As Joey was reminded while crawling through cattails, joining in to children's physical play can give us insight, understanding, and joy. Mike recently learned the tricky balance spots in a playground obstacle course. And we all remember how much fun the kids had when Tom "fell" off the balance beam. Ross cautions—yes, but it shouldn't become about us. When do we join into children's play and how do we phase out?

After watching a toddler scoot to wave goodbye to a classmate, Mike reflects on how social relationships provide motivation for physical learning. Prosocial connection is a powerful internal motivator. When we lose sight of that, our judgements and interference can become an impediment to learning.

Ross does a check in with the ongoing conversation about creating the conditions to support physical play--indoors and ALWAYS. How do we get comfortable with this, plan for it, make the time, and make the space? We know that physical play is needed for healthy development so let's include it in our plans. Where might you find the cat mat and mouse house in your classroom?

We reached way back in the vault to September 2018:

Are stillness and silence required to meet the goals of Circle Time? Mike leads a discussion about times that children are asked to sit still. Does the expectation that children "sit still" create a distraction from our true learning goals?

While we're on a short break for the holiday, enjoy an episode from the early days about consent.

There's more to talk about related to consent. During our day to day routines, how can we model respect for children's bodies and teach them about setting boundaries that make them feel comfortable?

Inspired by the new picture book, Let's Rumble, Mike leads the group back to their roots with a conversation about roughhousing with children. What does it look like and why is it so important?

One of Tom's pet peeves is when grownups greet children with compliments centered on their appearance. Mike sees it as similar to relfexively saying "good job." Ross points out that attempts to build self-esteem could actually wind up undermining self-worth. Joey wonders about the child who plans their outfits and initiates the interactions about clothing. The conversation leads Tom to an insight about the importance of helping children reflect on their strengths and accomplishments.

Ross worries about children who can't find their autonomy because adults are always helping them do things (like zippers, of course). Tom shares a recent experience of his grandson learning to shuffle while he patiently waited. Mike proposes a model of "learned coorperation" instead of learned helplessness. Joey can't find the term she is looking for, but it's the thing that Ross is talking about.

Joey turns to Tom and Mike to help sort out some logistical challenges related to running. Children love to run, but in some conditions it can lead to hyper-competitive racing, pushing, and crashing. Together they brainstorm ideas to help make room for everyone and allow the children to continue to find joy in running.

A recent experience at a children's museum has Mike thinking about the conditions for play. What invites us into a flow state? How is it different for adults than for children? Can we find flow in both work and play? Mike talks about how he gets the ideas flowing when he has writer's block. Tom remembers how fun it was to play with boxes and table when he built sensory apparatus.