Just for fun, some suggestions for musical pairings that fit the themes of our conversations.

Tom leads a follow up conversation about creating conditions for flow in the classroom. Mike draws on his days as a drummer to highlight the needs of shared understanding among players and repeated experiences with materials to build mastery. But where is the tipping point between mastery and boredom? Ross introduces the hotplate theory of creativity. Tom emphasizes the need for meaningful choices. Joey highlights schedule predictability and routines as conditions that also support flow.

Tom reflects on whether children achieve flow states in their play. According to a recent article--that, of course, Tom read--flow occurs when someone has expertise that allows them to release conscious control and go on autopilot. Do children have the expertise required to create flow? Mike argues that children achieve flow in play, which is their area of expertise. The conversation closes with a look at how to avoid interrupting children's flow states with transitions or intrusive questions.

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 the toddler room.

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 rough and tumble play between friends.

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.

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.