I had the opportunity to speak about protecting the power of play to childcare providers at the daycare and youth program centers near where I work for my day job. This lecture covers play […]
A recording of myself presenting on the topic, “Creating ‘Calming Sensory Spaces’ in the Classroom”. I presented this first to teachers at the school where I work, and then made minor adjustments and recorded […]
This little piece of art by Lynda Barry stopped me in my tracks the first time I saw it: It’s so true! And it’s also true that it’s easy to forget as adults and classify […]
One way that I sometimes explain the concept of neurodivergence — that autism, or ADHD* are different wirings of the brain, without being something “wrong” with the brain — to children (or sometimes to their […]
Two stories about power and powerlessness. A child and an adult were entering a classroom, together, one on one. The child skipped ahead of the adult through the open door of the classroom, zigzagged to […]
Okay, after my last post, you might be asking, how do we give kids power and autonomy? Honestly, a different way to ask this same question might be, how do we protect their right to […]
There’s a quote that I’ve seen on the internet that goes like this. “Sometimes people use ‘respect’ to mean ‘treating someone like a person’, and sometimes they use ‘respect’ to mean ‘treating someone like an […]
On my recent post about children being developmentally ready for games with winning and losing, somebody asked me if the same information applied to video games, which was a great question. I think the umbrella […]
PSA: Everything is “sensory”! (And, again, like I mentioned yesterday…”sensory” is actually an adjective, not a noun…that’s me being pedantic, but it is something that really indicates to me whether I’m talking to somebody who […]
PSA: Everyone is “sensory”. 😊 (A second, more pedantic, more pet-peevy PSA: “sensory” is an adjective, not a noun!) Everyone in the world has a sensory system. Everyone interacts with the world around them through […]
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