Teaching With The Body In Mind

As a follow up to recent talks about energy levels, Ross invites us to look at the collective energy created by groups of children. It's hard to pinpoint the source of this energy and what makes it shift. Things can quickly turn from joyful noise to chaos. What is the impact of timing, friendships or tensions within the group? Mike cites a perfect example of "collective energy" from his time in th...

Mike leads a discussion about environments that support children when they are upset. Some children will need "caves" while others need "treehouses." Tom observes that children can also create their own spaces for regulation within the classroom. Ross wonders, can you have a treehouse in a cave?

Do children have the right to relax? How do we set the atmosphere to allow for relaxation? Does it work when we tell children, "I need you to relax"? Maybe we all need to learn how to play the ukele so we have something to do while children play.    

A garden gleaning results in thrilling play experiences in Joey's classroom. If squash and potatoes can be this exciting, what other ways can we include real experiences for children? Tom recalls logs and leaves in the sensory table and Mike shares a story of a piano in the play yard. Ross reminds us that offering real tools and authentic materials provides a chance to build trust with children.

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

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...

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 compl...

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 sponso...

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

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

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

It's back to school season! Travel back in time to 2020 (still too soon?), when distance learning was a new invention and we were trying to make sense of it all. While school is more or less back to normal, the questions are still worth asking. Ross wants to talk paradigm shift. What lessons will we learn from the current disruption to our educational system? Joey asks the dangerous question, why...

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

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

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

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

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

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

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 gr...

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

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

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

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...