going to be your situation. This is the rest of your life. And it was slow and I think you, Anna, said something really helpful to me at one point. We were probably six months in and I was saying something and I can’t remember what we were talking about but it was in one of our weekly calls. I was commenting on being in burnout and what it was going to be like after and you said, Sam, I think you have some thinking to do about what it means to be done with burnout or what is life going to be like after burnout? What does that even mean? That was super helpful and I’ve thought about that a lot because going into burnout felt very sudden. It just felt like one day we woke up and we were in a different universe. That’s how it felt. But when I think back, there were lots of signs. And if I go back and read, I’m a journaler, and if I go back and read my journal entries from three years ago, the signs are there in my journal or even from longer ago than that. So, it really wasn’t sudden and the sort of transition out and now our daughter does talk about how she was in burnout and she talks about that sometimes. She talks about it as in the past tense and sometimes. She’s still a little bit in there, but she knows she’s in a better place. It really is just very incremental one day at a time, but things have changed dramatically. And we’re just in it as a family. I think we’re just in a way, way, way better place and it doesn’t look anything like it looked before. I think it’s better than it was before but I could never have imagined or thought that this is what we would want. But now I just think things are great. I just feel more confident that we can deal with whatever challenges come up as they come up and we just have a new approach and a new lens for life. ANNA: I think one of the cool things about her and some of the other kids that we’ve seen transition in that way is just how they teach us how to regulate. I want to do this thing and then I want some time off and wait, I don’t want to do this thing. I’ve loved watching her journey of really understanding herself because I think she was pushing herself beyond her limits, sometimes with a little help from you all. But sometimes I think she was just reading the signs and saying okay, I need to do this. But now with this freedom you see her just being so intentional and expending a lot of energy on some things and then saying hey, I need to dial it back. I just feel like that’s great for all of us to learn and remember and normalize that that’s actually how humans like to move through the world. That fast, linear pace is really hard for most humans and our nervous system. So, I love what these kids have to teach us as well. I appreciate you just sharing a little bit more of that arc. Thank you so so much for being here. It’s been really interesting and powerful and I hope everyone enjoyed the conversation and maybe had their own kind of aha moment or just resonated with the feelings that we’ve been talking about. If you enjoy these kinds of conversations and want to come hang out with us. We’d love to have you join us on the Living Joyfully Network. We invite you to check it out and see if it fits with our free month trial and you’ll find the link in the show notes. And also at livingjoyfully.ca. The link will be on the home page. Thank you so much for being here and for everyone for joining us. PAM: Thanks so much, Sam.ERIKA: Thanks, Sam. SAM: Thank you.

Dans cet extrait, Victoire Haffreingue-Moulart, journaliste et autrice de l'ouvrage « Les rois du silence » (Robert Laffont), revient sur les causes profondes de l'explosion de la crise des violences dans le périscolaire, aujourd'hui si présente dans l'actualité.Elle nuance la notion de « me too des enfants », en insistant sur le fait que la parole des enfants n'a jamais vraiment manqué, mais que c'est surtout la capacité d'écoute et la vigilance des parents qui ont évolué. L'apparition de nombreuses affaires dans les médias, notamment à Paris, a servi de déclencheur en incitant d'autres familles à s'interroger, à dialoguer avec leurs enfants et à signaler des situations préoccupantes. Victoire rappelle que ces violences ne sont pas propres à la capitale et que le manque de transparence et la volonté de taire les affaires concernent malheureusement l'ensemble du territoire.Pour comprendre de l'intérieur, Victoire s'est faite recruter comme animatrice périscolaire sans expérience ni diplôme. Elle partage un récit saisissant de ses premiers jours : prise en charge immédiate d'un groupe d'enfants de maternelle sans réelle formation, sentiment d'improvisation et grande responsabilité envers leur sécurité. Elle souligne ainsi les failles d'un système où les animateurs sont trop souvent livrés à eux-mêmes.Cet extrait met en lumière les zones d'ombre du système périscolaire français et la nécessité urgente de dialogue, de transparence et d'engagement pour la sécurité des enfants.L'épisode intégral est à retrouver sur toutes les plateformes d'écoutes de podcast le 18/06/2026.

« L'enfant n'a pas besoin qu'on lui montre la nature, il a besoin de temps pour la vivre. »La nature n'est pas un simple décor pour l'enfance, elle en est un pilier fondateur.À travers cette pause éducative, Sylvie d'Esclaibes explore pourquoi la nature répond à des besoins fondamentaux chez l'enfant et comment, concrètement, elle nourrit son développement global.Depuis quelques années, les pédagogies actives en pleine nature connaissent un certain essor. Inspirées par les approches Montessori, Reggio, ou encore les “Forest Schools”, elles placent le vivant, l'expérimentation et le jeu libre au cœur des apprentissages. Dans cet épisode, Sylvie nous propose de comprendre pourquoi ces pédagogies actives en extérieur offrent un terrain d'épanouissement privilégié pour le développement global de l'enfant.3 points clés à retenir :➜ Le contact avec le vivant apaise le système nerveux, diminue le stress, améliore l'attention et développe la confiance en soi, la créativité et l'autonomie.➜ La nature permet aux enfants de bouger librement, d'explorer, de manipuler et d'expérimenter par eux-mêmes, ce qui favorise des apprentissages actifs et mémorables.➜ Les expériences régulières en extérieur encouragent l'observation du temps, la patience, la curiosité scientifique et une meilleure compréhension du monde, tout en renforçant la coopération et l'empathie entre enfants.Comment intégrer la nature dans le quotidien ? Voici quelques idées faciles à mettre en place :

Derrotado en Irán, Trump necesitará distractores y eso nos pone en riesgo a México y Cuba: mesaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

Difícil que Morena recomponga el pragmatismo con el que AMLO le dio forma: mesaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

La CNTE se divide tras el momento cumbre de amenazar la inauguración del Mundial: mesaEnlace para apoyar vía Patreon:https://www.patreon.com/julioastilleroEnlace para hacer donaciones vía PayPal:https://www.paypal.me/julioastilleroCuenta para hacer transferencias a cuenta BBVA a nombre de Julio Hernández López: 1539408017CLABE: 012 320 01539408017 2Tienda:https://julioastillerotienda.com/ Hosted on Acast. See acast.com/privacy for more information.

« Ce qui marque les blessures, ce n'est pas les événements, c'est la façon dont on va les vivre. »Et si guérir nos blessures d'enfance était la clé pour accompagner nos enfants vers l'audace, l'émerveillement et la confiance ? À travers ce thème central, Arnaud Riou partage une vision renouvelée de la parentalité et de l'accompagnement de l'enfant.Arnaud Riou est auteur, enseignant spirituel et président de Terre Anima, une association qui soutient le message des peuples premiers au monde moderne. Il a consacré sa vie à transmettre les sagesses ancestrales (bouddhisme, chamanisme, traditions des peuples premiers) et à accompagner ceux qui aspirent à réconcilier leur vécu, leurs croyances et leur potentiel intérieur.Fort de plus de vingt ouvrages dont le dernier, « Incarnez vos 21 pouvoirs », il nous permet de mieux comprendre nos mécanismes de protection et d'attachement dès le plus jeune âge.Nous évoquons la notion d'enfant intérieur, l'impact des blessures précoces sur la vie d'adulte, mais aussi les cycles éducatifs inspirés des peuples premiers. Nous questionnons la parentalité, la compétition, l'autonomie, les liens familiaux, ainsi que le rôle clé de la confiance, de l'authenticité et du bonheur dans l'éducation.Arnaud partage enfin ses apprentissages sur la responsabilisation individuelle, l'importance de cultiver la liberté, et la façon dont les enfants, eux aussi, nous élèvent.On aborde des sujets essentiels tels que :➜ Identifier et transformer les blessures et schémas hérités➜ Restaurer la confiance, l'estime de soi et la capacité d'émerveillement➜ S'inspirer des rituels et du rapport à l'enfant dans les peuples premiers➜ Dépasser les modèles éducatifs fondés sur la punition, la récompense ou la compétition➜ Replacer le bonheur, la créativité et le lien au centre de notre accompagnement parentalRedonnons à nos enfants (et à nous-mêmes) la permission d'oser, d'expérimenter, de s'émerveiller, pour que grandir rime avec liberté intérieure et joie d'être soi.Au programme :(02:39) La notion d'enfant intérieur(04:16) Les origines concrètes des blessures d'enfance(06:01) Méthodes pour transformer ses blessures(07:20) La question du pouvoir d'interprétation(10:23) Les rituels éducatifs des peuples premiers : sécurité, autonomie, prise de risque(13:10) La question du collectif et du village pour grandir(15:28) Jeux, ennui et hyperstimulation : dangers et alternatives(19:23) Pourquoi les modèles éducatifs occidentaux génèrent isolement parental et compétition(24:30) Transmettre la confiance plutôt que la peur(36:23) L'argent, la spiritualité et le rapport au pouvoir dans la vie de familleRessource :Livre "Incarnez vos 21 pouvoirs" d'Arnaud Riou (éd. Animae)

What if the most radical thing you could do for your child's future is to take them out of school, or even out of the education system entirely?Want to learn more about Regenerative Education?You may contact Radonda Dobbins directly for consultation on how to move forward. Connect with Radonda Dobbinshttps://radondadobbins.com/----In this episode, Yoshi Pantera sits down with Radonda Dobbins - certified intuitive life coach, trauma-informed NLP and anxiety specialist, and one of Central Florida's most dedicated advocates for children, families, and alternative education. With decades of experience in child welfare, legislative advocacy, and community building, Radonda founded the Home Educators Network of Central Florida in 2005, growing it to over 900 families. She is a member of the Institute of Noetic Sciences and sits on the board of Back to Nature Wildlife Refuge.Together, they explore what regenerative education truly means - and why the conventional school system, designed to produce industrial workers, is no longer serving the full spectrum of human potential.In this conversation:* The full landscape of education alternatives - homeschooling, unschooling, hybrid learning, co-ops, Waldorf, Montessori, democratic schools, and umbrella schools.* Why colleges actually prefer homeschooled students - and how Radonda's daughter earned a full scholarship to a $60,000/year conservatory* The socialization myth - and why homeschoolers may actually be better prepared for real-world diversity.* How to legally pull your child out of school (it's simpler than you think)* The connection between nutrition, health, and learning capacity - and why school cafeteria food is part of the problem* Cooking as curriculum: math, science, and culture all happening in your kitchen* The 3 steps to begin your family's alternative education journey right now* Why it takes a village - and how to build one even if you're a working single parent* Radonda shares the story of her own daughter, who grew up entirely homeschooled, followed her passion for music, and now runs her own music school working with special needs children - all before 25. A living proof of what becomes possible when a child is allowed to be right.This episode is an invitation - to question the systems we were raised in, to trust ourselves as our children's primary teachers, and to build the kinds of communities where the next generation can truly flourish.3 Steps to Begin Your Regenerative Education Journey:* Ask your children what they are curious about and passionate about* Research what format works for your family - homeschool, co-op, private alternative, or hybrid* Do it. You don't need to have it all figured out. Start.Join our Regenerative Leadership Community and continue this conversation:Learn more and explore all our offerings: www.regenerativeculture.lifeSubscribe to our Regenerative Newsletter https://regenerativeculture.life/regenerative-newsletterRead the Regenerative Culture Chronicle on Substack: https://regenerativecultureworld.subs...Follow us on Instagram: https://www.instagram.com/regenerativeculture.life/”Regenerating all life through culture…”#regenerativeculture #regenerativeeducation #unschooling #culture #regeneration #newhumanity #minset #education Get full access to Regenerative Culture Chronicle at regenerativecultureworld.substack.com/subscribe

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Are you living by design or by default? In this deeply moving episode of the Meditation Podcast, we sit down with Bethany Stone, a master mindset and life skills coach who helps high-achievers and survivors of trauma rebuild their lives with clarity and compassion. Drawing from her 20 years as a Montessori educator, Bethany reveals how the environments we create both internally and externally, shape our ability to think, feel, and grow. She shares her personal journey of healing from emotional abuse, the profound lessons she learned from her son's health crisis, and her unique "hot takes" on mindset from the sauna. Whether you're struggling with burnout, navigating toxic relationships, or simply seeking a steadier sense of self, Bethany's wisdom on emotional awareness and intentional living will provide the roadmap you need to thrive.     Timestamp Topic Description 0:00 Welcome & Introduction to Bethany Stone 1:23 Skydiving & The 10-Second Rule: How to change any emotion instantly 4:00 Solo Jumps & Martial Arts: Roy's skydiving story 6:10 The Birds in the Office: A son's mission and finding a voice 6:44 The Montessori Journey: From ballroom dancing to early certification 9:01 The Emerging Curriculum: Meeting children where they are developmentally 10:45 Nurturing the Adult Soul: Applying Montessori principles to grown-ups 11:59 A Mother's Zealotry: Selling a school to care for a sick son 12:22 Mitochondrial Dysfunction: The health crisis that changed everything 13:40 The "Health Buffer": Why nutrition is medicine for the soul 14:40 "Be Grateful You Have a Cup": Life lessons from an 18-year-old son 15:50 The 4-Hour Day: Prioritizing what truly matters 36:08 Thriving by Nature: The philosophy behind Bethany's podcast 37:08 Mindset in the Sauna: The origin of "Hot Takes" 38:42 Purposeful Phone Use: Replacing "Doom Scrolling" with growth 40:53 Identifying Burnout: Warning signs and the justification trap 42:52 The Basement Analogy: Why you can't just "jump" out of burnout 43:40 Non-Negotiables: Building a foundation of self-care 46:19 Social Self-Care: Navigating toxic relationships and setting boundaries 47:28 Story vs. Fact: Separating perception from reality in relationships 49:26 Breaking Generational Cycles: Taking responsibility for your own healing 56:03 The 1% Better Rule: Direction, education, and finding your guide 57:05 Where to Find Bethany: ThrivingByNature.com and the free journal 58:13 Outro: RoyCoughlan.com and supporting the show