Teaching With The Body In Mind

TWTBIM_0307 Cute Aggression Oct 29, 2024

Get ready to feel smart as Tom teaches us the science behind cute aggression. How does the urge to squeeze something cute help us stay regulated? Mike is reminded of favorite books that depict this dimorphous emotion--from the Where the Wild Things Are to More, More, More Said the Baby. Mike and Ross show off their brain chemistry knowledge. Perhaps cute aggression also has a role to play in rough and tumble play between friends.

TWTBIM_0306 I Don't Want Help Oct 22, 2024

Depsite our goal to create communities where everyone helps, sometimes offers of help can create conflict in the classrrom. Ross shares a recent example during block clean up. Mike has seen "help" with puzzle assembly lead to similar conflicts. Thinking of ways that we do (and don't) like to receive help in our own work can give some insights. Joey wonders if the word "help" leaves things too open ended sometimes. As we support children in building their skills to do hard things, we need to also pay attention to why they might not want help. We sure hope that everyone can learn to ask for and accept help when they need it.

TWTBIM_0305 Moved by Emotions Oct 15, 2024

Mike taps into his knowledge of Latin for a conversation about emotion, which at the root means "moving out." What do we do when emotions move children in the classroom? We can take on the role of "inner voice" and guide childrens' responses to their feelings. Sometimes words get in the way and the thing to do is give time and space for feelings. We also come with our own emotions, which can complicate things. The onion metaphor is resurrected, and in the center we find children's feelings.

TWTBIM_0304 Nerd Takeover (Part 3) Oct 08, 2024

In the final installment of the conversation with That Early Childhood Nerd, talk turns to care at the center of teaching practice. We are working to build communities that show care for one another--teachers and children. The hope is that our work inspires people waiting on airport lines at some future time--they will be kind and helpful! Ross searches for his trademark metaphor and future sponsor.

TWTBIM_0303 Nerd Takeover! (Part 2) Oct 01, 2024

The conversation with Heather Bernt-Santy from That Early Childhood Nerd picks up from last time. The group reminisces acout learning from Tom's classic video clips before returning to the topic of honoring childhood. How do we honor the child who is not like everyone else? Where do nurture and care fit in when we are often so focused on teaching and learning?

TWTBIM_0302 Nerd Takeover! (Part 1) Sep 24, 2024

That Early Childhood Nerd (aka Heather Bernt-Santy) takes over the discussion. She kicks things off with a Raffi quote that leads to a conversation of how adults so easily forget what it's like to be a child who needs to move. Tom talks about how he and Mike first met. Heather shares a pet peeve, and we reflect on what different lenses see in terms of movement, learning, and teaching. What does it look like when children are learning vs. when adults are teaching? More to come next week!

More about Heather and "That Early Childhood Nerd" here.

TWTBIM_0301 Tiny Beautiful Celebrations Sep 11, 2024

Children often enact "tiny beautiful celebrations" where they express joy by hugging and piling up together. Tom has even noticed adults doing the same thing when they celebrate a sporting win. Big emotions elicit big movements. We see it every day in our classrooms as children create these joyous piles.

Why School? (ENCORE EPISODE) Sep 03, 2024

It's back to school season! Travel back in time to 2020 (still too soon?), when distance learning was a new invention and we were trying to make sense of it all. While school is more or less back to normal, the questions are still worth asking.

Ross wants to talk paradigm shift. What lessons will we learn from the current disruption to our educational system? Joey asks the dangerous question, why school? Tom advocates for the privilege of being at school. Everyone agrees that it's the COMMUNITY that is essential. Mike finds a way to tie it all back to Grover Cleveland. (Recorded in May 2020)

TWTBIM_0300 Episode 300! Aug 27, 2024

For our 300th episode celebration, we answer listener questions (and a few of our own). Learn about Mike practicing magic on his baby sister, Tom's three years in Hungary, Joey's run-ins with head lice, and Ross's dreams of being a professional skateboarder.

TWBIM_0299 The Trouble with Development Aug 20, 2024

Tom invites us to take a closer look at what we mean when we talk broadly about "development." Developmental expectations can easily transform into standards of performance. What is the impact on the individual child? Are we trying to make all kids the same?

TWTBIM_0298 The Trouble With Movement Aug 13, 2024

The trouble is that kids get in trouble for moving. Perhaps the problem comes from us due to poorly designed spaces and unreasonable expectations.

TWTBIM_0297 They Know What They Need Aug 06, 2024

At the top of a steep and slippery hill, Joey had the chance to reflect on how children know what they need even if they can't always say it. When you provide opportunties to do what they need, they will show you how capable they are. It all makes Mike think of Ernest Hemingway.

TWTBIM_0296 Teaching Fails Jul 30, 2024

Mike invites the group to shares stories from the classroom when things did not go to plan. Listen to find out more about preschool runaways, decapitated bears, and gathering coins to buy "whiskey."

TWTBIM_0295 Foraging Jul 23, 2024

With summer in full swing, Joey wants to talk aboout children's foraging for berries and other tasty things. When we trust children's ability to meet their self-care needs in foraging, we can see how capable and competent they are. It's a whole body and mind practice as children rely on their executive function skills and experience immersive sensory input. Tom's grandchildren have been teaching him what to look for on neighborhood walks. Mike knows that tasty plants can be found even in urban environments.

TWTBIM_0294 Humans Love to Spin Jul 16, 2024

Tom had some time to catch up on his reading while he was away. He's back and ready to talk about spinning and the importance of vestibular development. Children find all kinds of ways to spin, such as twirling, rolling, somersaulting, and doing cartwheels. All this spinning is essential to developing the vesitibular system and--the hardest task of all--the ability to sit still. To support this growth, we need to provide spaces where children can spin and calibrate their senses.

(Tom ran out of time to talk about whirling dervishes, an example of how spinning can even change one's consciousness, but he wanted to mention it now.)

ENCORE Episode: Run With It Jul 09, 2024

Children need to run. It's a way for them to express joy and excitement, feel powerful, tap into energy, and explore their environment. Since children need to run--and love to run--adults should want them to run. How can we provide for this basic need and source of joy for children? (Originally released April 2022)

TWTBIM_0293 The Perfect Episode Jul 02, 2024

Joey returns to Ross's favorite theme of disappointment, failure, and the illusion of perfection. If children are always told that they are correct, then everyone else must be wrong. The implications are not great in a world where everyone makes mistakes.

TWTBIM_0292 On Ramp to Play Jun 25, 2024

Sometimes children are overwhelmed by choices and may struggle to get going in very open-ended, play based settings. What is the adult's role? Mike sees adults as the bridge to engagement. This bridge can lead to a highway where children need help navigating the on ramp to play. From there, children need to learn the rules of the road. We promise, it's not all metaphor as we talk about strategies for supporting children in connecting through play.

TWTBIM_0291 Long Ago Kid Jun 18, 2024

Ross wants to talk about navigating transitions. As the school year comes to a close, we often notice a ramp up in children's (and adults') level of dysregulation. How do we support children and teach the skills for managing the many inevitable changes of life? We talk about what is staying the same alongside what will be different...we practice rituals for saying goodbye...we involve children in concrete actions, such as cleaning, giving mementos...we engage in rituals that encourage reflection and offer connection with others... we take children's feelings seriously and see them as capable and competent people. Big feelings will always come up when change is at hand, but hopefully we can help lay the groundwork for processing those feelings.

Encore Episode: Learning from Silence Jun 04, 2024

While we're on a brief recording break, enjoy this episode from the archive:

Inspired by Stephen J. Smith from his book Risk and Our Pedagogical Relation to Children, Tom asks the group to consider the idea of silently observing children's movements as "reading their actions as they're being written." What more would we learn about children if we watch in silence and listen instead of always talking? (recorded November 2018)

TWTBIM_0290 Connection May 28, 2024

Mike leads us into a discussion about the importance of connection.

Social connection is how children get through the hard things...Connections build resilience...Children are always looking for connection...All play is social and all learning is social...We're wired to learn from the group so why is assessment still tied to individual achievements...Shout outs to: Vygotsky, Gilligan and Usain Bolt...The most important job of teachers is to be there.

TWTBIM_0289 Inner Strength May 21, 2024

Joey wants to talk about the idea of emotional strength. How do we support children in building inner strength without making assumptions about what they can handle? Mike reminds us that stress--in the right amount--supports growth. Tom shares the experiences of listening to children and being an advocate for their feelings. We need to watch out for accidentally giving the message that being "strong" means you don't feel sadness. Ross advocates for expanding children's (and everyone's) emotional vocabulary. Perhaps we would do better to use the term capable instead of strong?

TWTBIM_0288 Who Wins? May 14, 2024

What is lost when adults let children win at all the games? Ross worries that it gives children the false sense that they can never lose.

How do you keep games fun when the skill set is mismatched?... Do kids know what is happening when adults let them win?... Letting children win can be a form of power reversal play... It can be disrespectful when adults check out of the play and let children win... There is a level of challenge needed to make a game fun, motiviating, and to increase your skill level... Handicapping requires adults to tune in to children's skills... What are the other "wins" a child can feel in their life?... We aren't the best at everything, but how do I belong here?

TWTBIM_0287 Piles and piles May 07, 2024

Monkey piles, piggy piles, "pile on"--Tom has noticed that children often pile up together. This physical play provides close contact and a little unpredictability. What other needs are met in piling up?

TWTBIM_0286 Environment (continued) Apr 30, 2024

The conversation about environment wasn't quite finished. Joey, Mike and Tom continue to work their way through the jargon in search of more practical and meaningful language.

TWTBIM_0285 The Environment is Not a Blank Canvas Apr 23, 2024

Mike invites us to unpack the term environment as it is used in the field of early childhood. Does emphasis on "creating the environment" overlook the fact that you are in a specific place that already exists? Does it take into account the children and people who inhabit the space? How can we avoid fighting against the place we are in?

TWBIM_0284 Give Them Space Apr 16, 2024

How can we give children chances to explore space (and the feeling of having a lot of it)? Spending time outdoors is one of the best ways. Inside, perhaps children can experience a feeling of being in a separate space under a table. Spending time alone in an empty classroom can also tap into an expansive feeling. As Tom sums it up, it is an awesome experience "exist in the expanse."

TWTBIM_0283 Cooperative Games Apr 09, 2024

Competition has been ramping up in Ross's class. Children compete over who gets to the door first and even who can complete a puzzle the fastest! The introduction of cooperative games has helped to change the tone. The group gets thinking about some of their favorite large motor cooperative play activities--freeze ball, bridge jumps, building with two-person planks--and breaks down some of the key components to include when inventing new cooperative games.

TWBIM_0282 Spinnies and Ka-chunk Apr 02, 2024

Joey shares an experience with children "just playing on a swing" that was really so much more. Mike recalls a similar play episode with children playing on a flexible bridge. In both instances, children embodied high-level social skills: empathy, cooperation and collaboration. Tom reminds us that generosity flows naturally from the joy of play. Let's never forget that!

TWTBIM_0281 It's All Social Mar 26, 2024

Tom's been observing how children forge social connections through large motor play. Whether filling buckets with sand, negotiating space in big empty boxes or taking on roles in pretend play, children learn social skills by using their bodies.

TWTBIM_0280 Path of Least Resistance Mar 19, 2024

On location at his new program, Mike points out design features that create the path of least resistance to support teachers' engagement with the children. The group discusses strategies to find paths of least resistance for other recurring challenges: material storage, reducing line leader fights, signing in for the day, reducing wait time and bottlenecks, and clean up after messy play (clean up "dump trucks").

TWTBIM_0279 Unresolved Mar 12, 2024

Ross is feeling unresolved about the portraytal of problems in children's media. It's always a happy ending and "hooray we did it!" Does this have an impact on their ability to tolerate frustrations in the real world?

TWBIM_0278 Bootjack Mar 05, 2024

Joey's classroom climate has been transformed by the introduction of a useful tool. This raises questions about our perceptions of who "deserves" help. Taking a close look at the skill of taking off boots reveals the ways in which we make judgements about children's character traits based off of their physical capabilities.

TWTBIM_277 Who Gets to Define Play? Feb 27, 2024

Tom is thinking about who defines play and the impact of those definitions. In the classroom, and in our community, the implications of adults' judgements about play can have serious consequences. We need to stay vigilant for bias in our perceptions and in our definitions of "proper" ways to play.

TWTBIM_0276 Materials Limits, Part 2 Feb 20, 2024

Turns out that there was more to be said about limit setting with materials. Tom stirs the pot with the suggestion that we could just get rid of the paint...

TWTBIM_0275 Limit Setting with Materials Feb 13, 2024

Where is the line? If children can carry a block to the dramatic play area, can they bring the paint to the blocks? What about pom pom balls in the kitchen? Are children showing creativity or destroying materials? Mike works to help us process what to do when you get that "uh oh" feeling with children's unexpected uses of classroom materials.

(Within this conversation, Tom refers to Episode 250: Accoutrements. Find it here.)

TWTBIM_0274 Definers Jan 30, 2024

Tom warns against being a "definer" of children. Teacher definitions can limit how children view their own capabilities and how others view them--sometimes for years to come. Mike points out that basing our interactions on predetermined labels takes us out of attunement. Joey suggests using "I wonder" phrasing to hold more possibilities open.

TWTBIM_0273 Why is the Rule the Rule Jan 23, 2024

IF we reflect on our rules and why we have them, what do we discover? Are some rules outdated? Do we know where they came from? Mike and Tom share skepticism about the practice of having children co-create the rules. Long lists of specific rules can lead to tattling and power struggles. Joey points out that rules have their place in helping children understand social expectations. Everyone agrees that following a set of guidelines meets the need for flexibility and allows for success along a spectrum of developmental levels.

TWTBIM_0272 First Steps Jan 16, 2024

Mike has a front row seat to observe teachers (and children) taking their first steps to create an environment that allows for all kinds of learning and play--even running after bears in the classroom. No matter how many days--or years--of experience we have, taking baby steps and reflection are the keys to success. Tom recalls children successfully navigating a full classroom at high speeds and Mike thinks back to a big bad wolf who never toppled anyone's art projects.

TWTBIM_0271 Control Yourself Jan 09, 2024

What does it mean to be in control when teaching and caring for children? We often think it means we can control children's actions when in reality we can only control ourselves.

Cabin Fever (Encore Episode) Jan 02, 2024

Looking for relief from cabin fever? Ross leads a discussion about how we can do big things in small spaces. What kinds of activities alleviate the stress of being cooped up when we're not able to go outside? How can we use our spaces differently to allow for the movement we crave? How can we plan ahead for success?

What Does Happy Look Like (Encore Episode) Dec 26, 2023

Who wouldn't want a room full of happiness? From the early days of the show, the group reflects on how to read happiness in children. From running free in a big open space to contentedly sitting in someone's lap, we can see children's joy in their physical actions. Can we create places where every child can feel happy?

How Much is Too Much? (Encore Episode) Dec 19, 2023

Travel back in time to the early days of the show for a conversation about materials and limit setting. How do we decide where to set limits when children are experimenting with squeezing (lots of) glue, pouring (lots of) water or stapling (lots of) paper into books? We may not get it right in the moment, but reflection is key. How can we involve children in the process of setting limits and the impact of their actions on each other?

TWTBIM_0270 Who Does Batman Call Dec 12, 2023

Who does Batman call when he's scared? Ross wants to know. Does Batman get scared? Is he allowed to show fear? Maybe he should call his mom. Hopefully his teacher would help. How can we help children who wear the mask of superheroes manage uncomfortable feelings rather than fight them away?

TWBIM_0269 Scary Play is Important Dec 05, 2023

Scary play is important for children's development, but why? What is it about imaginary bears, snakes, and monsters that keep children coming back for more? Tom shares his recent research about the distinction between fear and "scared." Perhaps, in play, children build their tolerance for the physiological sensations of scary feelings that might actually help keep fear away.

TWTBIM_0268 "I" is for Irritate Nov 28, 2023

Mike puts the I in "I statements" with irritate. The conversation also includes such I-word favorites as intention, interaction, and internal. As children learn to recognize and name a range of emotions, how do they continue to navigate their relationships among peers and teachers?

TWTBIM_0267 Owning Authority Nov 21, 2023

Joey asks the group to help unpack the phrase, "own your authority." Along the way, we touch on the dangers of too much negotiation and a tendency towards manipulation.

TWTBIM_0266 Playing with Power Nov 14, 2023

In the final episode of our power trilogy, we'll explore how children play with power roles when they engage with adults. "Teacher, that wasn't tea, it was really poison." This type of play is often a way that children can test their relationship with adults. Despite how it may appear on the surface, it shows that there is trust in the room.

TWTBIM_0265 Who Owns the Block Area? Nov 07, 2023

A follow up discussion of big block play takes a closer look the role of gender dynamics in this play. Who are the bosses? Who gets to be in charge of the block area? The answers are not all tied to gender, but if we pretend it doesn't have a role, we are missing something. The conversation extends to how our language and actions influence children's developing understanding of gender roles and expectations.

TWBIM_0264 Big Blocks, Big Power Oct 31, 2023

A listener question about big block play gets us deep into a discussion about navigating power dynamics. The scale of big block play, along with the relative scarcity of the material in the classroom, seems to create some universal patterns. We want children to feel strong, confident and powerful as they create with large blocks, but this means we also need to be ready to help navigate children's struggles about how to manage this sense of power. Do we find ourselves avoiding the challenge of it? Are we making moral judgements about the children who find power in big block play?

Spooky Stuff (Encore Episode) Oct 24, 2023

Eek! It's scary how fast the days go by. But don't be afraid, we found this classic episode to tide you over until a fresh one is ready next week.

As his favorite holiday approaches, Ross wants to talk about spooky stuff. Being faced with scary things, from monsters to giant potatoes, is a big part of childhood. Fear will pass (like all emotions), but what do children do when they have these feelings and how should adults respond?

TWBIM_0263 Cut it up Oct 17, 2023

A child's newfound love of scissors has Joey wondering what is it about cutting that children love so much? Tom sees cutting as an act of agency. Mike and Ross note that scissors are a tool that offers the chance to act with a level of precision not usually available to a young child. A question for our practice is, if a child doesn't know how to use scissors yet, can they learn if we don't let them try?

TWTBIM_0261 Drop it Oct 10, 2023

The grandkids were playing with the laundry chute and now Tom is thinking about how much children like to drop things as part of their play. Is it a need? Should adults to create opportunities to experiment with dropping things or is it better for children to invent their own games? Mike has fond memories of his childhood laundry chute. Joey recalls joyful flower petal tossing games. Ross declares that he's all in for team gravity.

TWTBIM_0261 Redefining Play Oct 03, 2023

Mike would like to broaden the definition of play and what it means to participate in it. Something is going on even when children "just watch" others at play. Tom reminds us that watching sports can be a fairly active pursuit. Ross remembers a highly engaged observer of wrestling play in his classroom. Joey wonders when concern is warranted if children only observe and never join in. Mike teaches us S-O-U-L.

TWTBIM_0260 Do they have to join in? Sep 26, 2023

Ross wonders who has to participate. Do children have to join in to be considered part of the group? Mike remembers the stress he felt as a child when he was pressured to participate in activities. Tom reminds us to take the child's point of view. Ross shares an aha moment from his early teaching days.

TWTBIM: #cute (Encore Episode) Sep 19, 2023

We'll be back soon with fresh conversations. Until then, enjoy this cute little episode.

Is cute a meaningful attribute in creating environments for children? Is it how we would like to be described as professionals?

TWBIM: Serve and Return (Encore Episode) Sep 12, 2023

Back to school is a busy time of year! Enjoy this encore conversation while we get on top of it all.

Mike reminds us of the useful metaphor of serve and return. Children initiate interaction--verbally and non-verbally--in the hopes that we will reciprocate. Joey shares a recent example of returning a child's serve. Tom admires the complexity of it all. Ross cautions us not to miss the moments when children are serving up the chance to connect with them, even if (especially if) they are still learning how to play.

TWTBIM_0259 Uncomfortable with Princesses Sep 05, 2023

Mike takes us on a deep dive into the uncomfortable feelings that princess play can evoke. Do we want girls to play out scenarios of waiting for a man to save them? Joey wonders if it's similar to gun play in that children are just playing out what they have learned about the "rules" of society. If we see problems, should we work for change in our adult world rather than put our expectations on children? Tom reminds us that princess play, like all play, offers valuable insight into children's thinking.

TWTBIM_0258 Floor Time Aug 29, 2023

In looking through his photo archives, Tom has noticed how much time children spend on the floor. Should we think about the floor as a place to play? Joey points out that some materials are just easier to use on the floor--they'll wind up there anyway. Mike reminds us how much easier it is for children to anchor themselves on the floor which allows for more focus on their chosen task. What about adults? Should we be sharing this physical and emotional space alongside the children?

TWTBIM: Sharing (ENCORE EPISODE) Aug 22, 2023

When all the blocks are locked up behind the dragon's wall, do you make him share? Ross has been thinking about how adults can help children want to share. Tom thinks that we are not careful enough in how we use the term "sharing." Mike reminds us of Fred Rogers' wisdom: "There's a world of difference between insisting on someone's doing something and establishing an atmosphere in which that person can grow into wanting to do it." (Recorded December 2019)

TWTBIM: Attunement (ENCORE EPISODE) Aug 15, 2023

Mike's original reference to attunement. When teachers are skilled at attunement, children feel understood, seen, and heard. Ross points out that it takes time and effort to be in tune. Tom and Joey share experiences where teachers have been "out of tune" with children. Mike posits that noticing disharmony is one of the first steps to attunement. Who doesn't love a musical metaphor? (Recorded November 2019)

TWTBIM_0257 But in the Real World... Aug 08, 2023

Joey wants to talk about how the artificial constraints of environments and schedules restrict children's ability to meet their needs in any given moment. Tom describes a special type of "flow" that occurs when we give children time in spaces that support a wide range of interests, energy levels, and physical needs. Mike points out how we often use the phrase, "but in the real world," to justify the limits we place on children. What if we offered them a more "real world" environment instead?

TWTBIM_0256 Equipment vs. Experiences Aug 01, 2023

Mike wants to talk about how standards for quality often lead us to put more emphasis on the equipment in the classroom rather than the experiences of children. How important are those magna tiles and counting bears?

TWTBIM_0255 Dysregulated to reregulated Jul 25, 2023

Ross has been thinking about when children are dysregulated and the impact it has on adults' regulation. How do we tune in to signs of stress in children? Mike notes that we often don't notice more subtle cues. The group looks for the perfect analogy to describe the process of building regulation skills in partnership with children. Joey points out that when we avoid children who are dysreglated we miss the chance to build relationship with them.

TWTBIM_0254 What if....good things happen? Jul 18, 2023

Tom wants to address the concerns of teachers who worry about keeping control if ALL the children want to try something. What if everyone climbs the sensory table after you allow that one child to do it? Are they really all going to want to do the same thing? Joey wonders if we can flip the script and imagine that good things can happen when we're wondering "what if." Ross shares the scientific formula for the density of positive vs. negative results.

TWTBIM_0253 Power & Control Jul 11, 2023

In a follow up to last week's conversation, Joey reflects on the dynamic of power and control in the classroom. When is it OK for adults to take control? When are we misusing our power? Joey describes a standoff in the classroom loft. Mike shares an example of stepping in to help a child who seemed powerless in putting on their boots. We need to stay mindful of our reasons for keeping things "under control" and avoid having control itself become the goal.

TWTBIM_0252 Comfort vs. Control Jul 04, 2023

Mike urges us to reflect on our actions when children are out of control and need to de-escalate. Is restraint appropriate? What if we offered comfort instead? Joey counters that sometimes being held can provide a feeling of safety. How do we make the call?Tom reflects back on his early days of teaching and feeling uncomfortable when he used restraint. An important conversation about an uneasy topic.

TWTBIM_0251 When Help Isn't Helpful Jun 27, 2023

Ross is losing sleep after being too helpful. Did he take away a learning opportunity by attaching the wheels to a child's car? We offer help with the best of intentions, but perhaps our help sometimes undermines development. What kind of help do they need?

TWTBIM_0250 Accoutrements Jun 20, 2023

Tom paints a scene of children loaded up with accoutrements--binoculars, strollers, baskets loaded to the brim. What is this about? It seems like more than playing "dress up." What drives children to collect and transport so many disparate items? What emerges from this play?

TWTBIM_0249 Local Memories Jun 13, 2023

In follow up to the conversation about local play, Joey has noticed that many of children's memories are local too. Moving through different locations and environments prompts children to connect with past experiences and begin to form their understanding of time. Ross wonders about the impact of restricted settings during the pandemic. Tom recalls "pig pen" hill and Mike describes the best playground ever.

TWTBIM_0248 All Play is Local Jun 06, 2023

Tom invites us to explore the idea that all play is local. The more local the play, the more complex it becomes. The group recalls highly "local" play related to saddles, toy washers and dryers, road construction, and prairie burns. Ross and Mike underscore the fact that highly specific play enriches diversity.

See Tom's original blog post here

TWTBIM_0247 Leapfrogging to Mastery May 30, 2023

So often, we forget to appreciate the process of skill building and expect children to master skills after one lesson. Joey notices that even children can have unreasonable expectations for one another. When we forget how long takes to master a task, we don't give grace for mistakes and get frustrated. What about the role of effort and motivation? The conversation reminds us to be mindful of our expectations for children and how we communicate about them.

TWTBIM_0246 Limit Setting May 23, 2023

Ross wants to talk about limit setting and following through. How do our actions impact children's skill building for future competence? Tom gives an example of setting limits that is not punitive. Mike cautions against "banishing" children from activities and a reminder of children's sense of time. Joey encourages reflection--who needs the limit and why? Ross emphasizes the importance of having a plan for follow through after a limit is set. That child might still need you as a partner.

TWTBIM_0245 Communication Rainbow May 16, 2023

Mike shares his discovery of the expressive language rainbow metaphor. When we don't pay attention to what children are communicating with their bodies, we're not seeing all of the "colors" of the communication spectrum and most likely missing out on understanding children. Perhaps this concept of communication can reduce over-reliance on the phrase "use your words." There are also implications for our assessment tools.

TWTBIM_0244 Transporting May 09, 2023

Mike has a newfound appreciation for transporting after spending a day carrying around dinosaur feet with toddlers. The conversation about the ways that children--and all of us--engage in transporting materials highlights the importance of this life skill. There are implications for how we design spaces for children's play and support their abilities to transport.

TWTBIM_0243 Seeing Cooperation May 02, 2023

Cooperation between children happens all the time--sliding down hills, at the art table, or sharing space during crowded sensory play. Once you start looking for it, you see it everywhere, even in play that may not sound "nice." Adults can add to or detract from the cooperative spirit of children's play through our responses.

TWTBIM_0242 It'e Never Just Walking Apr 25, 2023

Tom's been noticing that children never just walk from place to place. They test their balance, touch things, and zig zag around through space. What to do? Can we be curious and try not to judge? Do we need to intervene? What are the skills we want children to develop and does straight-line, quiet walking support that development?

TWTBIM_0242 It'e Never Just Walking Apr 25, 2023

Tom's been noticing that children never just walk from place to place. They test their balance, touch things, and zig zag around through space. What to do? Can we be curious and try not to judge? Do we need to intervene? What are the skills we want children to develop and does straight-line, quiet walking support that development?

TWTBIM_0241 Ross' Rebuttal (part 2) Apr 18, 2023

Ross's response to recent the conversation about possession. He shares his thoughts on turn taking vs. sharing, the ethics of saving work, and who "owns" the classroom.

TWTBIM_0240 Ross' Rebuttal (part one) Apr 11, 2023

Ross is back and ready to revisit recent conversations about whether babies are stupid and how our values impact our work.

TWTBIM_0239 Playing with the Ocean (encore episode) Apr 04, 2023

If you can't make it to the ocean for spring break, you can at least enjoy this episode inspired by playing at the beach.

Tom's been thinking about a recent trip to the ocean where his grandchildren played tag with waves. The discussion reminds us of other reliable playmates such as puddles, streams, and sticks. Ross points out that these playmates can meet children's seemingly insatiable need for play--the ocean will never be too tired to play tag. They are also emotionally neutral. There's no point in engaging in a power struggle with a wave.

TWTBIM_0238 But I Had It First Mar 28, 2023

Possession and ownership are complex concepts that come into play every day in an early childhood setting. It's amazing how well young children--even babies--understand the nuances of the unspoken rules that can change from one context to another.

TWTBIM_0237 Babies Are Stupid Mar 21, 2023

If we evaluated all children based on what they can't do yet, we'd have to agree that babies are stupid. Mike questions this mindset, which is often embedded in our education systems. Does it do more harm than good in terms of "preparing" young children for school success?

TWTBIM_0236 Values into Practice Mar 14, 2023

Tom asks us each to consider what we value and what it looks like in the classroom. To get us started, he offers valuing each child for who they are as an individual and as part of the group. Examining our underlying values guides our decision making as caregivers. But what happens if multiple values we hold are in conflict? What if our values don't align with the values of the wider community?

TWTBIM_0235 Hanging Out Mar 07, 2023

Tom asks the group to define hanging out--a social act of "being with" with no agenda, a relaxed feeling, open, and freeform. He wonders, is it worthwhile in the classroom? (Resounding YES) Ross points out that you don't have to set your plans aside to allow for moments to hang out, you can make space for both. Tom's wish is that we can slow down and appreciate moments of hanging out in our daily practice.

TWTBIM_0234 Snow Mountain Success Feb 28, 2023

After a recent field trip and the serendipitous discovery of a snow mountain, Ross is rethinking what makes an experience a "success." Staying open to possibilities and saying yes can make it possible for everyone to enjoy the journey.

TWTBIM_0233 Big Play Indoors (Part 2) Feb 21, 2023

A follow up to last week's episode full of practical ideas for materials that support children's big play in the classroom.

TWTBIM_0232 Valuing Big Play--Indoors Feb 14, 2023

When children need to move, are our indoor environments ready to support them? Is it OK to make children wait until gym time or make them leave their classroom when their bodies feel like getting big? We have a responsibility to make sure our classroom environments meet the needs of ALL children. One way to do this is to include a large motor play area in the classroom itself, welcoming all kinds of play.

TWTBIM_0231 Four Basic Needs Feb 07, 2023

According to designer Anita Olds, children have four basic needs within their envrionment: movement, comfort, competence, and control. Joey presents these needs to the group for discussion as they align so closely with the principles of teaching with the body in mind. Tom points out that when we allow children to co-create their environments, they will naturally change their spaces to meet these needs. Ross emphaisizes the need for less compartmentalization of professions and more voices at the table when creating programs to serve children's needs.

TWTBIM_0230 It Might Get Loud Jan 31, 2023

Early childhood classrooms get loud. How do we determine if this is a problem? What if it's only a problem for the adult? How do we create welcoming spaces for children of differing volumes?

TWBIM_0229 No flashcards for riding a bike Jan 24, 2023

Mike shares a video of the "backwards bike.," (watch here) an excellent example of embodied knowledge. You can explain it, but you can't do it until you can feel it. How many experiences do young children have like this each day? They may "know" something, but can't do it yet. How often do educators experience the frustration of trying to implement new skills and yet fall back into old habits in the moment?

TWTBIM_0228 What Are They Thinking? Jan 17, 2023

Tom prompts the group with some photos that show children thinking with their bodies, such as placing their feet under a box to signify Wizard of Oz themes (below). When we see children engaged in such deep physical "thinking," we should resist the urge to interrupt and ask what they are thinking. With practice, we can step back and see their thinking through their actions.

TWTBIM_0227 Snow Much Fun Jan 10, 2023

It's an annual winter tradition to post our "Snow!" episode.

Tom wants to talk about beautiful, wonderful snow. Children love snow and the myriad opportunities it brings. Adults need to keep their snow-related hassles to themselves and let children have the joy. The discussion includes some practical tips for sledding with young children. (Originally recorded in 2019)

TWTBIM_0226 No Domain is an Island Jan 03, 2023

Ross invites us to grapple with the interconnectedness of developmental domains. If we focus too closely at individual areas of development, what might be missed? Mike shares the metaphor of children as "white light."

TWTBIM_0225 Do we value physical creativity? Dec 27, 2022

Tom wonders if we value children's body creativity as much as we do drawing or painting. Does playing Animal Action foster physical creativity? Ross is stuck on the need for children to practice and develop skill fluency in order to support phsycial creativity. The conversation ranges from the inventive play of World Cup soccer athletes to cutting paper hearts at Valentine's day--it's all connected.

TWTBIM_0224 The Body is a Thinking Tool Dec 20, 2022

Joey's observations of children decorating a play house with chalk lead to an examination of the idea that the body is a thinking tool. When children need to solve the problem of extending their reach, does the idea for a solution come from their mind or their body? Are we paying enough attention to these ordinary, yet remarkable, moments of competence and agency? Are our methods of assessment limited by being too tied to language?

TWTBIM_0223 Mike Hates Gym Time Dec 13, 2022

Gyms full of young children are loud, echoey, and overwhelming. Mike is going on record to say he doesn't like gym time. Tom wonders if it makes a difference how the space is set up? What about the schedule? Does it help if the children help choose the materials? Mike would still rather integrate physical play into the classroom setting. Joey wonders what's available in the gym, but not in the classroom--things like open space. Mike would still rather look for other open spaces. Ross makes a pitch for intentionality. What if teachers are intentional about how they use gym spaces? Mike softens. If used intentionally, he can give gym time another chance.

TWTBIM_0222 Unadventurous Playgrounds Dec 06, 2022

In contrast to recent conversations about adventure playgrounds, Ross wonders if traditional, static playgrounds are truly safer for children. Without open-ended materials, children's bodies become the thing that can change--for better or worse. In spaces with one "right way" to do things, social conflict can increase. Tom confesses to being a local playground aficionado who has seen some creative and fun traditional playgrounds.

TWTBIM_0222 Unadventurous Playgrounds Dec 06, 2022

In contrast to recent conversations about adventure playgrounds, Ross wonders if traditional, static playgrounds are truly safer for children. Without open-ended materials, children's bodies become the thing that can change--for better or worse. In spaces with one "right way" to do things, social conflict can increase. Tom confesses to being a local playground aficionado who has seen some creative and fun traditional playgrounds.

TWTBIM_0221 Adventure Playgrounds, Part 2 Nov 29, 2022

There's more to say about the principles of adventure playgrounds and how they contrast to some of our accepted norms for children's play spaces. Is there really a dichotomy between safe and unsafe spaces for children? Could an environment that requires more thoughtful use of materials be safer than a static play space? Do we expect spaces that are "professionally" designed and constructed to be 100% risk free? What about the positive impact of risk taking on mental health? How is the adult's role different in the adventure playground mindset?

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