TopPodcast.com
Menu
  • Home
  • Top Charts
  • Top Networks
  • Top Apps
  • Top Independents
  • Top Podfluencers
  • Top Picks
    • Top Business Podcasts
    • Top True Crime Podcasts
    • Top Finance Podcasts
    • Top Comedy Podcasts
    • Top Music Podcasts
    • Top Womens Podcasts
    • Top Kids Podcasts
    • Top Sports Podcasts
    • Top News Podcasts
    • Top Tech Podcasts
    • Top Crypto Podcasts
    • Top Entrepreneurial Podcasts
    • Top Fantasy Sports Podcasts
    • Top Political Podcasts
    • Top Science Podcasts
    • Top Self Help Podcasts
    • Top Sports Betting Podcasts
    • Top Stocks Podcasts
  • Podcast News
  • About Us
  • Podcast Advertising
  • Contact
Not in our directory?
Add Show Here
Podcast Equipment
Center

toppodcastlogoOur TOPPODCAST Picks

  • Comedy
  • Crypto
  • Sports
  • News
  • Politics
  • True Crime
  • Business
  • Finance

Follow Us

toppodcastlogoStay Connected

    View Top 200 Chart
    Back to Rankings Page
    Kids & Family

    Your Parenting Mojo – Respectful, research-based parenting ideas to help kids thrive

    Parenting is hard…but does it have to be this hard?

    Wouldn’t it be better if your kids would stop pressing your buttons quite as often, and if there was a little more of you to go around (with maybe even some left over for yourself)?

    On the Your Parenting Mojo podcast, Jen Lumanlan M.S., M.Ed explores academic research on parenting and child development. But she doesn’t just tell you the results of the latest study – she interviews researchers at the top of their fields, and puts current information in the context of the decades of work that have come before it. An average episode reviews ~30 peer-reviewed sources, and analyzes how the research fits into our culture and values – she does all the work, so you don’t have to!

    Jen is the author of Parenting Beyond Power: How to Use Connection & Collaboration to Transform Your Family – and the World (Sasquatch/Penguin Random House). The podcast draws on the ideas from the book to give you practical, realistic strategies to get beyond today’s whack-a-mole of issues. Your Parenting Mojo also offers workshops and memberships to give you more support in implementing the ideas you hear on the show.

    The single idea that underlies all of the episodes is that our behavior is our best attempt to meet our needs. Your Parenting Mojo will help you to see through the confusing messages your child’s behavior is sending so you can parent with confidence: You’ll go from: “I don’t want to yell at you!” to “I’ve got a plan.”

    New episodes are released every other week – there’s content for parents who have a baby on the way through kids of middle school age. Start listening now by exploring the rich library of episodes on meltdowns, sibling conflicts, parental burnout, screen time, eating vegetables, communication with your child – and your partner… and much much more!

    Advertise

    Copyright: © Jen Lumanlan - M.S. Psychology focused on Child Development

    • Apple Podcasts
    • Google Play
    • Spotify

    Latest Episodes:
    RE-RELEASE: What’s Really Behind Your Hardest Parenting Days Oct 04, 2026
    Show notes

    You did everything right today, and it still wasn't enough. Your kid melted down over something small, you lost your patience faster than you wanted to, and now you're lying in bed wondering if today's hard moment left a mark. In this episode, I get into why some days with our kids are harder than others, and it's rarely just about what happened in that one moment. Temperament mismatch (or a temperament match that causes its own friction), the attachment patterns we picked up long before we had kids, unresolved hurt from our own childhoods, we're carrying more into these interactions than we usually notice. I share a wilderness first-responder question that changes what to do in the first ten seconds of a hard moment, a parent's story of a forgiveness that happened in her body before it happened in her head, and why the thing you think you need in the moment, five minutes alone, your kid to just listen, is almost never your actual need.

    Questions this episode will answer

    Why is parenting so hard? It's rarely just the moment in front of you. Temperament mismatch with your child, the attachment patterns you learned long before you had kids, unresolved hurt from your own childhood, and undiagnosed things like ADHD or anxiety all stack on top of each other, so it doesn't take much to push you over the edge on a day that looks fine from the outside. Why am I so stressed with my kids? Stress in a parenting moment is rarely about the shoes not getting put on. It's usually a strategy standing in for a real need, rest, competence, connection, that's been going unmet for a while. Once you find the need underneath the surface fight, the fight itself tends to lose its grip. How to be a calmer parent? Start with the same question a wilderness first responder asks first: is the scene safe? Can it be made safe? Once it is, the next move isn't to fix anything, it's to do nothing. Sit down near your kid, take a breath, and try: "It seems like you're having a hard time right now, huh." What does "community healing" mean? It means processing what's hard with other people who are going through it too, not necessarily a therapist or an expert. Something shifts faster when you're not the only one generating the insight, when you hear someone else name a pattern and realize it's yours too. How does unresolved trauma affect parenting? Even parents with good parents rarely got shown how to be in conflict well. A childhood pattern like fawning, shutting down, or lashing out doesn't disappear when you become a parent, it shows up again in your own hard moments, often faster and harder than you'd expect. How do you understand what a nonverbal child needs? You don't need their words to test a guess. Try naming what you think is going on, "I'm wondering if you're having a hard time because you want to feel connected to me right now," and watch for a nod, a glance, or a shift in their body. You don't need to get the words right. Trying to understand is what counts.

    What you'll learn in this episode

    • Why having the opposite temperament from your child can make things hard, and why having the same temperament can make things just as hard in a different way
    • How the attachment style you learned as a kid shapes what irritates you most in your child's behavior today, and what to do when your patterns don't match
    • A real story of a parent whose years of trying to forgive her mother in her head finally shifted somewhere else entirely, and what was different about the moment it happened
    • The two questions to ask in the first ten seconds of a hard moment, before you try to do anything else
    • Why the thing you think you need in a stressful moment is almost never your actual need, and how to find the one underneath it
    • How this same approach works even with a child who can't tell you in words what's wrong

    Taming Your Triggers

    Knowing why a moment is hard doesn't automatically change what happens the next time you're in one. That shift, the kind where you're just not as triggered anymore instead of remembering mid-meltdown what you meant to do differently, tends to happen faster with other people going through it alongside you. That's what Taming Your Triggers is built around. Whether your pattern is yelling, shutting down, or walking away, you're matched with an AccountaBuddy and dropped into a community of parents doing this work at the same time, so you're not the only one trying to generate the insight on your own. The goal is to help you build a new way of being with your kids, one that holds up on the hard days too. Click the banner to learn more. Jump to highlights 01:59 Introduction to the episode's theme: navigating hard parenting days with grace 02:34 How temperament matches and mismatches between parent and child set the stage for difficult days 06:02 Attachment styles and how anxious or avoidant patterns from childhood shape today's reactions 07:38 Unprocessed trauma, gendered conditioning, and how it resurfaces in parenting moments 11:13 Idea one: making a non-cognitive shift, not just a cognitive one, to actually change the pattern 16:23 Why healing happens in relationship, and the case for community-based healing 21:35 Idea two: you don't have to fix everything in the moment, starting with "is the scene safe?" 24:36 What to say instead of judgment-loaded questions, and inviting the child to share what happened 26:23 Idea three: meeting your own needs more often, and why there's more time for this than it seems 28:16 Why "needs" and "strategies to meet needs" get confused, using the out-the-door-by-8:30 example 30:16 Looking at both the parent's and the child's needs underneath a shoe-putting-on standoff 38:22 Closing: what the Taming Your Triggers workshop offers and how its support is designed to taper off

    Episode Summary 11: Breaking the Cycle: One Mom’s Honest Story Sep 27, 2026
    Show notes You promised yourself you wouldn't become your mother. Then your kid won't put their shoes on for the third time, and the voice that comes out isn't really yours. In this episode, I talk with Terese, a parent who grew up walking on eggshells around a mother who yelled often. She would yell because Terese had her school books on the dinner table - and then after dinner, she would yell because the books were in the living room. Terese knew she wanted to raise her own kids differently, but she didn’t have a model for what that would look like. She shares what it took to finally stop hearing her mom's words come out of her own mouth, how she navigates her kids fighting with calm and confidence - and what she says to her kids on the nights it doesn't go as well. We hear how she talks to herself in the moments right before she'd normally snap, and how her son learned to apologize for his mistakes without being asked or told.

    Questions this episode will answer

    What is breaking generational patterns? It starts with catching yourself mid-reaction (and eventually before your reaction), and recognizing where it came from - often a hurt you experienced in childhood. Healing that pain, and learning new ways to be with your kids that meets both of your needs, actually breaks the cycle. How do I stop yelling when I'm angry? Staying logical or repeating yourself more calmly rarely holds once a kid is already melting down. Instead, try to notice when you’re just a little bit agitated - your shoulders are tight; your fists are clenched; there’s a lump in your throat. That’s the moment to remind yourself of what matters most to you - your relationship with your kids. How do you resolve conflict between siblings? Taking the toy away ends the fight but doesn't teach anything. When you can find out what need each child is trying to meet (e.g. autonomy, connection), you can find strategies to help both of them meet their needs. That’s how they learn how to solve their own conflicts - without you refereeing! How do you apologize to your kids after yelling? Many parents don’t want to bring up a difficult issue again - they worry that reliving it will hurt their kids more (and it’s uncomfortable, too!). But apologizing repairs the relationship and makes it stronger than it was before. How do you teach a child that it's okay to make mistakes? When kids see you make a mistake and own up to it, they learn that everyone makes mistakes. Then when they make a mistake, when you respond with curiosity instead of anger, even when you feel frustrated, tells your child that no matter what happens, you’ll work to find a solution that works for everyone. How do I quiet my inner critic as a parent? The voice telling you you're failing usually isn't yours originally - it’s one you heard often in your childhood. When you hear the voice say “You’re a terrible parent,” try adding: “I’m thinking that I’m a terrible parent.” This creates distance between you and the idea, which makes it easier for you to see that there are other possible explanations for what’s happening.

    What you'll learn in this episode

    • What made Terese realize the way she was talking to her kids was starting to sound like her own mother, and what she did about it
    • Why trying to be logical and calm in the moment didn't work for her, and what did
    • How identifying her kids’ needs, instead of taking the toy away, helps them navigate fights more easily
    • What Terese says to her kids on the far fewer occasions when she still yells, that they now say to other people as well
    • The specific phrase Terese still uses to quiet the voice telling her she's a bad mom

    Taming Your Triggers

    There’s no script that will make you stop having big reactions to your kids. When you work to understand your triggers with a group of parents who are invested in doing this alongside you, you can make much more progress, much faster. The Taming Your Triggers workshop helps you see why you feel triggered in the first place (whether you yell, clam up, or walk away), heal those hurts, and be in relationship with your kids in a way that’s aligned with your values. Click the banner to learn more. Jump to highlights 01:44 Introduction to Terese: Swedish, raised partly in Canada, now living in Norway, a teacher and mother of three 03:14 What led Terese to join Taming Your Triggers: snapping at her kids and hearing her mom's voice 04:16 Terese describes her relationship with her mom as a teenager, and feeling like she couldn't exist in her own home 06:22 Naming the peacekeeping role Terese held as a child, always trying to prevent her mom's dysregulation 08:43 Reframing "I'm a bad mom" into "I'm thinking I'm a bad mom," and treating self-care as a need in its own right 11:16 How Terese repairs with her kids differently than her mom ever did with her 13:02 A story about Terese's son voluntarily apologizing to a friend, unprompted 15:10 What's behind her son opening up more: feeling safe to tell the truth even when he's messed up 17:26 What community support added to the experience, beyond just information 19:46 An invitation to join the next Taming Your Triggers cohort

    10 Years, 10 Lessons: Everything I Got Wrong About Parenting Sep 20, 2026
    Show notes Before my daughter was born, I made a book split into two halves. One cover said 'me.' The other said 'you.' I filled the 'you' side with a list of hopes for who she'd become. I had a lot of ideas about the person she should be before I'd ever met her. This episode marks ten years of the podcast, and I'm using it to walk through ten things I got wrong along the way. Because if you're in the middle of any of these yourself, I want you to know exactly where I started. I'll cover what I misunderstood about the RIE approach and Magda Gerber's work, how I mixed up authoritative and authoritarian parenting in an early episode and had to go back and correct it on air, and a fight over a dose of antibiotics that taught me the difference between managing my daughter's behavior and understanding what was underneath it. Then I get into what I got wrong about myself: a resentment that built for months in my marriage before I understood what a need even was, a moment mid-interview when I realized one of my biggest triggers had nothing to do with my daughter, and the Alfie Kohn book that planted the seed for how I parent now. I close with what I got wrong about parenting itself, and why, ten years in, I still think most of us are trying to do this without the people around us it takes.

    Questions this episode will answer

    What is the RIE approach to parenting? RIE, developed by Magda Gerber, treats infants as capable people who deserve respect from birth. I only found out about it because friends who practiced RIE came to meet my daughter right after she was born, right before they moved away. This episode gets into what happened after that one visit. What's the difference between authoritative and authoritarian parenting? Authoritative parenting is warm and sets limits through relationship, while authoritarian parenting sets limits through control and obedience. I got these two labels mixed up on the podcast in 2017. This episode looks at what happened when I dug into the research behind that framework and found out how narrow it is. How do you discipline a child without using punishment? Instead of punishment, this approach looks at what a child is struggling with and works with them to solve the problem. I share the story of a medicine fight with my daughter where forcing the issue failed completely, and a different approach, built on her having some say in what happened, worked on the first try. Why do couples fight more after having a baby? New parents often take on different loads of housework, childcare, and mental tracking, and that imbalance builds resentment fast when it isn't named. I talk through the specific fight with my husband that forced me to see I was missing collaboration and acknowledgement, and that he was missing something too. What is the Gottman method, and does it work for parenting partners? The Gottman method is a well-known approach to couples communication, built on decades of relationship research. I talk about where I think it falls short for parents specifically, and what I changed to fill the gap with couples in the Parenting Membership. What are the biggest mistakes parents make? This episode names ten, from misunderstanding what respect looks like with an infant to assuming a nuclear family is supposed to do this work alone. I walk through each one, including the specific moment that showed me I had it wrong.

    What you'll learn in this episode

    • How Magda Gerber's RIE approach and Alfie Kohn's bookUnconditional Parentingreshaped how I saw my daughter, and which of Kohn's 13 principles I still use with parents today
    • Why the authoritative parenting research that's been cited over 26,000 times was built on 146 white, middle-class preschoolers in one town, and what that means for how much weight it should carry
    • The medicine fight that showed me the difference between forcing a behavior to stop and understanding what my daughter needed to do it differently
    • How a recurring fight with my husband over the four-month sleep regression led me to understand what a need is, in my marriage and in my parenting
    • What happened during a live interview when I realized one of my biggest triggers wasn't about my daughter at all, and how that became Taming Your Triggers
    • Why I now think parenting was never supposed to happen inside one house with one set of parents, and what building a village looked like for my family

    Other episodes mentioned:
    • 020: How do I get my child to do what I want them to do?

    • 148: Is spanking a child really so bad?

    • 183: What I wish I’d known about parenting

    • 069: Reducing the impact of intergenerational trauma

    • 209: How to get on the same page as your parenting partner


    Ten years of learning it twice

    Every one of these ten lessons, I had to learn twice. Once in my head, from a book or a study or a guest on the show. Then again, slower and harder, in the actual moment with Carys or Alvin, often while everyone around me was doing it a different way. Knowing what's underneath a behavior doesn't mean you'll catch it at 6pm when dinner's burning and your kid is on the floor. That takes practice, and people around you who are practicing the same thing. That's what the Parenting Membership is for. A place to keep practicing the information you learned, in your specific moments with your specific kid, alongside other parents doing the same work. Jump to highlights 00:00 Opening: the original episode zero script, re-recorded and re-read on this 10th anniversary 01:57 Milestone reflection: 10 years, over 300 episodes, and thanking Dr. Roberta Golinkoff and Katie Stankie 06:00 What I got wrong #1: thinking my job was to make Carys stop doing things, illustrated by a medicine-refusal standoff 09:19 What I got wrong #2: uncritically accepting authoritative parenting as "the best" style before questioning Baumrind's framework 13:40 Listener Laura shares what she wishes she'd known about potty training too early 17:41 What I got wrong #3: believing kids would "walk all over me" without punishments and consequences 18:34 Dr. Houri Parsi's story of a four-minute toothbrushing turnaround once she stopped trying to control the outcome 21:31 What I got wrong #4: not understanding that people (including myself) have needs, illustrated by early parenting friction with my husband 24:01 What I got wrong #5: realizing my triggers were about my own history, not just my husband's behavior, in conversation with Dr. Rebecca Babcock-Fenerci 27:55 What I got wrong #6: assuming parenting wouldn't change me much, illustrated by hiking the Tour de Mont Blanc with an 8-week-old 30:27 What I got wrong #7: trying to shape my daughter into a preconceived idea, based on a list of "hopes" written during pregnancy 33:14 What I got wrong #8: assuming I’d be "the enforcer," and how Alfie Kohn's Unconditional Parenting principles shifted that 39:07 What I got wrong #9: treating couples' relationships as separate from parent-child ones, and lessons from Gottman-based coaching 42:34 What I got wrong #10: assuming parenting happens within one nuclear household rather than needing a village 47:58 Closing thanks to Denise Suarez and an invitation to join the Parenting Membership

    Why Your Preschooler Is Hitting, Biting, or Kicking (And What Helps) Sep 06, 2026
    Show notes

    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 kicking
    • The story behind a child who hit a teacher during circle time, and what came out only after the fact about what led to it
    • How 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 helps
    • What teachers are usually working to protect when they enforce rules like Circle Time, including their own needs for competence, ease, and children's safety
    • How I worked out a nap-time standoff with my own daughter's preschool that met her needs and her teachers' needs at the same time
    • A 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

    Re-release: Creative Problem-Solving (Without Giving the Answer) Aug 16, 2026
    Show notes Sara's four-year-old started asking permission for things he used to just do on his own, like grabbing the markers off his own shelf. It was a small request, but it worried her, since nothing about her home had ever required asking first. This episode follows what she did next. Sara gets specific about creative problem-solving in action: a drone in the sky and a line of dump trucks waiting outside a construction site. She talks through the exact question that became her compass whenever self-doubt crept back in, and the moment she realized a pattern from her own childhood was at risk of repeating itself in how she was raising her son. If you've ever wondered whether teaching without teaching is even possible while working full time, this conversation walks through what that looked like, day to day.

    Questions this episode will answer

    What does creative problem-solving look like in a young child? It looks like a kid testing an idea out loud and building on what he already knows instead of waiting to be told. One example: a child working out on his own that a package of sliced cheese needs a sealed bag to stay fresh, after being asked one question instead of given the answer. How do you support a child's exploratory learning without taking over? Don't give the answer, and the next step tends to follow on its own. A parent's role becomes watching for what the child already knows and how much support helps him move past it. What is exploratory play, and why does it matter for learning? Exploratory play lets a child test a theory before anyone tells him whether he's right or wrong. A child watching construction vehicles at a work site can build a working idea of how they function, purely from observation and his own reasoning, with no lesson required. What kind of parenting leads to perfectionism in children? Growing up under pressure to be the best at everything can turn into a lasting belief that anything less isn't good enough. That belief tends to surface again in parenting, often as a hidden discomfort with a child's mistakes or unfinished work. How do you fit exploratory learning into a full time work schedule? It shows up in ordinary moments that are already happening like the commute or the grocery run. It doesn't require carving out extra hours, just responding differently within the time already spent together.

    What you'll learn in this episode

    • What changed when Sara stopped trying to teach her son and started following his lead instead
    • The specific question that became Sara's compass whenever self-doubt crept back in
    • How a four-year-old connected something he'd never seen before to something he already understood, using nothing but his own reasoning
    • Why Sara calls her son's way of taking in the world his "lantern consciousness," and what that idea comes from
    • The difference between stepping in to teach and stepping back to scaffold, and how to tell which moment calls for which
    • What happened when a frustrating moment over a package of cheese turned into one of Sara's favorite examples of exploratory learning
    • Why documentation is still the hardest part of this approach, even a year in

    Knowing when to hold back is a skill

    Sara had the values in place long before she had the skill: she wanted to follow her son's lead; she just didn't know what that looked like in the actual moment until a single sentence was already out of her mouth. The Learning Membership teaches that moment and the specific move you practice: see where your kid is stuck, ask the question that gets him moving again, then get out of the way before you've solved it for him. It gets easier every time. Enrollment is open until August 26. Click the banner to learn more. Jump to highlights 02:04 Introduction of today’s episode 05:03 Sara experienced the pain of conditional worth, where love and acceptance seemed tied to being "the best," which created anxiety when that impossible standard couldn't be met, and now she wants to support Som by following his interests instead of imposing external measures of success 13:40 How has ‘perfectionism’ affected both Sara and her parenting approach with her son, Som? 19:10 Definition of learning exploration from Sara’s perspective 24:29 How was Sara before being a member of the Learning Membership? 28:10 Through the membership, we learn about how learning happens and how a child observes patterns, theorizes, and extrapolates based on those patterns, and applies what he's observed before to new things that he sees out in the world 40:10 Our kids have capabilities if we can learn to see them right and if we can learn to be that person who provides just a little bit of support 49:10 What piece of advice would Sara give to Sara a year ago?

    Re-release: Raising an Entrepreneur (Without Taking Over Their Business) Aug 02, 2026
    Show notes

    When my daughter Carys was 10, she started a pet-sitting business. She opened a Roth IRA with the income, built a client base of dog walkers and cat owners in our neighborhood, and figured out a system for remembering security codes only after a couple of alarms went off by accident. This episode is about that decision. Skills needed for entrepreneurship come from real clients and real consequences. A kid learns to be reliable because someone is counting on her. She learns to communicate clearly, and to recognize her own capacity before she hits the edge of it. That kind of learning comes from a parent who knows the difference between sage on the stage and guide on the side. I talk through what that looked like week to week: the systems Carys built on her own and the boundary she set with a client who wanted an early morning walk. I also discussed the lessons on money that came from managing income. If you've wondered how to raise entrepreneurs without turning it into your own project, this one is for you.

    Questions this episode will answer

    What skills does a child develop through entrepreneurship? Kids build reliability, organization, client communication, and the ability to recognize their own limits before they hit them. All of it develops through the pressure of real clients depending on them. How do you raise a child to think like an entrepreneur? Step back and ask questions instead of giving answers. Let a manageable mistake happen. A child develops judgment by using it, through real experiences. What are the benefits of entrepreneurship for kids? Beyond income, kids build boundary-setting, financial literacy, and confidence that carries into other parts of their life, including schoolwork and how they talk with adults outside the family. How do you teach a child financial responsibility? Let business income lead to real decisions about saving and giving some of it away. A custodial Roth IRA becomes possible once a child has earned income of her own, and that account can grow for decades. How do you encourage entrepreneurship in a child who hasn't shown interest yet? Start with what they already gravitate toward. Interest usually shows up before ambition does, and a child is far more likely to follow through on an idea that grew out of something they already care about. What does an entrepreneurial mindset look like in a young child? It looks like a kid solving a problem because she cares about the outcome. That mindset shows up in the systems kids build for themselves. It also shows up when a client asks for more than a kid wants to give, and she says so.

    What you'll learn in this episode

    • Why starting young gives kids a different relationship with failure than starting as a teenager or adult
    • How a 10-year-old built her own system for managing client information, without being taught to
    • What it looks like to teach entrepreneurship by asking questions instead of giving answers
    • The specific signs that tell a parent when to step in and when to let a struggle continue
    • How a custodial Roth IRA works, and why business income is what makes one possible for a child
    • Why a child setting her own boundaries with a paying client is not the same as being difficult
    • How entrepreneurship connects to skills most parents are already trying to teach through chores and consequences, and why it works differently

    Knowing when to help and when to step back is a skill

    You already have the instinct to support your child's curiosity. What the Learning Membership adds is the skill of knowing exactly when to step in and when to hold back, so you're helping your child solve their own problems instead of solving them for her. That's the whole method: see where your child is stuck and offer the smallest nudge that gets them moving again. It's grounded in real research on how learning happens. Practice it long enough, and it becomes second nature. When you join before the end of day, August 8, you'll also get free access to Mind Your Own Business: For Kids, the course Carys and I built after she started her own pet-sitting business. It walks kids through testing an idea with real clients, then growing it if it works. You'll also get the You Are Your Child's Best Teacher Masterclass, 60 minutes on spotting the learning your child is already doing and starting a learning journal to track it. Enrollment is open until August 26. Click the banner to learn more. Jump to highlights 01:58 Introduction to today’s episode 06:33 When children take on entrepreneurial responsibilities early, they naturally develop the ability to manage their own school preparation and daily organization instead of relying on parents to remember everything for them 13:51 Reliability isn't some complex trait; it's simply the practice of consistently following through on commitments, and children learn this best when they face real but age-appropriate consequences for their choices 19:45 What kinds of businesses actually work for kids aged 8-12 years old? 25:01 The need to save for retirement reflects a broken system where community care has been replaced by individual financial responsibility, but teaching children some skills gives them the option to choose meaningful work over desperate survival while contributing to rebuilding more caring communities 33:45 Common concerns or issues parents express when they learn about a 10-year-old running their own business 50:10 If the idea of starting a business sounds interesting to you, where do you begin? 54:02 An open invitation for Mind Your Business: For Kids 54:52 Wrapping up

    Episode Summary 10: Burnout vs Depression: The Mental Load of Mothers Jun 14, 2026
    Show notes

    Many mothers go to the doctor because they feel exhausted, overwhelmed, and they aren’t sleeping - and leave with a depression diagnosis and a prescription. The message is: your brain isn't working right, and medication will help you cope.

    But what if the problem isn't your brain at all? In this episode, I talk with journalist Bob Whitaker, who has spent decades investigating psychiatric treatment in the U.S. We look at how women's distress has been medicalized instead of taken seriously as a response to impossible circumstances.

    We look at how antidepressants work, which is quite different from what the drug companies have been telling us for years. He also shares the results of a New Zealand study on postpartum depression that should have changed how we support new mothers - but didn't.

    Questions this episode will answer

    Is it burnout or depression? Burnout and depression share a lot of the same symptoms - exhaustion, low mood, difficulty functioning - but they have different roots. Burnout is a response to sustained, unmanageable circumstances. Depression, as it's currently diagnosed and treated, is framed as a brain malfunction. This episode looks at why this difference matters, and why so many mothers get a depression diagnosis when they’re experiencing burnout.

    Why are mothers more likely to be diagnosed with depression? Mothers in the US are frequently carrying an unequal share of household work, childcare, and mental load - often while also working full time - with little support. When that situation becomes unsustainable, the distress it causes is then treated as an individual brain problem rather than a response to a broken system.

    What prevents postpartum depression? A study out of New Zealand found that consistent, practical support - help with the actual work of running a household - significantly reduced postpartum depression. But even though the findings were significant, more support has not become the standard of care.

    Should I take antidepressants? Antidepressants may reduce symptoms for some people, but research shows they are far less effective than we've been told - and for mothers whose distress is rooted in unsustainable circumstances, medication addresses the symptom rather than the source. If antidepressants are helping you, that's OK (and do keep taking them!). But antidepressants should be used to help create space for other interventions to work, rather than used long-term.

    How does society affect women's mental health? When we treat women's distress as a potentially life-long medical problem rather than a signal about unsustainable circumstances, we direct attention away from the structural changes that would actually help. This episode traces how that pattern developed - and what a different approach might look like.

    What you'll learn in this episode

    • Why the mental load of motherhood is a structural problem, not a brain problem that medication should fix
    • How psychiatry functions as social control when it diagnoses individuals instead of the broken systems they're living in
    • What the New Zealand postpartum depression study found - and why its results were largely ignored
    • How drug advertising has shaped what we believe about women's distress - from Valium in the 1960s to antidepressants today
    • How to shift from asking "what's wrong with my brain" to "what would actually need to change in my situation"

    If you want to learn more about Bob's work and the research on depression and antidepressants, go to https://madinamerica.com/.

    Want to go deeper?

    The full one-hour conversation with Bob is available to Parenting Membership members. In it, Bob traces exactly how depression came to be understood as a chemical imbalance - not because research proved it, but because psychiatry in the U.S. wanted to rebrand itself as a legitimate medical discipline in the 1980s.

    He walks us through how pharmaceutical companies funneled money to academic psychiatrists to become "thought leaders," how Prozac was marketed as making people "feel better than well," and how the industry captured the entire profession so thoroughly that by 1998, the New England Journal of Medicine couldn't find a single academic expert on depression in the US who wasn't taking money from pharmaceutical companies.

    We went deep on the STAR*D trial - the largest antidepressant study ever conducted. The public was told 70% of patients got better. The actual stay-well rate at one year, once a researcher used a Freedom of Information request to get the raw data: 3%. Bob walks through exactly how that number was inflated - the protocol violations, the patients who were already in remission when they enrolled, the switched measurement scales - and why he calls it a straight-out public betrayal.

    The whole episode is available to you in your private podcast feed immediately after joining the Parenting Membership.

    Inside the membership, you'll find research-based modules on the specific challenges that make family life hard - from navigating parenting as a team to raising siblings who get along. Monthly group coaching calls give you a chance to talk through your specific situation directly with me. And you'll find a community of parents who share your values and are working through parenting challenges together, and with my support.

    If you've been told the problem is your brain, and something in this episode made you wonder whether that's the whole story - the membership is where you get help to figure out what’s right for you and your family.

    Click the banner to learn more

    Jump to highlights:

    01:50 Introduction to today’s episode and guest

    05:04 Just remember what the disease model does. It focuses on the problems in the head of the individual, not in the social way we arrange our society.

    06:25 From hysteria and electroshock therapy (mostly given to women) in the 1800s, to marketing benzodiazepines to wives in the 1960s, the pattern of pathologizing women's distress has been consistent.

    08:32 When benzodiazepines were recognized as addictive in the late 1970s, psychiatry reframed anxiety as a type of depression and switched women to antidepressants, another numbing drug that keeps women quiet and functioning in an impossible situation.

    13:31 In the New Zealand study, it says that when women got daily help with housework for six months, postpartum depression was prevented. Yet this support became standard care nowhere, because the system still believes the problem is in people's brains, not in their circumstances.

    14:17 Wrapping up today's topic


    266: If ADHD Medication Doesn’t Help Kids Learn, What Does? May 31, 2026
    Show notes

    If you listened to our first episode on ADHD, you already know that the story most parents get about the diagnosis has some significant gaps - in the diagnostic criteria, in the research funding, and in the case for lifelong stimulant medication. This episode goes deeper on the topic of medication for kids. Most parents medicating their child with ADHD in the U.S. are doing it because they want their child to learn and succeed in school (social concerns are seen as more important to parents in the U.K.). But the largest ADHD treatment study ever conducted followed 538 children for six to eight years - and found no difference in academic achievement, grades, or test scores between kids who stayed on medication and kids who didn't. There were no significant differences even after the medicated group increased their average daily dose by 41%. Medication changes kids’ behavior, but it doesn't improve learning. And once you understand what the research shows really helps kids with ADHD in the classroom - and why most kids stop taking medication within a few years - the conversation about treatment may look very different.

    Questions this episode will answer

    Does ADHD medication help with school? The largest and most comprehensive study of ADHD treatment ever conducted followed children for six to eight years. At the six and eight year follow-ups, children who stayed on medication did no better academically than children who weren't taking medication - even though the medicated group had increased their average daily dose by 41%. What can I use instead of ADHD medication? Research shows that small group instruction and differentiated teaching strategies produce real learning gains for kids with ADHD - gains that medication alone doesn't deliver. In a controlled study, kids learned vocabulary, social studies, and science through good teaching. Medication didn't add any learning benefit on top of that. Do ADHD medications affect learning in the long-term? A crossover study gave children actual curriculum units while on medication and while on a placebo. Medication had large effects on behavior - kids completed more work and broke fewer rules. But when researchers tested whether kids actually learned the material, there was no difference. The effect on learning disappeared as soon as the medication wore off. Can ADHD ever go away? Long-term research shows that almost two-thirds of people diagnosed with ADHD in childhood move in and out of the diagnostic category over time - meaning they meet criteria at some points in their lives and don't at others. That raises serious questions about whether ADHD is the chronic, fixed brain disorder the medical model describes. Is ADHD a lifelong condition? The medical model compares ADHD to diabetes - a chronic condition requiring lifelong treatment. But the same researcher who makes that comparison also presents data showing that symptoms fluctuate significantly over time for the majority of people diagnosed. Those two claims don't hold together. Why do most kids stop taking ADHD medication? A meta-analysis found that by five years after starting medication, only 20% of kids are still taking it. Kids aren't stopping because their ADHD went away. Research interviews show they're stopping because of side effects, because the medication makes them not themselves, or because they don't see it helping them in ways that matter to them.

    What you'll learn in this episode

    • What the MTA study - the largest ADHD treatment study ever conducted - found when it followed children for six to eight years, and why the results don't support what most parents have been told about long-term medication use
    • What kids themselves say about being on stimulant medication - in their own words, from research interviews - and why the majority stop taking it within a few years
    • What evidence-based classroom approaches actually helped kids with ADHD learn in a controlled study - and why those findings matter more than most parents have been told
    • Why almost two-thirds of people diagnosed with ADHD in childhood move in and out of the diagnostic category - and how that contradicts about the medical model's central claim
    • The gap between what children report about their own ADHD symptoms and what their parents report, and what that tells us about whose perspective the diagnostic process was built around
    • Why the diagnostic process excludes children under 16 from both the interview and the feedback session - and what that means for whose experience is considered during diagnosis
    • Why medication improves short-term compliance but doesn't translate to better learning - and what the difference between a performance effect and a learning effect means for your child

    Click Here To Download The Infographic: Your Child Has ADHD - Here's What Actually Helps Jump to highlights: 02:37 Jen recaps what Episode 264 covered and maps out what this episode will cover. 06:11 Barkley's own Milwaukee study shows most people move in and out of the diagnostic category, yet he concludes that over 90% have high symptom levels throughout their lives. Both cannot be true. 09:49 The diagnostic interview process itself: Barkley's own handbook frames the problem as how the child's behavior affects the parent, not how the child experiences their own life. 17:22 The Pelham study: Each child learned some units while on medication and other units while on a placebo. But when researchers tested whether kids actually learned the material, there was no difference at all. The medication changed behavior. It did not help kids learn. 25:50 Wrapping up today’s episode 27:00 Preview of the next episode: Researcher Andrew Ivan Brown's concept of "misrecognition" - which he argues is the biggest harm people with ADHD actually face.

    265: Einstein Never Used Flash Cards: How Kids Learn Best May 10, 2026
    Show notes Most parents have heard that play is how children learn. But in a world full of educational toys (even for babies, preschoolers, and kindergarteners!), enrichment classes, structured activities, and apps designed to make babies smarter, making time for play is harder than it sounds. The pressure to get kids ahead earlier keeps building - and the research that's supposed to reassure us often gets buried under the noise. Dr. Kathy Hirsh-Pasek has spent more than 20 years studying how children learn. She's a psychology professor at Temple University, a Senior Fellow at the Brookings Institution, and co-author of Einstein Never Used Flash Cards - just updated for the age of smartphones, tablets, and AI. In this conversation, she makes the case that the characteristics that make play so engaging for kids are the exact same characteristics that produce the deepest learning. And she explains why the push to start earlier and do more may be working directly against what parents say they want for their kids.

    Questions this episode will answer

    Did Einstein use flashcards? Of course not! The point of Einstein Never Used Flash Cards is that you don’t need to provide direct instruction to young kids for them to be smart and successful. The skills that lead to real achievement - problem-solving, collaboration, creative thinking - are built through active, hands-on, joyful learning, not memorization drills. What is playful learning? Playful learning is not the same as free play. It combines a clear learning goal with an approach that is active, engaging, meaningful, socially interactive, and joyful. Dr. Hirsh-Pasek walks through what this looks like in real classrooms - and in your own kitchen. What is an example of a play-based learning activity? A kindergarten class learning about weather by using droppers and water to measure precipitation, then comparing and averaging their results. Another group acting as a live weather broadcast - a five-year-old using the words "high front" and "precipitation" without ever sitting through a lecture. The episode includes several more examples parents can use at home right now. What's the difference between free play and structured play? Dr. Hirsh-Pasek describes a continuum: free play on one end, direct instruction on the other, and guided play in the middle. Each has a role. The problem is that direct instruction currently dominates, even though children learn far less from it than from active, social, and meaningful experiences. How do kindergarteners learn best? Through play-based learning that is active rather than passive, engaging rather than distracting, meaningful, socially interactive, and joyful. It’s not just that play is fun (even though it is); these are the conditions the brain is built to learn in. Dr. Hirsh-Pasek explains the science and shows what it looks like in practice. Do enrichment classes for preschoolers actually help? The research says starting earlier is not better for kids. Kids who are pushed into structured learning young are not more likely to be strong readers or high performers later. The episode explains what the data actually shows - and what parents can do instead that costs nothing. Why is play important in early childhood learning? Because the characteristics of play - active, engaged, meaningful, social, joyful - are the same conditions under which human brains learn best at any age. Dr. Hirsh-Pasek explains why stripping play out of early childhood doesn't accelerate learning. It undermines it.

    What you'll learn in this episode

    • The six characteristics of playful learning and why each one connects to how the brain actually builds knowledge
    • The difference between free play, guided play, and direct instruction - and when each one serves kids best
    • Concrete play-based learning examples from everyday life at home: the kitchen, the laundry room, the backyard
    • Why the research on high performers shows that early specialization and intensive enrichment rarely produces the outcomes parents are hoping for
    • What the arrival of AI means for the skills kids actually need to develop - and why those skills come from play, not flashcards
    • Why downtime is not wasted time, and what it does for the developing brain
    • The questions Jen asked Dr. Hirsh-Pasek at the end of the conversation - about who research serves and what it leaves out - that don't usually get asked in interviews like this one

    Dr. Kathy Hirsh-Pasek’s website:

    https://kathyhirshpasek.com/

    Dr. Kathy Hirsh-Pasek’s instagram:

    https://www.instagram.com/drkathyanddrro

    Einstein Never Used Flash Cards:

    https://amzn.to/4dubLe0 (Affiliate link) Want more research-backed tools for the hard parenting moments? The free Your Parenting Mojo resource library is now open. Guides, tools, and research-backed ideas - all in one place, no payment required, and get instant access. Click the banner to learn more Jump to highlights: 02:10 Jen introduces Dr. Hirsh-Pasek and the updated edition of Einstein Never Used Flashcards, written for the age of smartphones, tablets, and AI. 04:13 Why the book was fully rewritten and what parents will find in it. 08:17 What's happening in schools and why decades of "get the scores up" efforts haven't worked. 09:25 The six characteristics of learning that support: active, engaging, meaningful, socially interactive, multi-modal, and joyful. Dr. Hirsh-Pasek describes what this looks like in a real kindergarten classroom studying weather. 14:02 How playful learning shows up at home - in the kitchen (measuring, counting, estimating), the laundry room (sorting, classifying, folding), and on a trip to Sydney, where two kids spent two hours drawing the Opera House. 17:06 The gap between what parents say they want (happy kids) and how they're actually spending time and money. Dr. Hirsh-Pasek connects downtime and unstructured exploration to the brain's default mode network - the part that builds creativity. 20:24 Research on people who reached the highest levels of performance in sport and the arts: they didn't specialize early. They meandered and explored. 20:45 Jen asks Dr. Hirsh-Pasek about the relationship between research and culture - how research doesn't just reflect ideas about childhood, it shapes them. 24:11 A look back at Becoming Brilliant and the six C's: Collaborate, Communicate, Content, Critical Thinking, Creative Innovation, and Confidence to try, fail, and keep going. Why do these matter more than ever in an AI world? 26:11 Where to find Dr. Hirsh-Pasek and her work. 26:53 Jen's closing thoughts - including a note that some content in the book raised questions she couldn't fully explore in this conversation, and an open invitation to join Parenting Membership.

    264: Who Really Decided Your Child Needs ADHD Medication? Apr 26, 2026
    Show notes If your child has been diagnosed with ADHD, stimulant medication is probably the first thing their doctor mentioned. And if you're trying to figure out whether it's the right choice for your family, you deserve more than a pamphlet published by a drug company. You deserve the full picture - including what the research really shows, who funded it, and the questions the medical model of ADHD hasn't answered. The story most parents get is a tidy one: ADHD is a chronic brain disorder, it's highly heritable, and stimulant medication is the most effective treatment. That story comes mostly from one very influential researcher, Dr. Russell Barkley, and it has shaped how millions of families make medication decisions. But when you look closely, cracks start to appear - in the diagnostic criteria, in the science, and in the financial ties between the researchers who built the medical model and the pharmaceutical companies that profit from it.

    Questions this episode will answer

    What are the DSM-5 criteria for diagnosing ADHD? The DSM-5 requires children to show at least 6 symptoms (5 for adults) that appear "often" across multiple settings. But who decides how often is "often" - and whether a behavior is "inappropriate" - turns out to be deeply shaped by cultural values, not objective measurement. Why are ADHD diagnoses increasing? Research shows that school accountability policies like No Child Left Behind drove significant increases in ADHD diagnoses, particularly among low-income children. In some states, diagnosing a child with ADHD could raise a school's average test scores - creating a financial incentive that had nothing to do with the child's actual needs. What is Russell Barkley's theory of ADHD? Barkley sees ADHD as a chronic, highly heritable brain disorder rooted in deficits in executive functioning. He compares it to diabetes: a lifelong condition requiring ongoing treatment, primarily with stimulant medication. This episode examines both his framework and the places where his own research contradicts itself. Is ADHD overdiagnosed? The evidence suggests yes, in many cases. Diagnosis rates vary by a factor of two to three across U.S. states when there aren’t consistent biological or cultural differences between these states. Many children receive a diagnosis after a 15-minute pediatric visit, not the thorough multi-source evaluation the research actually recommends. Is ADHD neurodivergent? Yes - and that framing shapes how a child with ADHD gets supported. The medical model treats ADHD as a brain disorder: something broken that medication needs to fix. A neuroaffirming approach treats it as a difference - and asks whether the environment, not just the child, needs to change. The diagnostic criteria themselves embed specific cultural values about what counts as "appropriate" behavior. Whether your child gets treated as disordered or different depends entirely on which framework their clinician is working from. What is actually happening in an ADHD brain? Barkley frames ADHD as a deficit in executive functioning - the brain systems that regulate attention, impulse control, and behavior over time. But the research on whether stimulant medication repairs that brain development is contradictory, and Barkley himself makes both claims in different videos. What are the benefits of ADHD medication? Stimulant medication does improve attention and reduce motor activity in the short term - but it does this in everyone's brain, not just in people with ADHD. This episode looks at what medication actually does, what it doesn't do, and what the drug company advertising left out.

    What you'll learn in this episode

    • Why the word "often" in every single DSM-5 ADHD criterion creates a diagnosis that depends heavily on who is observing the child - and what cultural standards they're applying
    • How the same behaviors in children in Hong Kong were rated far more severely than those of children in the U.K., and what that tells us about what ADHD is actually measuring
    • The financial relationships between the most influential ADHD researchers - including Barkley and Dr. Joseph Biederman - and the pharmaceutical companies that make ADHD medications
    • Why ADHD diagnosis rates in states like North Carolina and Ohio run two to three times higher than in California and Nevada, and what school accountability policies have to do with it
    • The contradiction at the heart of Barkley's medical model: if stimulant medication promotes brain development, why does he say it must be taken for life?
    • How drug company ads used Barkley's and Biederman's research to frighten parents into medicating their children - and the FDA’s ineffective response
    • Why the scary outcome statistics Barkley cites - including a reduced life expectancy of up to 13 years - don’t tell us much about outcomes for real people with ADHD
    • What a neuroaffirming approach to ADHD looks like, and why this episode argues that the most important question isn't how to change the child to fit the environment - it's whether the environment fits the child

    Click here to download the infographic: What You've Been Told About ADHD vs. What the Research Actually Shows Jump to highlights: 01:14 Jen introduces a three-episode arc examining the medical model of ADHD, which positions it as a chronic, highly heritable brain disorder. This first episode covers what ADHD is according to leading researcher Dr. Russell Barkley, how it's diagnosed, problems with diagnosis, and financial conflicts of interest. 06:37 Kids need six out of nine symptoms, adults need five. Each symptom must occur "often" - but there's no objective measure for what "often" means. 10:10 Dr. Barkley sees ADHD as a deficit in executive functioning - the ability to self-regulate over time. It breaks down into inhibition (hyperactive-impulsive behavior) and metacognition (inattention symptoms, which he says are misnamed). 12:37 Dr. Barkley compares ADHD to diabetes, saying it's a chronic condition needing ongoing treatment. Just like you wouldn't expect insulin to cure diabetes, he argues, you shouldn't expect ADHD medication to fix someone's brain so they can stop taking it. 23:30 Barkley says parents might have legitimate reasons for "non-compliance" with training, like family stress. Training may be discontinued while stress is managed. But kids who don't comply get behavior modification - no understanding or flexibility for them. 30:45 Barkley has essentially created a new diagnostic category called Sluggish Cognitive Tempo (marked by daydreaming, lethargy, slowed thinking) even though it's never been recognized by the Psychiatric Association. 35:44 Barkley presents data showing males with ADHD have a life expectancy 6.8 years less than the general population, females 8.6 years less. That's on par with smoking. Outcomes include lower education and income, more substance use, higher suicide rates (three times higher), more accidents, higher obesity and diabetes rates, and higher cardiovascular disease. 43:01 Wrapping up the discussion

    1 2 3 33 Next

    Related Podcasts

    Tumble Science Podcast for Kids

    1

    Tumble Science Podcast for Kids Education for Kids
    The Longest Shortest Time: A Women’s Health Show for Everyone

    2

    The Longest Shortest Time: A Women’s Health Show for Everyone Government & Organizations
    Dream Big Podcast for Kids

    3

    Dream Big Podcast for Kids Education for Kids
    Brains On! Science podcast for kids

    4

    Brains On! Science podcast for kids Education for Kids
    The Purrrcast

    5

    The Purrrcast Kids & Family
    The Dog Trainer’s Quick and Dirty Tips for Teaching and Caring for Your Pet

    6

    The Dog Trainer’s Quick and Dirty Tips for Teaching and Caring for Your Pet Education
    footer-logo

    Contact Us

    Toll Free: 844-670-7747

    Links

    • Home
    • Top Charts
    • Networks
    • Apps
    • Independents Podcasts
    • Podcast Advertising
    • Podcast News
    • Contact Us
    • About Us
    • Analytics & Insights

    Stay Connected

      Privacy, Terms of Use & Our Code of Ethics Protecting Content Creators Copyrights