What constitutes a playmate? Tom's been wondering about this since a recent trip to the ocean where his grandchildren played tag with waves. The discussion reminds us of other reliable playmates such as puddles, streams, and sticks. Ross points out that these playmates can meet children's seemingly insatiable need for play--the ocean will never be too tired to play tag. They are also emotionally neutral. There's no point in engaging in a power struggle with a wave. 

Ross encourages the thoughtful inclusion of movement into transition times. Can we move beyond the one "choice" of looking at books while children wait? This might include dance parties, big jobs or even pillow fights. Along the way, we can foster children's autonomy and ability to take on leadership roles within the group.

Mike has found a helpful metaphor to guide us when children's goals and caregivers' goals might seem at odds--we're on the same team. Ross points out that sometimes this means we need to ease up on our momentary goals, avoid becoming an opponent, and think about how we build relationships. Joey has found that children often find comfort in belonging to a "team." Tom reminds us that there are many roles to play on the team, "somebody needs to sing."

Tom's experience on the bumper cars prompts a conversation about how the State Fair is a whole body experience. Are there parallels to the classroom? (Originally recorded in 2018)

Mike tries a thought experiment: what if our expectations for young children sitting were more like our expectations for reading? (From the very early days of the podcast--originally recorded in 2018.)

Ross wonders if we are doing harm when we don't let children experience boredom. Is there a connection between boredom and creativity? The group wonders what it really means when children say they're bored. Is there a connection between boredom and loneliness? (Originally recorded in 2018)

Summer is here and children are immersing themselves in sand, water and dirt.  Their experiences support the need to know about materials.  Immersed in sensory play, children's bodies internalize understanding of volume, weight, and texture.(Originally recorded in 2018)

How do our hands help us learn? The group gives the importance of handcrafts serious consideration. (Originally recorded in 2019)

How do we help children notice and respond to their "gut feelings" and interoceptive cues? Do we override these feelings for the sake of group care when we tell children they need to go to the bathroom at a certain time, how much they need to eat, or when they should feel ready to transition between activities? 

In Part 2, Ross and Alyssa discuss typical sleep patterns and needs of young children and where those needs sometimes conflict with the schedules and habits of the adults in their lives.