Podcasts about preschoolers

Considering tutoring… but don't want to enroll a ton of students?If so, you should listen in to today's Preschool All Stars story!Courtney Williams was a preschool special education teacher who felt called to start a school, but wasn't sure how her tutoring experience could become something bigger.After joining Preschool All Stars, Courtney developed a gifted preschool tutoring offer, helped one 4-year-old begin reading within a month, and now earns about $100/hour teaching him one-on-one.Want to know how she did it? Listen in to learn:How Courtney turned a preschool tutoring student into a $1,200+ client by showing the parent real results—and confidently charging for her expertise!The 30-minute, twice-weekly tutoring model that works out to about $100/hour—and why parents will happily pay more for personalized one-on-one attention!What Courtney actually teaches gifted preschoolers beyond basic academics—including the logic, communication, and higher-level thinking skills parents are willing to invest in!Please rate and review us at Apple Podcasts. (We hope we've earned your 5 stars!)GET MY FREE RESOURCES FOR YOUR PRESCHOOL JOURNEY:❤️ Get my FREE “Start Your Preschool” book (+ $7.95 s&h)❤️ Watch my FREE "How to Start a Local or Online Preschool" Workshop❤️ Join my Preschool All Stars membership to get mentorship, support, friendship, and training for every step of your preschool journeyFOLLOW ME ON MY MISSION:

I could try to be understanding about this. But I can't. Because, how on earth did we get to the point where kids are turning up at school in nappies, and unable to hold a pencil? If someone's kid can't do those things by the time they turn five and start school, then they have failed. The same goes if they've let their kid spend so much time on devices that they're incapable of having a conversation. In case you think I'm lumping kids with genuine learning and physical challenges together with kids who can't do these things because their parents or caregivers have failed them, I'm not. But when you have National wanting to ban screen time in early childhood centres and limit screen time for Year 1 to Year 3 primary school students so they can focus more on things like learning to hold a pencil and write, you know something's gone wrong. You also know things have gone wrong when you hear Education spokesperson Erica Stanford wanting to broaden pre-school checks, because kids are turning up not even knowing the basics. This is the part of this new policy that I really like. It's sad that it's needed, but I like it. And if you're thinking it's not all that bad because these kids will eventually catch up, think again. They will catch up, but on average it could take as long as three years. National thinks part of the solution is to get kids in early childhood centres, and five, six and seven-year-olds at school, off devices and focusing on the basics. And to test kids before they start school to make sure they can do these very basic things. All of which I support. But it won't do much good if we continue to let these hopeless parents off the hook. LISTEN ABOVESee omnystudio.com/listener for privacy information.

What does it take to turn former farmland into a thriving wildlife corridor—and build a conservation movement where women, local communities, rangers, and global partners all have a role to play? About This EpisodeIn Episode 207 of the Adventures in Learning podcast, Dr. Diane continues the Wild Tomorrow series with Tori Gray, Wild Tomorrow's Development & Partner Relations Manager. Tori shares her journey from a 2017 intern to a conservation leader living and working in the bush in KwaZulu-Natal, South Africa. She takes us inside Wild Tomorrow's growing Greater Ukuwela Nature Reserve, where habitat restoration, wildlife protection, local employment, and meaningful partnerships work together to create space for a wilder future.This is a conversation about connection: connection to wildlife, to the land, to the people doing the daily work of conservation, and to the possibilities that emerge when we collaborate rather than compete. Tori reflects on the all-women Green Mambas restoration team, rhino protection and orphan care, the power of wildlife corridors, responsible conservation travel, and the advice she would offer young people hoping to build a career that protects the planet.Wild Tomorrow works to protect, restore, and connect habitat in KwaZulu-Natal—part of a globally significant biodiversity region—while partnering with local communities and conservation organizations to protect threatened wildlife and wild spaces.Chapters00:50 From intern to Development & Partner Relations Manager03:06 Growing a reserve: giraffe releases, land purchases, and rewilding05:00 The Green Mambas: conservation, community, and women's leadership07:54 Why conservation begins with connection to nature12:34 Stronger together: partnerships for rhino conservation13:54 Rhino orphan care, anti-poaching, and prevention18:04 From pineapple farm to wildlife corridor20:47 Removing 300 snares—and a wild dog's hopeful return22:51 Turning snares into stories, art, and awareness23:30 How a childhood love of elephants became a conservation career26:34 Brody, the conservation corgi27:08 What brings Tori hopeHighlightsTori began with Wild Tomorrow as an intern in 2017, shortly after the organization purchased its first 500-hectare property. Today, the Greater Ukuwela Nature Reserve has expanded to more than 5,000 acres of protected habitat.Wild Tomorrow's Green Mambas are an all-women habitat restoration team whose work includes removing invasive plants and helping restore grasslands, woodlands, and forest systems so native vegetation and wildlife can recover.Through restoration, rewilding, anti-poaching support, community partnerships, and conservation education, Wild Tomorrow is working to connect larger protected landscapes and create more room for wildlife to move and thrive.Tori reminds us that conservation needs many kinds of skills. Whether your strengths are in science, fundraising, communications, education, tourism, project management, art, or relationship-building, there is a meaningful place for you in protecting our shared planet.Links & ResourcesWild TomorrowWild Tomorrow: Protecting Threatened Wildlife and Wild SpacesMeet the Wild Tomorrow TeamVolunteer with Wild Tomorrow in South AfricaChildren's Book Creators for Conservation Bring a Splash of Color and Creativity (aka Dr. Diane's trip with Wild Tomorrow)Learn About the Green MambasCelebrating the Green MambasHabitat Restoration at Greater Ukuwela Nature ReserveWild Tomorrow Education FundSupport Wild Tomorrow's Community WorkListen to the Full SeriesExplore the complete Wild Tomorrow series on the Adventures in Learning podcast:Episode 189: From Boots to a Wildlife Corridor—The Wild Tomorrow Story with Co-Founders John Steward and Wendy Hapgood (Part 1)Episode 193: People, Preschoolers, and Planet—Community Conservation with Wild Tomorrow's Aphiwe Notshaya (Part 2)Episode 198: Rewilding, Restoration, and Hope—Kevin Jolliffe and the Wild Tomorrow StoryEpisode 199: Rangers, Resilience, and Hope with Sibiya Siyabonga | Wild Tomorrow, Part 4Episode 204: Hope in the Field—The Green Mambas of Wild TomorrowTake ActionIf this conversation inspires you, please share it with a teacher, librarian, young conservationist, wildlife lover, or friend who needs a little hopeful news.Subscribe to Adventures in Learning wherever you listen to podcasts.Listen to the full Wild Tomorrow series and meet the people restoring habitat, supporting communities, and protecting wildlife in South Africa.Visit Wild Tomorrow to learn, donate, follow their work, or explore an immersive conservation experience.Talk with the young people in your life about the issues and animals they care about. As Tori reminds us, a lifelong conservation journey can begin with simply being “obsessed” with an animal, asking questions, meeting people, and following that curiosity.Support 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.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

If you're looking for the best visual supports for autistic preschoolers, these five foundational tools can make classroom routines, transitions, communication, and everyday expectations easier to understand. In this episode, Tara is going back to the basics and sharing five of her favorite visual supports for young autistic children. These are the supports she returns to again and again because they are practical, flexible, and easy to use in preschool classrooms, therapy spaces, and at home. Visual supports can make routines more predictable and reduce the amount of spoken language a child has to process. But with so many different types of visual supports available, it can be hard to know where to begin. That's exactly what we're breaking down today. What Are the Best Visual Supports for Autistic Preschoolers? The best visual supports are the ones that give a child clear, meaningful information about what is happening now, what is coming next, and what they can expect. Tara's five go-to supports are a first-then board, visual schedule, All Done Bucket, Wait Mat, and visual countdown or star chart. What Is a First-Then Board? A first-then board is a simple visual support that shows an autistic child what is happening first and what will happen next. It can make routines and transitions easier to understand without requiring the child to process a long series of verbal directions. A first-then board can be especially helpful when a child is learning a new routine, preparing for a transition, or moving between activities. How Does a Visual Schedule Help Autistic Preschoolers? A visual schedule helps autistic preschoolers see and understand the sequence of activities within their day or routine. This added predictability can support transitions, communication, regulation, and independence. For some children, starting with only two or three pictures is more supportive than displaying a full-day schedule. The schedule can grow as the child becomes familiar with checking it and moving through the routine. What Is an All Done Bucket? An All Done Bucket is a visual and concrete way to show a child that an activity or object is finished. Instead of relying only on spoken directions like "clean up" or "all done," the child has a predictable action that represents the ending. When this system is modeled consistently, it can make difficult transitions easier to understand. What Is a Wait Mat? A Wait Mat is a visual support that gives a child a clear place to temporarily put a preferred or regulating object while participating in another activity. Unlike an All Done Bucket, the object is not finished or being taken away—it is waiting nearby. That distinction can be especially important for autistic children who carry familiar objects for comfort, connection, or regulation. How Can a Visual Countdown Help With Transitions? A visual countdown shows a child that an activity will continue for a little longer and then end. Stars or other symbols can be added or removed so the child can visually see the transition getting closer. The countdown isn't something the child has to earn. It provides information about what is going to happen next. In This Episode, You'll Learn • Why visual supports can be so helpful for autistic preschoolers • How visuals can support routines, transitions, communication, and independence • How to use a first-then board to make what's happening now and next more concrete • Why visual schedules don't have to show an entire day • How an All Done Bucket creates a clear ending to an activity • The difference between an All Done Bucket and a Wait Mat • How visual countdowns can prepare children for upcoming transitions • Why consistency matters when introducing a new visual support Key Takeaways • Visual supports can make spoken information more concrete and easier to process • Predictability can support regulation and reduce uncertainty • Start with the amount of visual information the child can understand right now • Visuals work best when they are modeled consistently • A visual support should provide information, not become another demand • Different children may need different types or amounts of visual support • Simple visuals used consistently can make a big difference throughout the preschool day Try This You don't need to introduce all five visual supports at once. Choose one routine or transition that feels tricky right now. Think about what information might be unclear to the child: Do they know what is happening? What comes next? When something will be finished? Where a favorite object will go? Then choose one visual that could make that information more concrete. Start there. Model it consistently, give the child time to learn what it means, and pay attention to whether it is actually making the routine easier to understand. Related Resources & Links

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Your child's preschool number shows up on your caller ID, and your stomach drops before you even answer. Preschool never calls with good news. Your kid hit someone at the sand table, or kicked a friend in line for the bathroom, and now you're standing there wondering if you have to call another parent and apologize, and whether this is the start of your kid becoming the one nobody wants to play with. The conversation you have that night probably isn't the first one. You remind your child that we keep our hands to ourselves. Maybe there's an early bedtime attached this time, to show them you mean it. Then the same thing happens again the next week, and you start to wonder what you're missing. In this episode, I walk through what's actually driving hitting, biting, and kicking at preschool, both for kids who are dealing with a classroom that controls almost everything about their body for the first time, and for teachers managing a room of 20 kids with their own competing pressures. I share what happened when a child hit a teacher after being physically moved into circle time, and a moment from my own daughter's classroom where a nap-time standoff got resolved without anyone losing. By the end, you'll have a different question to ask than "how do I get the hitting to stop." Questions this episode will answer Is it normal for preschoolers to hit? Hitting, biting, and kicking are common at this age, especially once a child spends most of the day in a classroom where someone else controls when they sit, move, and talk. That loss of control is often what's underneath the hitting for three and four year olds. How do I stop my 4 year old from hitting at school? Repeating "hitting isn't okay" rarely works, because most kids already know that before the conversation happens. Look instead at what happened right before the hit, and what was building up earlier in the day. What are some common behavior problems that 4-year-olds experience in school? Hitting, biting, and kicking often show up around transitions, circle time, and group activities, the exact moments where a child has the least say over their own body. How to deal with challenging behaviors in preschool? Instead of treating the behavior itself as the problem to fix, it helps to look at what a child's body and day were signaling right before it happened, including sensory overwhelm and a loss of autonomy. How to handle disruptive behavior in the preschool classroom? For teachers managing a full room, a child's need can often be met alongside a teacher's own needs for competence, ease, and keeping kids safe, without one side having to lose. How to manage behavior in preschool? The better starting question isn't how to get the behavior to stop. It's what's happening in a child's body and day that leads them there, for parents and teachers both. What you'll learn in this episode Why a preschool classroom is often the first place in a child's life where an adult besides a parent controls almost everything about their body, and why that loss of autonomy can come out as hitting or kickingThe story behind a child who hit a teacher during circle time, and what came out only after the fact about what led to itHow to tell whether a child's hitting or kicking is coming from a sensory issue, an autonomy issue, or something else, and how that changes what actually helpsWhat teachers are usually working to protect when they enforce rules like Circle Time, including their own needs for competence, ease, and children's safetyHow I worked out a nap-time standoff with my own daughter's preschool that met her needs and her teachers' needs at the same timeA different question to ask instead of "how do I get this behavior to stop" Behavior is a signal - here's how to work with it You already have the instinct to look past the hitting or kicking and ask what's underneath it. What the Stop the Behavior Battles Masterclass adds is a repeatable way to find the answer in the moment, when your kid is already mid-meltdown and you don't have time to think it through from scratch. That's the whole method: four steps you can walk through with your own kid's situation, the same four steps you'll watch a real parent named Clarice apply to her own son's toy pickup standoff. Practice it enough times, and it starts to happen without you needing to stop and think through each step. When you enroll, you'll also get a 20-minute coaching session with Denise, our community manager and a credentialed coach, to help you narrow down the strategies most likely to work for your specific kid. And you'll get an invitation to a live call with me on September 16, where I'll share one of my own worst parenting moments and coach live on the spot. Get the Stop the Behavior Battles Masterclass for $27. Click the banner to learn more. Jump to highlights 01:10 Introduction to the episode's premise: hitting, biting, and kicking at preschool 04:12 The autonomy shift kids face moving into a classroom, and hitting as a way to signal "I need some say" 07:59 Why kindergarten-readiness pressure pushes teachers and parents toward compliance over accommodation 11:03 Applying the "would I want to be treated this way" test to circle time and other classroom moments 13:33 The adult parallel: snapping at a partner after a hard day, and why we don't extend kids the same grace 14:33 How parents can approach a teacher without blame, and requesting accommodations grounded in real needs 16:07 Jen's own example: finding a nap-time compromise for her daughter that worked for both her and the teachers 17:00 Introducing the Stop the Behavior Battles Masterclass and what it walks parents through

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Why? Why? Why? Pastor Cogan Matthew 16:21-28From that time on, Jesus began to show his disciples that he must go to Jerusalem and undergo great suffering at the hands of the elders and chief priests and scribes and be killed and on the third day be raised. And Peter took him aside and began to rebuke him, saying, “God forbid it, Lord! This must never happen to you.” But he turned and said to Peter, “Get behind me, Satan! You are a hindrance to me, for you are setting your mind not on divine things but on human things.”Then Jesus told his disciples, “If any wish to come after me, let them deny themselves and take up their cross and follow me. For those who want to save their life will lose it, and those who lose their life for my sake will find it. For what will it profit them if they gain the whole world but forfeit their life? Or what will they give in return for their life?“For the Son of Man is to come with his angels in the glory of his Father, and then he will repay everyone for what has been done. Truly I tell you, there are some standing here who will not taste death before they see the Son of Man coming in his kingdom.” I know I have said it, but I can't say it enough. From all of my family, thank you for the generous gift of time you gave to us for my paternity leave. It was wonderful. I thought it might be helpful to share a little bit about what our days were like. Yes, there were (and are) the diaper blow outs, the endless piles of laundry, the constant “Clive stop touching her”, and coffee, lots of coffee. But especially in those first few weeks, there would come a point nearly each day when Clive had had enough of being inside. It might have been the running laps around the kitchen or chucking toys down the stairs, but something would tell us he needed to go outside. And since I am not a source of milk, He and I would go for walks, or adventures, as we call them. There is this little path in our neighborhood that leads to a small pond behind some houses. It's got tall grasses and wildflowers all around, with tall trees hovering above. I would tell him we were searching for turtles, knowing full well we wouldn't see one. That wasn't the point. We would walk, look around, but mostly Clive would ask questions. Dad, why is that flower yellow? Why is there water here? Why are the clouds gray and not white? Why is uncle Chad taller than you? Admittedly, I was more than a little tired on some of our walks and did not entertain this game well. On my better days though, I would do my best to answer. But when you get five or six why's deep on any one question, you've got to be a wildlife biologist, an astrophysicist, or a mechanic to give the right answer. For example: why does it rain? So that things grow. Why? Because most things need water and sunlight to grow. Why? At this point I remember something called photosynthesis, but that's about all and we are only three whys in. And lest you think I am exaggerating on the number of why's Clive asks, one study from the University of Michigan found that on average, a 3 to 5 year old asks 107 questions a day! A day! Most of them being “why?”. I researched a little bit more on why Clive asked why so much and there are a few reasons. First, at age three kids have an explosion of neuron connections happening in their brain, more than three times that of an adult. Second, it helped me to know that kids ask lots of questions with someone they trust. They are thinking, “this person is helping me figure out the world”. And finally, kids aren't seeking attention with the repeated why. Instead, they are just unsatisfied with the answers, which means Clive is unsatisfied with me most of the time. Sadly, this barrage of questioning doesn't last forever. Tight at the time kids start school, ironically the questions start slowing down. By halfway through elementary school, they nearly stop altogether, perhaps because in both our schools and our society we've come to value correct answers much more than good questions.In reading the gospel this week, I can't help but wonder how this conversation between Jesus and Peter would have gone had Peter responded with a question. I wonder even more how Jesus would have answered… Instead, Peter thinks he has the right answer again. Just last week, Jesus praised him for his answer to the question who Jesus was. “You are the Messiah, the Son of the Living God”, Peter said. And he was rewarded with a title, the Rock, and keys to the kingdom. Yet, today we see Peter had the right answer, but the wrong understanding of what that meant. For him and most of the Jewish community, the Messiah would be like David and Moses wrapped into one, but even greater. A military leader who would overthrow Rome and lead the Jewish people out of oppression and into a new kingdom. So when Jesus says that he must suffer and be killed by the people Peter thought he came to defeat, Peter can't help but think he is right and Jesus is wrong. Can you imagine how the conversation would have gone had Peter simply responded why? Why must you suffer and be killed? Why must you be raised on the third day? Throughout the gospels, Jesus never scolds the disciples or others for asking questions. Think of Nicodemus and all his questions or the disciples wanting an explanation as to why Jesus taught in parables. Questions don't frustrate Jesus. Insistence that someone has the right answer, or the right theology, does… Especially when that right answer or theology harms someone else.So if Jesus welcomes our questions, why are we so hesitant to pose them? Maybe because we are afraid of what our questions will lead to or we've been told we shouldn't. Like our schools and society, our churches and denominations place a premium on having the right answers or believing the right thing. And it has harmed people, especially women and our gay and queer siblings. My hope is that this community is a place where we create space for and encourage good questions. As we start this new program year, there will be many opportunities to learn together. My prayer is that not only will you commit to coming to one of them: Wired Word, Giving the Sense, Graceful Parenting, or others, but that while you are in them you are not afraid to ask questions of your neighbor, your pastors, your faith, and the holy words of the Word. When we do that, we'll make new connections and gain deeper understanding about each other and our God. We will grow in trust, helping one another figure out our faith and the world around us. We will also be, and likely have already been, unsatisfied with some answers you get: from us, from popular theology, or from your past church experience. And that's okay!One of the best pieces of advice I read about Clive's constant questioning is that he's likely unsatisfied with my answers because they are causal, not functional. In other words, I am explaining what causes something and not its function. He asks why the flower is yellow and I say because of the pigment in its petals. That is useless to Clive. But if I say, so that bees and butterflies can find it, now we've got something. Preschoolers want an answer that is functional, that explains what something does, not just what it means. And that's beautiful, it's also very Lutheran.If you have asked “Why did Jesus have to die?” and someone responded with “because that was God's plan” or “because of sin”, that's a causal answer likely leading to many more whys. I am much more interested in a functional answer of why Jesus died and was raised. That answer is perhaps more simple, but no less profound. Jesus died and was raised for you, and for me and for the whole world, so that we might receive grace and forgiveness here and now, and that all creation will one day be raised to new life, just as Jesus was. That's why.Until then, ask all the questions you can about this faith we share, about this God we worship, and about this grace we've received. It will help us learn together, trust each other more, and above all, get a deeper understanding of this Jesus we follow. We might not be satisfied with all the answers we get, but I bet one day we will be. Amen

What does hope look like when it is rooted in the land, carried home to your children, and shared through song?In Episode 204 of the Adventures in Learning podcast, Dr. Diane continues the Wild Tomorrow series with two remarkable Green Mambas, Senzeleni Ngcobo and Philile Mdluli.The Green Mambas are part of Wild Tomorrow's all-women ecosystem-restoration team in KwaZulu-Natal, South Africa. Their work includes removing invasive plants, helping restore native habitat, supporting tree planting, learning fire-safety and first-aid skills, and welcoming guests and volunteers into the work of rewilding. But this conversation is about much more than conservation. It is about work that creates independence, supports families, strengthens community, and makes a future feel possible.Senzeleni and Philile share what has changed since joining Wild Tomorrow in 2018: being able to send their children to school, afford transportation and warm clothes, contribute to their families, and build homes of their own. They speak about learning to feel at home in the forest, gaining new skills, and teaching their children to care for plants, animals, and the planet. And throughout the episode, they share the music and laughter that bring joy to their days in the field.This is Part 5 of the Wild Tomorrow series. In previous episodes, we heard Wild Tomorrow's founding story from John Steward and Wendy Hapgood; explored community conservation with Aphiwe Notshaya; learned about ecosystem restoration with reserve manager Kevin Jolliffe; and joined Sibiya Siyabonga for a conversation about ranger life, resilience, and hope. This episode brings us directly to the women whose daily work is helping turn Wild Tomorrow's vision into reality.Chapters00:00 Welcome to the Green Mambas01:13 Meeting Senzeleni and Philile04:13 What the Green Mambas do06:36 Rewilding, invasive plants, and tree planting07:30 Singing through the work08:32 How work with Wild Tomorrow changed their families' lives09:54 From fearing the forest to feeling at home11:07 Conservation in partnership with community13:09 Learning new skills in the field15:27 Lessons they are sharing with their children16:08 What brings hope17:12 A final song and “Siyabonga”Why ListenHear directly from two women whose daily work restores habitat and creates opportunity for their families.Learn how rewilding includes invasive-species removal, tree planting, wildlife protection, fire management, and community engagement.Discover a community-centered conservation model that recognizes women as leaders in restoration.Be reminded that hope can take many forms: meaningful work, new skills, children thriving, friendship, laughter, and song.Other Episodes In the Wild Tomorrow SeriesPart 1: From Boots to a Wildlife Corridor: The Wild Tomorrow Story with John Steward and Wendy HapgoodPart 2: People, Preschoolers, and Planet: Community Conservation with Aphiwe NotshayaPart 3: Rewilding, Restoration, and Hope with Kevin JolliffePart 4: Rangers, Resilience, and Hope with Sibiya SiyabongaMore ResourcesLearn more about the Green Mambas, Wild Tomorrow's all-women restoration team.wildtomorrowRead Wild Tomorrow's celebration of the Green Mambas and their work in habitat restoration: Celebrating the Green Mambas.Visit Wild Tomorrow to support wildlife conservation, rewilding, and community-centered work in South Africa.Find full show notes, photos, and more episodes at Dr. Diane Adventures.Call to actionListen to the full episode, share it with someone who cares about women in conservation, and take time to learn the whole story of rewilding. Restoring land is not only about planting trees or removing invasive plants. It is also about investing in people, supporting families, building skills, and creating communities where wildlife and people can thrive together.Siyabonga — thank you — to Senzeleni, Philile, and every Green Mamba whose work reminds us that hope is not abstract. It is something we build, plant, protect, sing about, and carry forward together.Support 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.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

One of the biggest classroom management mistakes isn't having expectations. It's assuming children learned them because we explained them once.In this episode, we're talking about the difference between telling and teaching. Preschoolers don't automatically know how to line up, clean up, walk in the hallway, or participate during circle time. These are skills that must be intentionally taught through modeling, practice, coaching, and repetition.If you find yourself repeating the same directions all day, it may not be a listening problem. It may be a teaching opportunity.Topics Discussed:Why explaining a classroom expectation isn't the same as teaching itThe preschool mindset that changes how you approach behaviorWhy reminders alone don't help children master new skillsHow intentional instruction can reduce repeated corrections and build independenceRelated Resources:The First Six Weeks PlaybookWebinar: Stop Repeating Yourself All DayRelated Blogposts/Episodes:I Open Centers on Day One—But I Don't Expect IndependenceThe Preschool Framework I Use Every YearConnect with AshleyFollow on Instagram @lovelycommotionJoin the Lovely Preschool Teachers Facebook GroupMore About the Lovely Preschool Teachers PodcastAre you a busy preschool teacher who loves gaining new ideas, perspectives, and inspiration for your classroom? The Lovely Preschool Teachers Podcast is here to help you up your confidence in educating early learners in a quick, actionable way!As an early educator who is still in the classroom, Ashley Rives will share the ins and outs of how she runs her classroom in a play-based, child-centered way. Each week, expect a new episode focused on actionable strategies to level up your abilities and confidence as a preschool teacher.Ashley Rives is an early educator with over 17 years of experience and a strong passion to help teachers implement child-centered learning in preschool classrooms all over the world. You can follow her on Instagram @lovelycommotion or learn more at the Lovely Commotion Preschool Resources website: www.lovelycommotion.com

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Have you ever worried that your preschooler isn't interested in letters yet? Or wondered if you should be doing more alphabet practice at home?This episode is your reminder to take a deep breath.In episode 94, Miss Beth breaks down the developmental skills that come before the ABCs — and explains why these early experiences are some of the strongest predictors of later reading success. Reading and writing don't begin with flashcards or worksheets. They begin years earlier through movement, play, conversation, scribbling, and sound awareness.If you have a child between the ages of 2 and 5, this is one of those episodes you'll want to save and share with another parent who could use a little reassurance that they're doing better than they think.In this episode, you'll learn: Why scribbling is the first stage of writing development The progression from lines and curves to letters and words How grip strength, shoulder stability, and fine motor skills support handwriting What print awareness is and why it matters before children can read The difference between phonological awareness, phonemic awareness, and phonics Why Miss Beth doesn't recommend rushing the alphabet or relying on "letter of the week" Simple, play-based activities that build lifelong reading and writing skillsYou'll walk away knowing: Why the activities your child is already doing — drawing, playing, reading together — are building real reading readiness What to do instead of letter drills with a 2–5 year old How to tell if your child is developing on track without comparing them to flashcard milestones When to feel confident you're already giving your child exactly what they needLinks mentioned:⁠Ready to Read⁠⁠ABC Activities⁠⁠The Little Blue Truck⁠About the hostBeth Gaskill (Miss Beth) is a reading specialist, early childhood educator, and founder of Big City Readers. She helps parents support their children's literacy development through research-backed, science of reading strategies.⁠ @BigCityReaders ⁠⁠BigCityReaders.com⁠Topicsearly literacy, pre-reading skills, phonological awareness, phonemic awareness, phonics, print awareness, fine motor skills, handwriting development, scribbling, play-based learning, preschool literacy, toddler learning, reading readiness, science of reading, parenting advice

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

What does it take to protect wildlife when the work is dangerous, the stakes are high, and hope has to be built every single day? In Episode 199 of the Adventures in Learning Podcast, Dr. Diane Jackson Schnoor continues the Wild Tomorrow series with Assistant Reserve Manager Sibiya Siyabonga for an honest and deeply human conversation about ranger life, anti-poaching work, community trust, and the courage it takes to protect animals that cannot protect themselves.This is Part 4 in the Wild Tomorrow story, and it follows the earlier episodes with John Steward and Wendy Hapgood, Aphiwe Notshaya, and Kevin Jolliffe. Siya shares how he came to Wild Tomorrow, what he learned as a ranger and firefighter, and why conservation depends not only on fences and patrols but also on relationships, training, and collaboration with the people who live closest to the land.Listeners will hear about the daily realities of ranger work, including listening posts, ambushes, tracking, teamwork, and the difficult balance between protecting wildlife and understanding the human pressures around poaching. Most of all, this episode is a reminder that conservation is not abstract; it is personal, practical, and often risky work carried out by people who love the land enough to guard it.As we approach World Ranger Day on July 31, this episode feels especially timely. It's a chance to honor the men and women who protect natural heritage on the front lines, and to support the Wild Tomorrow fundraiser that helps make their work safer, stronger, and more sustainable.Chapters00:01 Hope in the sounds of the bush01:18 Meet Sibiya Siyabonga01:53 From firefighting to ranger work03:22 What a ranger does every day05:55 Building trust with community leaders08:59 Creating different paths forward10:02 A recent poaching arrest17:35 Protecting animals that cannot protect themselves18:09 The dangers rangers face23:06 Why poachers take bigger risks25:08 Rangers as conservation's backbone27:25 What rangers need most31:03 Ranger numbers and team structure33:25 Working with neighboring reserves35:45 Training the next generation of rangers41:07 Why Siya keeps doing this work46:22 What brings Siya hope48:26 Closing and call to actionKey momentsSiya explains that his job is to protect animals that cannot protect themselves.Ranger work includes patrols, listening posts, ambushes, tracking, and hard choices.Building trust with communities is part of conservation, not separate from it.The reserve depends on collaboration with neighboring properties and shared intelligence.Hope comes from nature, from the next generation, and from the chance to make a difference.Call to actionDownload and listen to Episode 199 of Adventures in Learning to hear the full conversation and continue the Wild Tomorrow series. If Siya's story moved you, please consider supporting the Wild Tomorrow Rangers with a donation and honoring the work of rangers this World Ranger Day season.Links and resourcesJohn Steward and Wendy Hapgood: From Boots to a Wildlife Corridor: The Wild Tomorrow StoryAphiwe Notshaya: People, Preschoolers, and PlanetKevin Jolliffe: Rewilding, Restoration, and HopeLearn More About the Wild Tomorrow RangersDonate to Support the RangersLearn more about World Ranger DayAbout Sibiya SiyabongaSibiya Siyabonga is Assistant Reserve Manager at Wild Tomorrow. Siya joins the reserve from KZN Ezemvelo Wildlife's Tembe Elephant Park, where he served as an Advance Field Ranger. During his time there, Siya was involved in successful confrontations with poachers. He also holds certificates in firefighting, field training and firearms, and reserve guardianship.#AdventuresInLearning #WildTomorrow #SibiyaSiyabonga #Siya #Rangers #Conservation #AntiPoaching #WildlifeProtection #CommunityConservation #NatureRestoration #SouthAfrica #EnvironmentalEducation #LearningThroughNature #WonderCuriosityConnection #PodcastEpisode #HopeInTheWild #WorldRangerDaySupport 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.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Reference:  Denninghoff KR et al. Azithromycin for Preschoolers with Wheezing in the Emergency Department. New England Journal of Medicine. May 2026 Date: July 14, 2026 Guest Skeptic: Dr. Zara Ibrahim is a pediatric emergency medicine fellow at Children's National Hospital in Washington DC where she also completed medical school, pediatric residency. Her research interests include […] The post SGEM#515: Now the Azithromycin Don't Work for Preschool Wheeze first appeared on The Skeptics Guide to Emergency Medicine.

This is the noon All Local for Tuesday, July 14, 2026

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

A group of prominent black activists are calling on California to teach preschoolers how to speak "Black English." The activists say they don't want their children talking like white people. They say cultural linguistics make it appropriate for black children to "axe" questions and to use words like "finna do something" or "how you be?" Sounds like they want to create a modern-day Tower of Babel. Be sure to click here to get a copy of my new book, "The Golden Age: How Trump Saved America."See omnystudio.com/listener for privacy information.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Can a little bee become friends with a wasp?When Chubbee discovers an injured wasp lying on the ground, he must decide whether to help someone he has always believed was his enemy. Through kindness, compassion, and prayer, Chubbee learns that God's love is for everyone—and that loving others means doing the right thing, even when it's difficult.This heartwarming Bee-Attitudes adventure teaches preschool and early elementary children that Jesus wants us to love our neighbors, care for those in need, and treat others the way we want to be treated.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Welcome to The Mental Breakdown and Psychreg Podcast! Today, Dr. Berney and Dr. Marshall discuss the challenges associated with diagnosing Attention Deficit Hyperactivity Disorder in children under the age of six years. Read the article from the Child Mind Institute here. You can now follow Dr. Marshall on twitter, as well! Dr. Berney and Dr. Marshall are happy to announce the release of their new parenting e-book, Handbook for Raising an Emotionally Healthy Child Part 2: Attention. You can get your copy from Amazon here. We hope that you will join us each morning so that we can help you make your day the best it can be! See you tomorrow. Visit Psychreg for blog posts covering a variety of topics within the fields of mental health and psychology. The Parenting Your ADHD Child course is now on YouTube! Check it out at the Paedeia YouTube Channel. The Handbook for Raising an Emotionally Health Child Part 1: Behavior Management is now available on kindle! Get your copy today! The Elimination Diet Manual is now available on kindle and nook! Get your copy today! Follow us on Twitter and Facebook and subscribe to our YouTube Channels, Paedeia and The Mental Breakdown. Please leave us a review on iTunes so that others might find our podcast and join in on the conversation!

What if saving wildlife starts with school lunches, backpacks, and bush walks? In Part 2 of the Wild Tomorrow series, community leader Aphiwe Notshaya joins Dr. Diane to share how a community partnership approach to conservation in rural South Africa is feeding preschoolers, supporting orphaned and vulnerable children, opening doors to university, and building real climate resilience—one partnership at a time.SummaryIn this episode, Dr. Diane continues the Wild Tomorrow series with community conservation manager Aphiwe Notshaya. Aphiwe describes her path from aspiring accountant to environmental manager and how Wild Tomorrow lets her merge people-centered work with habitat protection. Aphiwe shares how the Early Childhood Development (ECD) program supports preschools with teacher training, toys, and monthly food so young children receive two meals a day and learn to love school, and how a partner community center provides uniforms, stationery, backpacks, and academic support for orphaned and vulnerable children. Aphiwe highlights a local mentor helping graduates apply for university, learnerships, and internships in a rural area with limited digital access, and explains how environmental education days bring children into the reserve for bush walks, outdoor journals, and close-up encounters with insects, birds, and habitats, not just the “big five.” She talks about choosing strategic partnerships with traditional leaders, women's climate‑smart agriculture projects, and Zulu cultural practices tied to healthy rivers, all while avoiding conservation models that fence people out. Looking ahead, Aphiwe shares her dream of deeper climate resilience work, seed banks, and disaster centers—and why her love of snakes surprises people. What keeps her hopeful is simple -- communities that are still willing to listen, learn, and change.Chapters[00:01] Welcome & Meet Aphiwe: Part 2 of the Wild Tomorrow series and the woman leading community partnerships.[01:11] Discovering Conservation as a Career: From “future accountant” to environmental management and Wild Tomorrow.[04:34] Community-Centered Conservation: Why Wild Tomorrow centers local needs alongside wildlife.[04:58] Preschools, Food, and Early Childhood Development: Supporting ECD centers with teacher training, resources, and monthly meals.[08:10] Orphaned and Vulnerable Children: Uniforms, stationery, backpacks, and extra classes for kids who need it most.[09:50] Helping Youth Reach University and Jobs: Backing a local mentor who guides applications for university, learnerships, and internships.[12:16] Game Drives, Bush Walks, and Outdoor Journals: Bringing local kids into the reserve to notice insects, birds, and habitats.[15:35] Partnerships with Chiefs, Culture, and Climate-Smart Farmers: Working with traditional leaders, Zulu maidens, and women's agriculture groups.[20:40] Breaking Down Fences: Making the reserve feel like “our future” for neighboring communities.[23:55] Aphiwe's Practical Wish List: Fire extinguishers, first-aid kits, and basic school supplies with big impact.[25:36] Dreaming of Climate Resilience and Disaster Centers: Teaching about wetlands, floods, and planning for a changing climate.[28:49] Favorite Animal: The Dramatic Rinkhals: Why a snake that plays dead has her heart.[29:51] What Brings Aphiwe Hope: Communities that listen, adapt, and choose sustainable paths.Links:Episode 189 – Part 1 of the Wild Tomorrow series with co-founders John Seward and Wendy HapgoodWild Tomorrow Community Programs and opportunities to supportFollow Aphiwe and Wild Tomorrow on InstagramFollow Aphiwe and Wild Tomorrow on LinkedInSupport 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.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Why do families not participate in free parent education programs? a cross sectional population based study of preschoolers

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

On episode #107 of the Infectious Disease Puscast, Daniel and Sara review the infectious disease literature for the weeks of 5/7 – 5/20/26. Host: Daniel Griffin and Sarah Dong Subscribe (free): Apple Podcasts, RSS, email Become a patron of Puscast! Links for this episode Viral FDA Grants Accelerated Approval to Gilead's Hepcludex® (bulevirtide-gmod), the First and Only Approved Treatment for Chronic Hepatitis Delta Virus (HDV) (Gileadl) A Phase 3, Randomized Trial ofBulevirtide in Chronic Hepatitis D(NEJM) Study to Assess Efficacy and Safety of Bulevirtide in Participants With Chronic Hepatitis Delta (CHD) (NLM: ClinicalTrials.gov) Andes Hantavirus Outbreak on a Cruise Ship, 2026 (NEJM) Quick takes: Another hantavirus case, polio in 3 countries, NIAID head steps down (CIDRAP) Dolutegravir Reduces Human T-Cell Lymphotropic Virus Type 1 Proviral Load and Improves Neurological Outcomes in a Phase 2 Controlled Trial (CID) Dolutegravir Appears to Lower Human T-Cell Lymphotropic Virus Type 1 (HTLV-1) Proviral Load: The Emerging Rational Approach to Treatment of HTLV-1–Associated Myelopathy (CID) Use of Dolutegravir for treatment of HTLV-1 (CID) Use of dolutegravir to treat people living with HTLV-1-associated myelopathy (HAM) (CID) Bacterial Urinary Tract Infection (UTI)-free and Recurrent UTI (rUTI)-Free Survivals Following Bladder Electrofulguration in Women With a History of Antibiotic-Refractory rUTI (OFID) Azithromycin for Preschoolers with Wheezing in the Emergency Department (JAMA) Rapid Respiratory Microbiological Point-of-Care Testing and Antibiotic Use in Primary Care (JAMA Internal Medicine) Fungal The Last of US Season 2 (YouTube) Changes in Epidemiology of Candidemia in the United States With a Focus on Candida auris (CID) Parasitic Impact of introducing RTS,S/AS01E malaria vaccine on mortality in young children in Ghana, Kenya, and Malawi: an observational evaluation of a cluster-randomised implementation programme (The LANCET) Ivermectin-Benzimidazole Prescribing Following Celebrity Endorsement  (JAMA Network OPEN) Febrile Temperature Augents Ring-stage Plasmodium falciparum Adhesion to Brain Endothelial Cells (JID) An Increase in Imported Plasmodium vivax Malaria in New York City: Clinical and Demographic Trends Following Recent Migration (OFID) Miscellaneous The State of Physician Leadership (WittkKieffer) Infectious Diseases Fellowship Curriculum: IDSA Training Program Directors Community of Practice (TPDCOP), Curricular and Educational REsources Workgroup (CREW) (CID) Music is by Ronald Jenkees Information on this podcast should not be considered as medical advice.

When Republicans passed their big budget bill in 2025, they thought the effects of cuts to health programs wouldn't show up until after the 2026 midterms. They were wrong. Meanwhile, the party is trumpeting its efforts to lower drug prices. Lauren Weber of The Washington Post, Shefali Luthra of The 19th, and Maya Goldman of Axios join KFF Health News' Julie Rovner to discuss these stories and more. Also this week, Rovner interviews KFF Health News' editor-at-large for public health, Céline Gounder, to discuss the Ebola outbreak. Visit our website for a transcript of this episode.Plus, for “extra credit” the panelists suggest health policy stories they read this week that they think you should read, too: Julie Rovner: ProPublica's “She Faced a Life-Threatening Miscarriage. Under Arkansas' Abortion Ban, Even Calls to the Governor's Office Didn't Help,” by Kavitha Surana.  Lauren Weber: The New York Times' “Short Naps, Long Hours: How Autism Clinics Squeeze Medicaid Dollars Out of Preschoolers,” by Sarah Kliff and Margot Sanger-Katz.  Shefali Luthra: The New York Times' “Nine Months of Medical Attention. Then Almost Nothing,” by Sejal Hathi.  Maya Goldman: The Texas Tribune's “Texas Children's Hospital Must Create Country's First ‘Detransition Clinic' Under Legal Settlement With State,” by Terri Langford and Colleen DeGuzman. 

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Daily frustrations are more manageable if you share them. Support your spouse with understanding. To support this ministry financially, visit: https://www.oneplace.com/donate/779/29?v=20251111

Would you love to sign up 33 students in your very first year… all from your home—with your daughter teaching right beside you? If so, you should listen in to today's Preschool All Stars story! After 26 years teaching kindergarten, Mindy Coronado still loved her staff—but the students, parents, and classroom environment had changed. She was tired of the behaviors, the burnout, and the lack of support… and she couldn't imagine sticking it out for another 10 years just to retire. Once she joined Preschool All Stars, everything shifted. She opened a home preschool, brought her daughter on as a teacher, and went from 10 to 33 students in just over a year. Now she teaches preschool in the morning, kindergarten in the afternoon, and runs a waitlist-only program out of her home! Find out how she did it: • The one thing that made her finally leave her school after 18 years • How her daughter's management skills helped them grow fast • The simple strategy that brings her 5 new signups in a week Please rate and review us at Apple Podcasts. (We hope we've earned your 5 stars!) GET MY FREE RESOURCES FOR YOUR PRESCHOOL JOURNEY: ❤️ Get my FREE “Start Your Preschool” book (+ $7.95 s&h) ❤️ Watch my FREE "How to Start a Local or Online Preschool" Workshop ❤️ Join my Preschool All Stars membership to get mentorship, support, friendship, and training for every step of your preschool journey FOLLOW ME ON MY MISSION:

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

AP correspondent Julie Walker reports on a weekend meeting between New York's Mayor Zohran Mamdani and former President Barack Obama.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

If your morning routine for preschool looks less like a smooth routine and more like 21 rounds of "no", "stop", and "not like that" before 8 am, then things aren't working well for either of you. In this episode, we walk through one ordinary preschool morning minute by minute, from the cereal bowl to the car seat buckle. We also learn how to move from: "how do I get my child to cooperate" to: what is going on inside my child's body right now, and what are they trying to communicate through the flopping, dawdling, silliness, and defiance? Because when you understand that, you can find strategies that meet both of your needs. Questions This Episode Will Answer Why is my child so difficult in the morning? Preschoolers live almost entirely in the present moment and learn through movement and touch. When a morning is filled with a steady stream of corrections, their nervous system experiences it as "everything I do is wrong" - and the silliness, defiance, or shutdown you see is their body's response to that overload. Why is my child grumpy in the morning? It's often less about the time of day and more about the cumulative weight of limits. When children experience correction after correction with little room for exploration or connection, grumpiness and shutdown are common signals that their needs aren't being met. Why do kids dilly-dally and dawdle in the morning? What looks like dawdling is often a child following genuine curiosity, moving their body the way it wants to go, or trying to connect with you before the day pulls you apart. What is meant by "behavior is communication"? Preschoolers don't yet have the words to say "this is too much for me" or "I need to feel close to you right now". So they show you with their bodies. Finger-stirring cereal, flopping on the floor, asking to be carried - each of these is a message, if you know how to listen for it. When you understand that message you can help them meet their need - which also meets your needs for peace, ease, and order. Is misbehavior an unmet need? Often, yes. When you look beneath challenging behaviors in young children, you frequently find unmet needs for things like autonomy, movement, connection, or play. The behavior is a signal pointing you toward what your child actually needs. If you want to find out your child's biggest need (and easy, actionable strategies to meet it that make your life easier), take this free quiz. What are some reasons children misbehave? In early childhood, most challenging behavior traces back to a mismatch between a child's developmental capacity and what's being asked of them, combined with needs they're trying to meet in ways you're finding irritating. Preschoolers aren't misbehaving to make your life harder. They don't know how else to meet their needs. What You'll Learn in This Episode How to walk through a typical preschool morning routine and see it through your child's eyes, moment by momentWhat your child's most frustrating behaviors (flopping, dawdling, silliness, defiance) are often communicating about their needsWhy the total number of corrections across a morning matters as much as any single limit you setWhat your needs are in the morning routine, and why they are just as valid as your child's needsHow it's possible to meet your needs AND your child's needsHow to start moving toward fewer, clearer limits that your preschooler's nervous system can actually work withWhat the research on parent-child interaction patterns tells us about where repeated correction leads over timeHow parents who grew up in homes with heavy compliance expectations describe the long-term effects on themselves and their own parenting To help you put the ideas from this episode into practice, I've created a free worksheet: Your Difficult Morning Audit. You'll count your corrections, sort them, and start to see which limits are truly necessary - and which ones are habit. Get The Morning Audit Worksheet For Free If you thought "that's my kid" or "that's our mornings" - the Setting Loving (& Effective) Limits workshop is for you. Learn how to see how many limits you're actually setting, sort them into what's truly necessary and what can soften or disappear, and practice holding fewer, clearer limits in a way your child's nervous system can actually handle. You get short focused modules, three live group coaching calls where you can bring your real situations, and a community of parents working through the same things. The self-guided workshop is available year-round, but every April we run it live to give you even more support. Enrollment is open until April 26. Until April 16 at midnight Pacific, you can Pay What You Want:- any amount (even $1) gets you full access. You choose what you pay. After that, the price moves up to a fixed rate. If you're ready to move from correction-heavy mornings to fewer, truer limits your preschooler can actually live with, come join us in the Setting Loving (& Effective!) Limits workshop. Enrollment is open until April 26 Jump to highlights: 01:27 Introduction to today's episode 05:48 The behavior isn't defiance - it's communication about their needs. 08:21 Young children live in the present moment and learn through movement and repetition rather than explanations. 10:45 You're not the villain for wanting things to go smoothly. Getting out the door, you need to meet your responsibility to co-workers while staying connected to your kid. 13:58 Your child needs connection, autonomy, movement, exploration, play, and fun. You need ease, harmony, collaboration, and responsibility to others. 16:45 The Gottman research on couples suggests we need about five positive interactions for every negative one to stay connected. 18:43 As a young child, Crystal learned to read the room constantly. As a teenager, she rebelled hard and ended up heavily involved in drugs and alcohol. 30:38 Wrapping up the discussion. 31:40 An open invitation to Setting Loving (&Effective) Limits workshop.

She's back and she brought receipts!Tiffany "The Budgetnista" Aliche is one of the most iconic voices in personal finance, and if you missed her first episode on YQD, it became the highest-watched episode in the show's history. Dead ass. So yeah, we had to bring her back. This time, Tiffany is opening up about EVERYTHING — from the $35,000 scam that left her broke and sleeping on her sister's couch, to building an eight-figure net worth, to why she's still learning how to stop giving her money away to people who didn't even ask for it. She also drops the full framework from her bestselling book Get Good With Money, now available in paperback, and why that book hits differently after everything she's been through personally. If you've ever felt like financial wellness was something that happened to other people, this episode is going to shift that for you.WE GET INTO: 00:00 – Welcome Back, Budgetnista: Why This Episode Is Already a Classic03:06 – From Stuffed Animals to Preschoolers to Millions: Little Tiffany's Origin Story06:52 – Tiffany's Financial Fiasco: The $35K Scam (Meet Jake the Thief)12:25 – Why Shame Has Zero Business Being in Personal Finance13:20 – The Budgetnista Law: Making Financial Education Mandatory in NJ Schools15:14 – The "Just Cut Back" Myth: What Getting Good With Money Actually Looks Like17:09 – Your Budget Is a "Say Yes Plan" — And You Cannot Budget Your Way to Wealth21:22 – Charging Your Worth: Why Women Leave Millions on the Table24:35 – Wealth Guilt & Giving: When Generosity Becomes Self-Sabotage33:08 – The 10 Pillars of Financial Wholeness: From Managing Money to Building Legacy36:16 – Estate Planning Isn't Morbid — It's Love: What Tiffany Learned After Losing Her Husband43:04 – Prenups, Partnerships & Building Wealth With the Right Person49:06 – Dating After Loss: Why Financial Compatibility Is Non-Negotiable52:38 – Get Good With Money Paperback: Why It Hits Even Harder NowKEY TAKEAWAYS:Your budget isn't a restriction — it's your "say yes plan." It's there to keep you financially safe so you can say yes to the things that matter.You cannot budget your way to wealth. Learning to earn is the single most transformative financial move you can make.Debt freedom is a goal you can pick up along the way. It is NOT the finish line. Wealth is.The 10 pillars of financial wholeness: budgeting, savings, debt, credit, learning to earn (the foundational five) → investing, insurance, financial team, net worth, and estate planning (the growth and protection five).Wealth guilt is real — and giving money away before you've even asked if someone needs it is about you, not them.The right financial partner doesn't have to match your income. They have to know how to provide for someone who doesn't need it in the traditional sense.Estate planning is the ultimate act of love. Don't wait until it's too late.RESOURCES:Website Made Whole Get Good with Money CONNECT WITH TIFFANY:InstagramFacebook YouTube TAKE THE NEXT STEP:Yo Quiero Dinero Private MembershipRead my book, Financially Lit!Leave me a voicemailThis episode of Yo Quiero Dinero was produced by Heart Centered Podcasting. Hosted on Acast. See acast.com/privacy for more information.

Emily Jennings and Rachel Coe share activity suggestions for leading Kids and Preschoolers to explore God's Word.

Today – College campuses in central Ohio are doing double duty, giving preschoolers extra support while helping future teachers discover where they belong.Support the show: https://richlandsource.com/membersSee omnystudio.com/listener for privacy information.

Fewer than 1 in 4 preschoolers get enough daily movement, which affects how their bodies, brains, and confidence develop during the most important growth window of their lives Structured environments, like childcare settings, naturally increase activity through routines and transitions, while unstructured home days often lead to long stretches of sitting that weaken healthy habits The KID-FIT trial is testing whether a playful, school-based movement curriculum strengthens fitness, motor skills, and long-term activity patterns in young children The reinstated Presidential Fitness Test reflects a renewed national push toward measurable standards and highlights the value of helping children face challenges, identify strengths, and build resilience Parents can reverse inactivity by creating simple, predictable movement routines at home, turning fitness into a family experience, and using playful challenges to boost motivation and self-efficacy