Summer is in full swing. Children are busy and tired, which makes it a good time to think about sleep. What happens to bodies and minds when children sleep? What are the key factors to helping children fall asleep and sleep well? Ross discusses sleep with Alyssa Blask Campbell.

Joey wants to talk about racing and competition as she's been spending time with children who shout, "I'm first and you're not!" Is competitiveness and hierarchical ranking just part of typical development or does it reflect a system of values that we are modeling for children?  Mike and Tom share ideas for de-escalating when emotions run high at competitive moments. Tom is reminded of shoppers' behavior on Black Friday. Perhaps we should take a closer look at our environments and be sure we are not creating competition due to scarcity.

The carefree days of summer may be upon us, but Tom is thinking deep thoughts. He asks the question, "What is play?" It's an important question because how we define play determines how we see play. Sometimes, the more we scrutinize play, the more likely we are to insert ourselves and hinder it. We should stay curious while being comfortable with the idea that we can never fully define it.

Storytelling is a flexible practice. Teachers can tell stories to children in any kind of movement situation--during meal times, like Ross does, or perhaps when confined to a broken down school bus, like Mike did once. Teachers can tell stories for all kinds of purposes--true stories, stories with a moral, or pure fantasy tales. Ross and Mike share tips and traditions of their storytelling experiences in the classroom, such as recurring characters like Backwards Bob. Tom points out that teachers may need to practice and prepare to feel ready. Joey suggests choosing "low stakes" moments to practice your skills. Ross encourages everyone to "just try."

A continuation of the conversation about children's use of undefined spaces with a focus on outdoor settings. What is the effect of liminal/transitional spaces on children's play and exploration? Do children gravitate to spaces between different "worlds?" Are there differences in experiences offered in fabricated spaces vs. more natural spaces? 

In a continuation of the conversation about using classroom spaces and furnishings in unconventional ways, Tom raises the topic of how children use undefined spaces. He has noticed that some of the most creative play happens in liminal/boundary areas, such as thresholds, shelf tops, and even under tables. He finds that spaces that children define have more possibilities than we could ever imagine. 

Tom promotes children's creativity in using furniture as "apparatus." Ross wants to find the way to say "yes" instead of "you're not using that correctly." Tom and Mike recall fond memories of creative play with steps and risers. Joey identifies with the thrill of using furniture in slightly transgressive ways. 

Ross wonders, "What are you gonna do this summer?" As families feel the need to keep children busy, tire them out, or fill the time, are children over-scheduled and over-stimulated? Has there been a "push down" in children's sports and recreational programs that has raised the stakes? But wait, Ross loved being on sports teams as a kid. There are no easy answers, but plenty of food for thought.

Ross wants to talk about keeping equilibrium while balancing the desire to honor children's freedom with the need to provide an environment that feels under control. Mike suggests that finding signs of engagement helps teachers decide if they need to "take control." Tom brings up his observation that sometimes teachers rely on manipulation instead of guidance. Joey wonders whether an overemphasis on freedom diminishes the importance of relationship within the group. And what about power struggles? In the end, Mike reveals the irony that the more teachers "let it go," the more they may gain a classroom that is "under control."

The mic was still on, and there was more to discuss about what we've learned about the "ideal classroom" during the time of Covid restrictions. How do teachers view their roles differently in an outdoor space vs. indoors? As managers? Taking an opportunity to check out? Do educators set different expectations for themselves and children in outdoor spaces? Do differences in teacher mind-set in these different settings affect children's experiences?