Tom wants to talk about math. Specifically, he wants to talk about how the body is a thinking tool for children to experience and work out math concepts. The group enjoys taking on Tom's challenge of connecting math ideas with whole body learning.

Joey gets uncomfortable when parents ask, "What else should we be doing?" The group unpacks what thoughts and feelings might lie behind this question and share strategies for conversations with families. We are reminded of the importance of building relationships with families, empowering parents, and the need to be mindful that we are not forming judgements.

Tom wants to talk about beautiful, wonderful snow. Children love snow and the myriad opportunities it brings. Adults need to keep their snow-related hassles to themselves and let children have the joy. The discussion includes some practical tips for sledding with young children.

A short conversation captured in between takes about the ways we communicate about play and the importance of giving play the value it deserves.

Joey wants to take a closer look at children's play with wheeled toys. What makes it so captivating? The conversation touches on many facets of this type of play: the sensory satisfaction of rolling, pathways, the connection between the vestibular system and the regulatory system, spinning and rotary schema, and cultural influences on car play.

Ross hopes more teachers can tap into a "yes" mentality and get children outside. Joey wants to talk about individual differences in responding to temperature and outdoor gear. How can we support young children (and teachers) with cold feet? Everyone agrees: spending time outdoors offers children experiences they can't have indoors and the chance to learn things that no weather chart could ever teach.

Mike circles back to the discussion about meeting children's varying needs for physical expression and energy output during the course of a day. Are there different considerations at play in full and part day programs? The conversation turns to helping Mike problem solve around sharing one gym space in a large program. How do we work within our constraints and best serve the needs of children?

When all the blocks are locked up behind the dragon's wall, do you make him share? Ross has been thinking about how adults can help children want to share. Tom thinks that we are not careful enough in how we use the term "sharing." Mike reminds us of Fred Rogers' wisdom: "There's a world of difference between insisting on someone's doing something and establishing an atmosphere in which that person can grow into wanting to do it."

Mike is delighted with the concept of attunement. When teachers are skilled at attunement, children feel understood, seen, and heard. Ross points out that it takes time and effort to be in tune. Tom and Joey share experiences where teachers have been "out of tune" with children. Mike posits that noticing disharmony is one of the first steps to attunement. Who doesn't love a musical metaphor?

Tom watched some Rugby and Aussie Rules Football while in Australia. The experience expanded his idea of what's allowed and what's condoned. He wonders what kind of messages kids are getting if they're watching these sorts of sports.