Ross reminds us that you don't have to have that fight about putting on a coat--a discussion about children's autonomy in making decisions for their own bodies.

Tom prompts our thinking with the sentence, "Children have to seek environments relatively free from adult control." Discussion ensues of lemonade stands, AnjiPlay, and the tension between making sure children "get it right" and letting go. What are the implications for children's confidence, independence and sense of privacy?

A conversation about accepting and respecting children's sad feelings. 

What happens if you create the conditions where children know they can try things vs. run a classroom where children are allowed to do things? It's a subtle difference that can lead to a stance of curiosity and appreciation. It can be as simple as the set up for how children access paint or having towels easily available for messy play.

Ever notice how often young children walk and talk? Dialogues of planning, negotiating, and sometimes sharing of inner thoughts often happen while children are walking. Tom wonders at the implications for the classroom. Do we interfere with children's ability to walk and talk? Mike shares his experience with walking group meetings.

Tom cautions us to be on guard for nostalgia for our own childhood play. Thinking that play was "better back then" can lead to judgements about children's play today. The group unpacks the dangers of nostalgic thinking and how it clouds our ability to see value in children's play.

How do we establish a classroom community, with the body in mind? Ross is pretty sure than it takes more than name games to create a community. Tom reminds us that the first step is to create a space that allows children to figure out their strengths and the strengths of others. Shared group physical experiences, like nature walks, movement games or group play on a climber allow children to co-construct a group identity. Offering familiar foods or playing simple gesture games can let children know that they are "seen" and belong within the larger group.

Mikes prompts us to consider and appreciate children's play in small, often unconventional spaces--the nook between couch and recliner, under the end table, the closet shelf. Ross shares a wild thought, yet Mike stays on topic. The conversation reminds us how play in small spaces offers children the chance to create and inhabit worlds of their own making, feel safe and protected, determine who else fits in, and gain proprioceptive feedback.

A conversation about the helpfulness of help, starting with the hypothetical of not helping children in or out of trees when climbing. If adults withhold help, do children build their independence? Is being able to ask for help an important ability to nurture? What stance might best support children's risk taking: "I won't help you" or "I'm right here?"

A discussion about our "space bubbles" and how they vary depending on individual preferences, cultural norms, and context. What role do adults play in shaping children's understanding of peri-personal space?