Troubleshooting Tuesday: HELP! The kids aren't playing!

I've heard it from teachers. From parents. From my own lips. "Help! The kids aren't playing!" What do we do when we've "set up shop," we have all the "right things," but the children don't seem engaged? Today I'm going to take you through some of my own favorite troubleshooting steps--and you might find some of them a bit surprising...

But before I begin, I want to unpack this term "play." What is play? I like the work of Dr. Peter Gray when it comes to defining and exploring the concept of play both for children and adults. Here is a brief synopsis of 5 points he uses to define play and you can read more on that here:

1. Play is self-chosen and self-directed.
2. Play is activity in which means are more valued than ends.
3. Play has structure, or rules, which are not dictated by physical necessity but emanate from the minds of the players.
4. Play is imaginative, non-literal, mentally removed in some way from “real” or “serious” life.
5. Play involves an active, alert, but non-stressed frame of mind.

So when I get that nagging feeling in my gut that my kids or my students are not playing--I begin with that first point and this first step:

Finish the sentence. "The kids are not playing____" and? When I challenge myself to finish the sentence, it helps me to direct my attention toward a solution (if needed) or toward a better understanding of what is really going on. In particular, sometimes I have found that my perception of the children not playing is tainted by my perception of what their playing should look like. 

More and more, our early childhood venues are recognizing and reclaiming the importance of play in childhood. However, driven both by the external pressures of the "schoolification" of early childhood and the self-imposed pressures of Pinterest perfect play scenes, we sometimes miss the mark when it comes to truly nurturing and fostering an environment for play. 

If play is "self-chosen" and "self-directed," we need to recognize that even "playful activities" inspired for learning through play are still adult-directed. We also need to recognize that in our daycare and classroom settings--and even in our homes--parameters around play such as time limits, space limits, occupancy limits, limits on how materials are used, where they are used, when they are used, etc., are all externally chosen and directed. That said, this is not necessarily a bad thing! There are reasons those limits are set in some instances--safety, necessity of schedule, environmental factors and so on. And other times, perhaps we could increase our own flexibility.

"Wait!" you are saying... "but I do have a classroom/home that is full of play opportunities! Even my learning centers are play based!" So, yes, we do have a lot of play based activities in our homes and classrooms. However, once we begin to filter these experiences by where they should happen (dramatic play area, block area, library, art center, sensory table) or how long children may or must remain at an activity (sometimes even with timers!) and when they must be done or finished ("hey, it's time to go outside now" or even, "you're not done yet, you haven't filled the page!")...yeah, we kind of lost the child-chosen and child-directed aspect of play. 

In finishing that sentence, "the kids are not playing____," here are some of the most frequent versions I or others have experienced:

"The kids are not playing the way I expected them to." I set up a dramatic play scene for a vet shop, but the kids want to give me a check up. I put out paint and brushes, but the children are using their fingers. I envisioned they would use these loose parts to design a tree but they are building a house. The baby dolls are for the home living area but the children are bringing them to the block area. In these instances, it is usually easy for me to recognize in finishing that sentence that I, the adult, had expectations that were different from the children in my care. And then comes the part about choice. If choice is an inherent factor in true play, can I find a way to allow for choice? And the choice is also yours. Remember that it is not the end of the world if you have to set limits and parameters at times either out of necessity or even comfort. I do challenge us all to safely and securely expand our comfort zones, however that does not mean ignoring our own needs in favor of meeting everyone else's.

"The kids are not playing, they are....[being destructive, being loud, being silly, throwing things, being disrespectful to the materials...]" This one is so challenging to me. Whether I've intentionally set up an activity, set out a material or it's just their own toys at home, to see children using things in ways that I perceive as destructive strikes a nerve with me every time. And then I break that sentence down to focus on that last part. What they are doing. I challenge myself to see the action without the judgment of it--so perhaps to see the throwing without the qualifying characteristic of that being destructive or disrespectful. Many times it is helpful to look at the intention behind the action. A child who is not displaying signs of strong emotions in the moment of throwing a toy may not be throwing a toy to be angry, hurtful or destructive. Even if big feelings are a motivator, they may not have the recognition developmentally of that being "disrespectful." The intent is huge here. No, we cannot let children use things in a way that is destructive and harmful to the materials, to themselves, to others or to their space. But can we meet the need in another way? Deconstruction is a common childhood play schema--the interest in and urge to take things apart and discover how they work. So is trajectory (throwing things) and seeing how they move within our space. When we familiarize ourselves with common childhood play schemas it can help filter our perceptions of what is typical, what we can do to meet our children's play needs and to let go of some of that frustration and pressure we impose on ourselves. You can read some more about common play schemas here.

"The kids are not playing long enough." We've all seen it. Kids darting from one activity to another before you can blink an eye. Or kids visiting a new activity for the first time only to flee after a few minutes and move on to something old and familiar. Consider a few things that may be happening here. On the one hand, if you wait and watch, you might notice a child return to an activity for a longer period of time. Sometimes it is not that they didn't spend long enough, it's that we didn't. It takes a decent chunk of time for most children to deeply engage in play. And within this period of time, you will notice shifts in energy, focus and attention, pace and flow. It is similar to how we function in a work task; play truly is the work of our children. And engagement with an activity or experience can look different between an adult and a child and between one child and another. And even with the same child from one time to another. Alternatively, perhaps your expectations of how much time a child should spend on an activity were unrealistic. Again here, the intent plays a role. If a child has met their play intention with something and chooses to move on out of feelings of completion, that is "long enough."

And the tendency for some children to frequently return to familiar play things or scenarios is not necessarily a bad thing either. The children who opt out of a new or exciting activity that is offered in favor of building a tower for Elsa out of Magnetiles for the 973rd time is still needing to build that tower. Perhaps they are working out the engineering and mechanical end of it, navigating structural challenges and magnetism. Perhaps they are working through the story line end of it as they build on the theme both literally and figuratively. But this doesn't mean you need to throw out the baby with the bathwater. Leave the novel activity out, let them return later if they choose and if not, feel free to reintroduce it again at another date. We tend to feel so much pressure as parents and educators to reinvent the wheel every day. To offer something new and different from the day before. And we need to remember for ourselves and for our children--repetition is the essence of learning and development at this point.

"The kids are not playing with _____." I hear this one a LOT. Whether it's related to a specific area, toy/material, or even all encompassing--as in the children are not playing with most or any of the toys offered in a space. Especially when I hear (or say) "the kids are not playing with anything and they have so many toys," I usually find my answer right in the statement itself. Too much of a good thing is possible here. Sometimes having too many things out and available feels like option overload to our little players. Sometimes taking a portion of that away opens up space both physically and mentally to engage more deeply with what is available.  Many people worry that "taking things away" will be hard for the children and it doesn't necessarily have to be. If a child (including my own) asks "where is ___" or "why is ____ not out anymore?" I simply explain I put it away for now and will bring it back another time. Sometimes kids won't even say anything at all about such a change and will rather just begin to engage in play with what is out and available. And while many say it's easier to add than take away and to keep things minimal, especially at first, I don't think it is an all or nothing scenario. It's OK to start off with a minimal approach like this; it's also OK if you didn't and need to backtrack a bit.

"The kids aren't playing all of a sudden and they were just playing so nicely!" OK, how do I say this in a nice way? Um, they stopped playing because I came over. I've done this so many times in my classrooms or my home. The kids are playing, everyone's happy, not a worry in the world. So I waltz on in with my adult two cents. Maybe I decide to suggest we count the blocks in that Duplo tower. Or maybe I comment about what they're drawing. Or maybe I ask which superheroes they're pretending to be. Either way, I was not invited. And does someone always need an invitation to join in? No, but if you are the adult in the room, an unannounced and unplanned "visit" may not feel so welcome to the young players. In fact, it can feel like an interruption or intrusion. Have you ever watched a child approach a group of kids already engaged in play? This is where I take my cues. Some children will just watch for a bit and feel their way into joining the game. Many will say, "can I play?" I learn from their approach that there is great value in watching without labeling or hijacking and asking for an invitation is a beautiful skill! And if, as the adult in the room, your kids or students are playing nicely and all is well, you're not being lazy or unproductive by not saying and doing anything at all. You're not missing an opportunity to teach math if you don't count the Duplos. They already have the idea of one-to-one correspondence when they match one bump to one hole. Not to mention geometry, spacial awareness, "some," "a lot," "more," and so on...

There is a big push today to include open ended materials and loose parts play opportunities in homes and classrooms. Sometimes this push is a wee bit militant. I love loose parts play and open ended materials. I also think "traditional" toys have their place and "single function" playthings are still fun for kids and meaningful in play. In fact, when it comes to what children play with, I don't care as much about that as I do with how they play. Anything can be an "open ended loose part" if a child chooses to use it in such a way. However, in terms of including loose parts play opportunities, I do have a few suggestions here as well.

Many teachers or parents who take the loose parts plunge will note that they put out a whole bunch of stuff but the children don't really play with it. Again, sometimes I revisit those statements to decipher whether they are indeed not playing or if perhaps their play looks differently than I anticipated. Many times, this type of playing is new to children who may be used to playing with more traditional toys. If it is a novel way to play for you as well, they may pick up on some of your energy around it.. We often want to provide a lot of options of materials to use all at once, and many times it can be more effective to offer a large quantity of fewer materials at a time so the children can really explore them more deeply.

So many times I will be asked when I'm setting out a particular collection of objects, "what are you going to do with that?" and my response will be, "put it here and watch." But sometimes I also forget that I said that and then I might suggest things the children could do or demonstrate things they could create and all of a sudden, I have totally hijacked their play experience. Especially in cases where a child might feel particularly sensitive to not being able to replicate an adult design or idea, this can be hindering. I am definitely not saying to never set out a provocation or invitation to play, to never partake in a project based art activity or to never leave a little love note of play by setting up a small world scene or setting out a dramatic play environment. Everything can have its place and merit in a playroom.

It can also be a very enlightening experience to fully step out and back and to watch what the children do given the opportunity of adequate time and space. I often refer to time as my favorite loose part! We tend to want to jump in, to rescue our children from moments of idleness or silence, to protect them against boredom or redundancy. To match the play experience to the Instagram picture that inspired us to provide it. I have talked in the past about seeing a rising theme in my classrooms of children who "don't know how to play," and when I delve a bit deeper into that concept, I feel it needs to be reworded. It is not that children today do not know how to play, it is that many of them have not had many opportunities to engage in deep, self-directed. Play that is completely of their own choosing and not at all adult directed or inspired.

So what is our role as parents, caregivers and educators? I think we also need to look at our own play deficits. How often do we engage in deep, self-directed "play?" Can you think of the last time you played? What did that look like? Certainly our adult expressions of play are different from those of a child, but the need is the same. The need for a space that is entirely of our own creation. A pace that is entirely of our direction. And a purpose that is of our choosing. And when it comes to our children?There is no perfect pedagogy, no perfect toy, no perfect design of a space to play in or perfect agenda with regard to what you do in that space. There are a lot of right ways to play! There are a lot of right ways to facilitate play. There are a lot of right ways to honor, respect and nurture play. And there are a lot of ways that play can manifest. Allow yourself to consider the full sentence the next time you find yourself in that tailspin of worry and until then...

Happy Playing!

Setting Up Shop on a Budget: Recommended Thrift Store Finds

 

I am all about being thrifty here when it comes to setting up my playroom and I felt similarly when I had a formal classroom to set up as well. I shared my list of recommended dollar store finds yesterday and there are still some things that I suck it up and pay full price for when I can (or stick on a wish list for special occasions). That being said, many things can be purchased secondhand at a thrift store, garage or estate sale and now on websites like Facebook Marketplace or community groups like Curbside Pickup. 

I especially like shopping secondhand shops. It's a sense of adventure walking into a place where you have no idea what you'll find on any given day! It's also a great way to keep useful things from ending up in our landfills while saving money at the same time. I also think it teaches children a great lesson in reducing, reusing, recycling and re-purposing when they join in on the adventure. It is also helpful when they can come at it from the other end and donate clothing and toys that they are no longer using. Many thrift stores support agencies, families and people with a variety of needs and this can be something to look into when you are choosing where to shop.

So here is my list of recommended thrift store finds to keep your eyes peeled for. It is by no means a complete list and I am always randomly thinking of and discovering new ideas when it comes to using secondhand items in a playroom or classroom...

Whereas I do not recommend skimping on toys for the most part at a dollar store or otherwise due to poor quality and short shelf life, I do recommend making use of secondhand shops for gently used toys, especially vintage ones! I have found very valuable cabbage patch dolls for a few bucks at a thrift store just around the corner from my home, and while I'm in it for the nostalgia more than the monetary value, scouting out thrift stores for toys from when I was growing up is a fun activity for my kids as well. They love seeing and playing with the toys their mommy and tatty played with as little kids!

I've also found more recently manufactured toys like Legos, magnetiles/magniformers, Melissa & Doug sets, various manipulatives and building toys, blocks, toy food and dishes, barbie dolls, baby dolls, new/like new puppets and stuffed animals, character toys/figurines, Playmobile sets, and many other popular toys for kids of all ages and stages sitting in like new or even brand new condition on thrift store shelves. Active play equipment like tunnels, parachutes, tents and sporting equipment can also be purchased secondhand.

I have found that the quality of Legos new and used is no different, especially when it comes to supporting a huge imagination with an equally huge stash of blocks to build with. Lego, Duplo, Mega Blocks and similar items can definitely be purchased secondhand. And when it comes to things like Barbie or the up-charge in a big box store for a Disney character my kid may or may not like in a few years (or months), I'd rather go secondhand here, too. When it comes to plastic toys, even larger ones like kitchen sets, shopping carts, riding toys with a short shelf life before they are outgrown, etc, thrift stores are great! It keeps that plastic from the landfill for at least a little longer. Our old kitchen set just moved on to its third (at least) home. 

I like to bring my kids along with me once in a while (though admittedly not every time I go). I let them each pick out one thing (and set a budget). You must be fully prepared to "steer" them in the "right" direction and also for the aftermath of when they choose something you don't prefer (like a noisy toy and lights up and still has batteries!). But sometimes, they will find a total treasure (like when I thought S found a piece of junk that was really an expensive programmable robot building set). I do make sure that my kids are gentle and careful in the store and look with their eyes before asking to use their hands. If a thrift store is particularly crowded and stocked to the brim with breakable antiques, this may not be the one to bring your kids to. The one I usually take my kids to has a separate space with toys and very friendly staff.

S has been enamored with maps since learning about
and coloring in the map of the United States. He was
thrilled with this world atlas and especially when
we discovered a huge poster inside with a map of the
United States, which now hangs proudly in the kids' room!

Books are a great thing to purchase secondhand. If you can find them online that way, great! The thrift store is another great way to go. I have collected some great children's books, gardening books, cook books, coffee table books, art books and more for very cheap.
Also be on the lookout for children's books that may be out of print or vintage children's books with particularly lovely illustrations. Even books that have damage to them or less preferable story lines but beautiful pictures can be used to create paper dolls and story telling props by cutting out and laminating pictures. I would have a very hard time cutting up a book that is in good condition, but ones that are in poor condition and old magazines are sold very cheaply or even given away at secondhand shops and libraries and these can be great for collage. We have found amazing atlases, books about science and nature, animals, travel and places around the world--these are all great finds for curious minds. I especially treasure ones with photographs. Non-fiction books like this can also be used in dramatic play settings to encourage a print rich environment. Art books and books about artists can accompany an atelier or art shelf. Cookbooks can be a great addition to a kitchen set. Classics are classics are classics. Thrift stores are a fabulous place to round out your Beatrix Potter collection, your Little House series and any of your other favorite novels.

Clothing is often something most people think of when they go thrift store shopping and we have found some good things that way, too, for actual use or dress up--but here are some of the less obvious finds I keep my eyes peeled for:

Art supplies like embroidery hoops, sewing notions, yarn, oil or chalk pastels and other artist quality materials, knitting needles, crochet hooks, rubber stamps and even easels can be found at thrift stores. I don't use a sewing machine and cannot vouch for it, but I know others have found them secondhand. Fabric remnants and even clothing/linens to use for the purpose of re-purposing are great when purchased secondhand.

Speaking of linens-- I do not generally go for sheets, blankets or towels secondhand but I do go for cloth napkins secondhand. We have pretty much gone paperless when it comes to napkins here (aside from the occasional party or celebration). I keep a basket of mismatched cloth napkins and about once a year, I toss any that are badly stained or falling apart and replace with some "new" secondhand napkins. I also keep my eyes open for lovely vintage linens, doilies, aprons, tablecloths, etc. They don't make 'em like they used to--especially handmade items. 

 When it comes to setting up my outdoor spaces, I like secondhand finds like this toy grill for a mud kitchen and a variety of metal and tin cooking accessories to go with it. Dramatic play about cooking--whether it is indoors or outside, is so much more fun with "real" objects. I have stocked my kids' kitchen set here with "real" tea sets, dishes, bowls, pots and pans, candle sticks, cloth napkins and tablecloths, silverware, utensils, and even some "toy" dishes and accessories purchased secondhand. When introducing fragile items to children for play (like porcelain tea sets and dishes), I love the thrift store as a go-to option. If an item is broken, as will inevitably happen at one time or another, you have not lost a family heirloom and you can also find some good "transitional" objects like silver/metal tea sets and such.

 Items found in kitchen wares and home goods at the thrift store can be used inside, outside, for storage, for display, for set up and for dramatic play and even sensory play. I am ever on the lookout for

• wooden salad bowl sets
• unique tin, metal, copper and silver dishes, pots, pans and utensils
• beautiful tea sets and accessories
• pretty silverware in small sizes
• mortars and pestles 
• trays
• tin boxes
• costume jewelry
• old/vintage suitcases for dramatic play and dress up storage
• scarves for dressing up dolls and people
• other clothes for unique dress up items--I am cautious with hats/head-wear and I like to launder and/or ziplock bag or dryer treat anything made from cloth (including stuffed animals/puppets) before use
• real instruments from around the world
• interesting art and artifacts from other countries and cultures
• old phones, computer keyboards, typewriters, and similar electronics, etc. for dramatic play and even for tinkering/taking apart
• small bowls, tiny baskets, interesting jars and containers for art, sensory play, etc.
• wooden utensils in a variety of sizes for sensory play
• cookie cutters for playdough, clay and paint printing

 And when it comes to storing and setting this stuff up...

THRIFT STORE BASKETS ARE YOUR BEST FRIEND! Baskets can be expensive and I love their look and versatility. Indoors they last for quite a while. Outdoors, they last for a few years before returning to the earth. I love finding baskets secondhand. You can usually tell by the feel of it how well a basket is made. They are also great for transporting materials and giving gifts.


I also like purchasing interesting tote bags and large purses or duffel bags secondhand. They are so useful for shopping, storing, transporting things and even using as gift wrap (even better if the gift is also secondhand or made by hand)! Now with so many grocery chains and cities doing away with single use plastics, reusable bags are a must for every shopper and what's a more economical and environmentally friendly way to acquire those than secondhand?

Furniture for storage and play is another great thing to purchase secondhand. I created our current kitchen play set from a $10 piece of re-furbished furniture, and aside from the hassle of getting it into and out of my van, it has been beyond worth every penny. You can find secondhand classroom furniture at thrift stores every so often as well--think book shelves, high quality wooden kitchen sets, doll furniture, desks/small tables and chairs, child sized rocking chairs, easels, train tables, etc. You might also think a bit outside the box and look in the "grown up" furniture section for items that can be used in a different setting or re-furbished for use in a playroom or classroom.

Be on the lookout for quality tools, gardening supplies, unique artwork/decor, vases and the like. Sometimes you might even fall in love with a beautiful frame even if you aren't in love with the current artwork inside. You can use it to frame your own art or to hang/display children's art. We keep a strictly kosher home, so buying dishes and cookware secondhand is not something we'd do for our kitchen. For play, it is a great option and for those who can use it in their actual kitchens, thrift stores are a great place to shop for high quality items like cast iron and the like.

Many thrift stores are connected to places of worship or agencies affiliated with schools and childcare. I have found amazing teaching resources secondhand and classroom items ranging from furniture (as mentioned earlier) to math manipulatives, resource books, games, globes, maps and more. 

It is ever so tempting these days to shop with one click of the finger and have your purchase show up two days later. It is also expensive and it is also not always the ideal way to care for our environment and resources. When I can, I love to make use of secondhand options and thrift store shopping is a great way to do this right in your own community. Now if only I were that good at actually getting my own donations from the trunk of the car to the thrift shop...

Happy, Thrifty Playing!

Setting Up Shop on a Budget: Recommended Dollar Store Finds

One of my most frequently asked questions from other parents and educators is "where did you get _____?" And my response has so often been "The Dollar Tree," that some have suggested I ask for commission there.

Now, some things I cannot wholeheartedly recommend purchasing at a dollar store type place (like the recorder pictured to the left: while the instrument costs $1 and the smile is priceless, your sanity is invaluable and, as it turns out, also irreplaceable).

In general, some things at the dollar store are not of the highest quality and won't last very long--toys are often one of those things. And it's pretty hard to walk in there with a kid and not walk out with at least one toy that will maybe break when you get home or even in the car on the mile long drive there. Make your decisions accordingly.


But here is a list of items I do suggest checking your dollar store for before you go and spend more money elsewhere. And even though this is a list of suggested items for a classroom and/or home playroom, I encourage you to think outside the toy aisle! This list is by no means comprehensive, but it's a good starting spot! And it by no means implies that you should buy everything on it!

"Toys" and Playthings:

When it comes to toys and props for play, I generally don't spend too much time on the toy aisle. That said, some things that can be found there and are worth it include:

• toy cars, trucks and other vehicles
• small animals, dinosaurs, etc.
• glow sticks for light play
• bubbles solution
• playdough
• wooden dollhouse furniture
• jigsaw puzzles
• balls
• sometimes dress-up items (particularly around Halloween time) but also consider the "clothing" department for this including child sized aprons. Also consider seasonal or holiday themed props like bunny ears, bug/butterfly wings, etc.

Every once in a while, I will find a toy that is just perfect for a particular finger play, action rhyme or theme, like the time I walked out with 5 plush snowmen to accompany the "Five Little Snowmen" song, or a bag of rubber frog bath toys before Passover to use for sensory play and paint printing.

But for playthings in general, I usually shop the other aisles, especially when it comes to dramatic play. Kids like "real" things and on a low budget, a dollar is usually a good price for a real thing that will be in children's hands. This includes items like:

• dishes
• silverware
• baking pans
• cooking utensils and accessories (measuring cups, spoons, colanders, serving ware, tongs, salt/pepper shakers, muffin liners, etc.)
• linens like towels, potholders, cloth napkins/tablecloths, placemats
• artificial flowers and vases
• candlesticks and LED candles
• cleaning accessories like sponges, dustpans/dust brushes, scrub brushes, spray bottles, squeegees, large buckets
• baby accessories to use with dolls like dishes/spoons, diapers, washcloths, receiving blankets, bottles, bibs
• actual tools for play or woodwork like screw drivers, hammers, nails/screws, large paint brushes and rollers, tool boxes, safety goggles, work gloves, bungee cords/twine, zipties, etc. Also consider automotive accessories here like funnels, rags, and other items that could be used for building or mechanic themed dramatic play or even sensory play (a subject I'll touch on further down).
• tote bags and purses, paper gift bags for dramatic play or shopping
• shopping lists
• flash lights
• receipt books, order form pads
• open/closed signs
• garage sale stickers
• calculators
• magnifying glasses
•  gardening gloves
• badge clips for role playing
• plastic cups in a variety of sizes (like Solo cups) can be used for building, loose parts play and dramatic play, also consider hot cups with lids--a favorite for making "pretend coffee"
• plastic eggs can be found in the Spring
• artificial fruits (on the floral aisle) 
• artificial leaves and pumpkins (particularly in the Fall)
• fairy garden accessories for small world play (especially in the spring/summer and sometimes before the winter holidays there are small props like this)
• glass gems, wood circles, rocks, stones, gravel, moss, shells, and more can be found in the art and floral supplies section and are great for small world play and loose parts play
• envelopes, greeting cards or invitation sets for post office or party dramatic play--you can even laminate cards so they can be used with dry erase markers over and over again
• scarves, hats, gloves/mittens, sunglasses, reading glasses with lenses popped out for dress-up
• toothbrushes, bandaids, Q-tips, medical tape and similar accessories for doctor/veterinarian play
• Mirrors, combs/brushes, costume jewelry and hair accessories for dramatic play
• party supplies like hats, blowers, paper-ware and tablecloths, number candles/birthday candles, gift bags/boxes and wrapping paper for birthday/party themed play
• baskets especially in the spring are great for carrying a picnic or shopping

Containers for Set up and Storage:

The dollar store is a GREAT place to stock up on storage and display options, both for times you are using materials and the times you are storing them away between use. Consider the following:

• plastic baskets and crates in all sizes, even laundry baskets
• buckets/pales (you can check year round on the cleaning supplies aisle and automotive/hardware aisle, and also around Easter/gardening season to stock up)
• bowls in a variety of sizes, especially serving bowls (found with party supplies)
• glassware like jars, vases, bowls, salt/pepper shakers (great for use with sand or glitter for art projects), dessert/shot glasses
• plastic containers, jars and bottles--you can find take n'toss tupperware sets and similar items in the kitchen/grocery sections and also in home care sections with cleaning supplies, bathroom/hygiene accessories (think travel bottles, spray bottles), with office and art supplies, even the baby supply aisle
• trays--especially "disposable" ones with party supplies (and I do not dispose of these so quickly). I love the silver mirror trays in a variety of shapes as well as the sectioned chip and dip trays. I have also found plastic trays with dishes/kitchen ware (like sectioned plates) and with school/office supplies. Metal baking sheets on the cooking supplies aisle work great as trays and are magnetic so they can be used with magnets and magnetiles as well.
• Every so often there is an influx at the Dollar Tree of colorful plastic storage items including matching sets of trays, bins, crates, baskets, containers and more.
• Canvas crates in a variety of sizes (the kind that are sold folded up and you just pop them open and place the cardboard insert at the bottom)
• 2 gallon ziplock bags--these are great for storage of sensory bin filler and standard sized paper items
• check the party supplies, baby and bridal shower sections and seasonal displays for unique containers, tins, boxes, trays, etc.
• consider using pretty mugs, bowls and other dishes for display of materials and supplies
  
  
• file folders
• pencil pouches
• sectioned plastic caddies
• photo frames for displaying art and/or signs
• pencil cups and similar office accessories
• plastic sheet protectors, report covers and similar items for storage and/or display of paperwork and art
• plastic shoe boxes with lids
• plastic basins frequently used for washing dishes are great for sensory play
• file sorters are great for propping up/setting up books or even paper in your art center
• pots and planters in the spring/summer are great for storage and setup
• large storage bags (the kind you vacuum to suck out the air and store under a bed) can also be found here and used for storage of dress-up clothes/linens
• cups and small pales/containers for parties can also be used for storage and display or small items, especially art supplies and/or loose parts
• pill containers for storage of small loose parts
• small containers and sectioned containers with lids can be found with art supplies and also kitchen supplies and used for small art materials and loose parts
• tin containers with lids (both with and without a window to see in) are often available with office supplies. They are magnetic and very useful for storing and/or displaying small loose parts, craft supplies or objects found in nature. They are also good for storing and transporting some clay, playdough or other similar medium for use on the go!

Science and Sensory Play:

Think both inside and outside of the bin here--and even the bin itself!

• metal cookie sheets, muffin tins and baking pans
• plastic basins (often used for washing dishes) make a great little sensory bin
• large plastic serving bowls are great for mixing up slime and other sensory play materials and also as a small sensory bin
• plastic shoe boxes with lids are awesome for a mobile sensory bin or even just to be able to close up shop when you don't want it open!
• scoops in all sizes, especially with party supplies and kitchen supplies
• measuring cups and spoons
• containers with lids in all sizes
• for light play and play at the light table, consider glow sticks, colorful translucent items like cups and other party favors, flash lights, night lights, colored light bulbs
• plastic ramekins and other small bowls/containers without lids
• tongs, can be found with party supplies and kitchen wares
• large spoons and similar cooking/serving utensils
• funnels (with kitchen supplies and also automotive/hardware)
• safety goggles for science
• Gardening supplies including shovels/tools, gloves, pots, soil, seeds, watering cans, etc. I generally opt for the "real" gardening tools here and not the plastic toy sets. Those can be fun as well and are often a good size for little hands, but keep in mind that they will likely only last one year. 
• Plastic test tubes can sometimes be found with teaching/office supplies
  
• salt/pepper shakers, empty condiment/squeeze bottles
• ice cube trays (these can also be great with art supplies and small loose parts)
• bubbles solution, bubble accessories--think outside the standard plastic toys here, like colanders, potato mashers and metal mesh sieves sold on the kitchen ware aisle work GREAT for blowing bubbles
• Sand play accessories are also abundant in the spring/summer--keep in mind that plastic ones will probably have a short shelf life
• Metal forks, combs, butter knives, and cookie cutters are great for use with playdough, clay and even paint
• spray bottles

bug kits, magnifying glasses and butterfly nets all come out in the early spring and are fun to use outdoors--they may not last particularly long, although I have found that the magnifying glasses available with office supplies do hold up to long term use

Now let's talk sensory bin fillers:

• bubble solution can be purchased at the dollar store, so can ingredients to make your own (like dish soap, sugar, etc.)
• play dough both name brand and off label brands can be found, so can ingredients to make your own (including flour, salt, oil, food coloring--haven't found cream of tartar yet, though)
• spices like cinnamon for adding in to playdough or paints, grinding with a mortar and pestle
• baking soda and vinegar!
• bird seed
• flour
• pasta
• dried beans
• rice
• oats
• salt or sugar for sand/writing trays
• paper shreds, artificial grass, tinsel
• crepe paper (great for tearing/cutting into smaller pieces for a sensory bin)
• confetti/glitter and even sprinkles make great playdough add-ins and sensory bin/sand tray filler
• colored sand can be found on the floral/art supplies aisle
• small loose parts like stones/rocks, sea shells, glass gems, wood circles, gravel, pebbles can be found with art/floral supplies
• tissue paper, bubble wrap, gift wraps also are great when cut/torn up for sensory bin play
• potting soil
• cotton balls and pompoms
• water beads--I have found these on the floral design aisle and sometimes with toys, sold in a small science kit
• add ins like small toy animals, artificial leaves, snowflakes, flowers, small figurines, etc.--just keep in mind if you are using something with wet ingredients if it will be waterproof--also check the party favor section for things like this

Art, Office and Teaching Supplies:
When it comes to art supplies, some things are worth paying full price for a name brand. Others can be found at the dollar store and some are not even on the art or office supplies aisle:

• crayons and markers: with these, I prefer a name brand like Crayola so keep your eyes open because they do show up on the shelves!
• pencils, colored pencils and pencil sharpeners
• pens, highlighters and the like can be found, quality varies
• mini erasers--these are great for more than just erasing!
• I would not generally buy paints here, but when it comes to painting, brushes--especially large ones from the hardware section, are great
• other types of "paint brushes" include sponges, cookie cutters for stamping, combs/forks, Q-tips, toothbrushes
• I do not recommend most of the Lego/mega block type sets for building along with your name brand sets, but they are great for use with paint/printing, building a paint tower to pour and drip over, use with playdough, etc.
• twine, string, sometimes yarn, ribbon, raffia
• floral wire
• floral tape
• floral foam/Styrofoam
• food coloring
• white wrapping paper/craft paper for large murals, easel work, etc.
• clear contact paper
• school glue--doesn't have to be "name brand"
• low temp glue gun sticks--I have never purchased a glue gun from the dollar store although I have seen them, so I can't vouch for those, but the inserts work just fine with mine
• keep your eyes open (usually at the bottom of the shelf) for tacky glue (brand name) and mod podge (brand name)
• tape--especially scotch tape with a plastic dispenser is a very economical way to feed kids' tape addiction--but also consider masking tape, painters tape, duct tape (that latter two are usually on the hardware aisle), and washi/decorative tapes
• glass jars, vases, dessert glasses are great for using with painting and art activities--whether it's to hold paints, water for rinsing brushes or small loose parts/craft supplies
• paper--including construction paper, doodle paper, writing paper, lined paper, graph paper, tracing paper, photo paper (has a cool glossy finish)--I've occassionally also seen small watercolor pads, canvases, fingerpainting paper
• tissue paper, crepe paper, gift wraps, ribbon and bows--check the party supplies AND art/office supplies for these
• patterned scrap booking paper
• stickers!
• glue sticks: I do recommend the large playschool triangular ones, I do not recommend the multi-packs of off brand ones, though if you happen to see Elmer's show up, grab 'em and go
• serving trays and sectioned trays are great for using with paint, clay, playdough or even just to cover your space/display materials
• ice cube trays are also great for setting out multiple paint colors
• actual paint trays can be found with art supplies quite regularly
• small loose parts and art supplies like glitter, confetti, sequins, beads, pom poms, pipe cleaners,wooden craft sticks in a variety of sizes and colors, wooden shapes, foam stickers, foam sheets, buttons, felt
• chalk--sidewalk and regular (with office supplies)
• notebooks, note pads, sticky notes in all sizes and colors--these can be found year round and close to the back to school season even more
• binders, pencil pouches, folders--especially abundant in the late summer/early fall
• I do not recommend off brand permanent markers but Sharpies can sometimes be found and are great
• scissors: I think dollar store scissors are fine! I like the playschool beginner scissors sold that have a plastic lever you can set to make them easier for new cutters. I also like the child sized sets that show up for the back to school season (plastic handles and metal tips). You may still want to invest in a pair of higher quality scissors when they go on sale after the fall, but these will do you just fine for indoor use and outside (clipping flowers, grass, etc.)
• artificial flowers, foliage, snowflakes and other seasonal loose parts for art use
• calendars are great for their intended use and at $1 a pop, they are also great for the pictures and photos inside--especially ones with animals, nature scenes, birds/wildlife, flowers, etc.
• teaching supplies are sold near office supplies at the Dollar Tree and you can find some great stickers, sentence strips, pocket charts, posters, and learning resources/materials that are great for home and classroom use
• plastic pouches in standard paper size are a great tool for making signs/worksheets reusable with dry erase markers--sheet protectors can also work well for this
• I have bought dry erase markers at the dollar store and they do not tend to last as long as name brand ones (like Expo), but they are a good option if you don't want to offer expensive ones to kids and sometimes you can find Expo brand as well
• paperclips, magnets (especially sets of magnetic clips), push pins, rulers, rubber bands, staples and other such office supplies are a safe bet here
• colored sand (by floral design)
• vinyl place mats make GREAT art mats--I buy about half a dozen and use them for at least a couple of years at a time before replacing them--they can be washed between use and this makes a great activity for kids in a soapy sensory bin
• plastic/disposable table cloths and shower curtains are also a great surface cover for art projects--I generally prefer something that's reusable and the shower curtains do last longer than one use, but sometimes you need the option to gather up your table top contents and toss it all away, and that's where this one comes in
• metal cookie sheets also make a good surface cover for messy art work
• child sized aprons can frequently be found and are great smocks--also keep your eyes open for large t-shirts, also great for smocks (or for fabric painting)
• white paper plates
• brown lunch bags
• colored paper plates can also be used art projects (black ones make some great wheels on a recycled box car!)
• sewing kits and notions
• I prefer to use recycled trays for paint, but when you want a disposable option you can find Styrofoam trays with the paper ware. You can also find paper cups in a variety of sizes (good for glue, paint, small loose parts and even paint stamping
• metal silverware including forks, spoons and knives are useful for art activities like playdough/clay, mixing paints and glues, painting and more
• disposable condiment containers are great for sending home a paint or glue concoction or storing prepared paints between use
• socks for sock puppets--you can get multi packs of white socks and they are perfect for puppets, dolls, snowmen and indoor "snowball" fights
• photo frames in a variety of sizes are great for displaying artwork and can also be "deconstructed" with the glass and back removed for loose parts art
• I have on occasion seen framed mirrors with the photo frames and these are great for loose parts play on a mirrored surface--plastic mirror trays also work well for this

*There are a lot of arts & crafts kits and even science kits sold at the Dollar Tree. Some of these are great, some not so great. I like grabbing a few activity sets or craft kits when we have a long trip or a birthday celebration. 

Miscellaneous:

Here's the stuff that really has no category of its own...

• hooks with an adhesive back
• rain gauges and outdoor thermometers are a great addition to your outdoor classroom and are available most years in the spring
• zip ties and shower curtain hooks are unusually useful for hanging things up outdoors and sometimes even indoors
• clothes pins, also unusually useful for hanging up art work from a garland, fastening dress up clothes, fine motor activities, making your own paint brushes, as a unique loose part, and, in a pinch, sealing an open bag of chips--also, you might want to grab some bag clips while you're at it
• balloons, both the kind you blow up yourself and Mylar
• foil pans with cardboard lids--I end up using these for the most random things! From dramatic play pie sets to wheels on a recycled materials robot to, well, actually storing and cooking food....
• tin foil is something I swing full price on when I use it in my kitchen, but when I am using it for art or dramatic play or otherwise with my kids, the dollar store is where I go
• microfiber cloths are great for erasing chalkboards, cleaning tasks and sometimes even in dramatic play
• scented candles for those who have aromatherapy commitment issues, like I do--same for nail polish and color commitment issues!

So there you have it, my oddly compiled and ever incomplete list of recommended dollar store finds! It should be noted that if you go and purchase everything on this list at one time, it will add up to far more than $1! And now I am really questioning how much of my own $$$ has gone toward Dollar Tree stock! However, you'll also notice many of these items cross over from one use to another. And particularly with items that are reusable (which is a decent portion here), you won't be buying things again and again. Especially if you store them and remember where you stored them...ummmm, about that... 

*I am still, in no way, actually affiliated with Dollar Tree stores or franchise* ;)

I'll be back with a list of suggested thrift shop finds and until then...

Happy Playing!

Oh My Goodness, These Kids Move Slower Than Molasses!

You guys, I just can't. I can't stand how long it takes my kids to get from A to B--even when they are looking forward to B, forget about when they are not. Even when B is a party. A party with a magician. And a balloon artist. And donuts and chocolate and chips and soda. A party they have been looking forward to and talking about for the last ten days. They still move slower than molasses. I'm pretty sure I've seen paint dry in the time it takes my boys to get from the living room out the front door and down the 4 steps to our minivan. What was that? A snail just made the perimeter of the entire parking lot in the time it took for one toddler to get one shoe on? I was born six weeks early and it is a precedent I have kept up in my life. I love to be early. On the other side of that coin is my severe phobia of being late and a strong level of anxiety related to rushing. So I have had to let go quite a lot. To lower that bar significantly enough that I can still see it on the horizon. And also to look into why these kids, yes all kids, move slower than molasses.

I'd like to interrupt this blog post to state that I have had a jar of molasses sitting in my spice rack for longer than I should publicly admit. The same jar of molasses. It has not once moved and my kids still move slower than that. I should probably go check its expiration date...

So yes, kids move at their own pace. A sometimes painfully slow one at that. And I get it on some level. Little legs take a longer time to get from here to there. Tasks like putting on shoes and coats and grabbing a school bag all take time when you are still quite new to them. But is there more to this picture than meets the eye? More than just dragging feet and dragging a heavy tote bag? You betcha!

I think it often boils down to one (or more than one) of the Four Cs. Control, Connection, Coordination, and Communication. 

Why is the child who loves to play outside taking 20 minutes to put his coat, hat, gloves and boots on? For one of my former students, the issue was coordination. It was too many steps and an attention/focus challenge made it nearly impossible to carry out the task in the same space as his peers. Given a separate space in the room where he was on his own was exactly what he needed to be able to move through the steps of getting himself dressed (which he was physically able to do) without the myriad distractions of watching his friends and hearing them talk that made it impossible to even begin. Game changer.

Why is S moving at a snail's speed to get into his car seat on our way to that party? He's super excited about it, but he wants to control when we leave because transitions are hard even and sometimes especially when you are excited. It's also partly the reason that Y lingers in the car after we get home from his school day. He asks to be unbuckled even before we get to the parking lot, but then when he is, he suddenly becomes stagnant. He is not going to a party; he is going to nap. He knows that and he wants to control the time frame within which that will happen because even though he is totally exhausted, he also wants to stay awake.

And for him, it is also a desire for connection. He loves school so much. He's always enthusiastic to go--even and especially on the two days of the week he does not attend. And yet, his lingering about doesn't just happen on the tail end before his nap. It also happens after an hour of repeatedly asking to go to school before school starts until that moment it is time to actually go. Picking out his choice of gloves and hat and scarf is a 10 minute ordeal at best. And then five more to lure him out the front door and toward the van. And then the battle of coaxing him ever so gently toward the van and up to his seat... Why is he moving so slowly???? And then we get there, he is gleefully shouting "it's my school! Mommy, it's my school!" but once the car is in park, it's like a time warp has occurred and we are again in slow motion. This is more than just control, he's also seeking connection. Y loves school and feels happy and secure there. He also loves home and feels happy and secure there. He is leaving one happy and secure environment to enter another; he is separating from me. He is 2 and navigating the space between two such great feelings of love and security is hard. He needs to know that loving his classroom won't detract from his loving his home. He needs to know that feeling love toward his teachers will not take away from the love he feels toward me. So I breathe quite deeply over and over and over again. Because we will be three minutes late no matter what. And that is OK.

And sometimes, that pace is a means of communication. Sometimes it's in indication that a child is tired or hungry or unwell or worried or confused. We got to the party but now S is seemingly stuck in the mud. Is anyone going to move here?? Yes, but this moment of stagnation is communicating that the environment is new and a little loud and very exciting and before we can go sit down, we need to see and scan the room. Y was really eager to go home and eat lunch but taking forever to get into the car again. Why? Because he was hungry and his belly hurt and he was so tired from playing at the children's museum that he fell asleep on the 10 minute drive home. He was communicating that we had stayed a little too long at our first activity and he needed to eat and rest.

I often say that nothing is more exciting to my kids than our parked minivan. They might be totally enthusiastic to get home for a movie night or to the playground for my outdoor meetup, but once that van is in park, that's where the party is at. And they linger. They lag. They lollygag around. And two things have happened almost simultaneously. I have totally lost my mind (and temper) and also learned to recognize my own need to slow down. I am not quite down to a steady speed of Molasses Miles per Hour like they are, but I can manage to go from a gallop to a canter. To embrace the pace or at least grit my teeth trying...

Happy trails and, as always,

Happy Playing!

Play in Motion, Part II: Making Room[s] for Movement

Yesterday we dived deep into the need for movement in play. In fact, play is such a dynamic childhood function that I would argue motion will happen in play, regardless of how much we attempt to or desire to stifle it by encouraging young children to sit still or designating particular areas for particular activities and particular materials for particular functions. The age old phrase "if you can't beat 'em, join 'em," comes to mind today as I guide you through some practical ways to support movement through play in your own home or classroom space.

When we think of movement in play we often look only at what's commonly referred to as "gross motor play," such as games and activities that encourage large muscle movement. We also tend to think about it on a horizontal trajectory. It is also important to include vertical movement (as depicted to the left where Y is drawing on a chalkboard wall) and fine motor movement in this category as well. So much development happens for young children through activities that cross the mid-line and those that encourage balance, spacial awareness, coordination of multiple movements at once, and so on.

So how can we tweak our play environments to encourage and support children's natural need for movement? Here are a few tips and tricks and I'd love to hear some more from you as you've found things that are helpful in your own environment!

Set the Stage: Think of this as a play in three acts. Scene 1 is gathering everything necessary to complete a task. Scene 2 is carrying out the task at hand. Scene 3 is restoring everything to its proper place at the completion of the task. We often set up our homes and classrooms in such a way that we, the adults, are carrying out Scenes 1 and 3 in a solo monologue. It's faster/cleaner/more efficient/easier to set up and clean up activities for our children. I know; I do it. But this is what I have observed: children have a simultaneous need for both the movement and the confidence that comes from being empowered and allowed to set up, carry through and clean up their own play activities. It would be faster, cleaner, more efficient and much easier to set out art mats, paints, brushes, smocks, a jar of water and paper on the table when we want to paint and to handle the cleanup when the kids are asleep. Instead, there are paints at child level in the atelier, stored in empty soap pump bottles. There are plastic paint trays and the boys know to begin with two pumps of a color and come back for more as needed. They can grab a vinyl placemat from beside the shelves and a smock as well if they wish. There is a jar stocked with brushes and a file sorter stocked with papers. There are empty glass vases to be filled with water in the bathroom so they can rinse a brush between colors. There is also a basket in the bathroom of washcloths to use for clean up or messy hands. On the table itself is a tray holding a spray bottle with soapy water and a washcloth for cleaning up a spill or wiping down after we finish a messy activity or meal. Does this involve a lot of prompts and reminders? Yes. Does it involve a lot of snafus along the way? Yes. Are there times that I "close" the atelier or parts of it or go back to the comforts of setting up and cleaning up activities myself? Also yes.

But here's another thing I noticed: when children in my classrooms or my home are involved in the movement of Scenes 1 and 3, Scene 2 goes a lot smoother. They remember more by learning how to do tasks through movement. A child carrying out all of the tasks to set up and clean up a painting activity retains more of the multiple steps involved than a child who never experiences the opportunity but rather is one day verbally prompted to do so somewhere down the line. And the movement of these seemingly menial tasks also addresses the need for movement and energy release that can hinder a more "sedentary" art experience. The children who got intentional movement in before and during and after an art activity were far more likely to work with care and intention than those who were invited to sit at a table and expected to paint a picture. For example, I have rarely taught a class where there is not at least one child who, although he/she can draw and write at recognizable and representational level, will always go immediately toward scribbling and scrabbling across the page. This is the artistic expression of a need for movement. Those same children produce amazing masterpieces when supplied with a "scribble sheet" alongside the art paper or a pencil sharpener and basket for shavings to work those fine motor muscles or an opportunity to walk all the way across the room to the shelf that has an empty jar and then to the bathroom to fill it with water, but only half way and then the balancing act that must occur to transport it from there, back to the table, without spilling, to rinse a murky paintbrush. This isn't a "brain break" to get up and do ten jumping jacks; it is intentional and relevant movement with the activity at hand. Brain breaks are great in their own rite and children do need opportunities to move about that are not task related, but the movement involved in carrying out their play from start to finish is invaluable on so many levels.

These tiny nuances are so easy to overlook. I do it all the time at home and in my classrooms. I zip their coats for them. I open their lunch containers. I clean up the toys when they are asleep and then get frustrated when they are awake and don't put the toys away themselves. Why would they? Would they even know how to? And then there are the three basic kinds of kids when it comes to the aforementioned lunch table that first day of school when the teacher doesn't come and open the container. Kid 1 will now learn how to open it himself. Kid 2 will ask for help. Kid 3 will sit there and look at the container and want what is inside but not know how to proceed. He probably won't starve, but it's not an ideal situation and it should be noted that I am the mother of at least one Kid 3.

So setting that stage is an investment. An investment of your time and your ingenuity and your creativity and definitely your patience. But that investment will pay off in so many ways--both immediately visible and visible down the line. Teach a man to fish, you know... And particularly in small and shared spaces, it can be tricky to set things up in a way that, to an adult, feels convenient. My adult brain cannot immediately wrap itself around the challenge of having to pick up the paint bottles and pump 2 times on a tray but not until you carry those items to a table that is all the way across the room because the atelier is in our living room space right near our couch and there's a lovely, albeit, colorful (just in case) throw run on the floor below it. And the bathroom is across from it but just about as far away from the dining room table we most frequently paint at as possible. A LOT can happen between that table and that door knob. A LOT. And yes, sometimes it does get a little messy here... But the boys have a level of confidence that yields a level of competence. Their young brains can totally wrap around all of those steps--footsteps and task steps. So instead of seeing the layout of our space as a hindrance, I see it as an opportunity for meaningful movement. Win-win.


Tools of the Trade: There are a variety of schemas in early childhood play that are significant and invaluable to the developmental process. Many of these are movement related. Children have an inherent need and curiosity to explore transportation, connection/putting things together, destruction/taking things apart, filling up, pouring out, trajectory, sorting, putting in order, lining up objects and more... Having the right tools for the trade is helpful. Baskets, trays, containers, buckets, scoops, shovels, spoons, bowls, space, time, flat surfaces, bumpy surfaces, soft spaces, cozy spaces, high up spaces and low to the ground spaces. These are all tools. I recently read an article about a teacher who recognized the inherent need children in his classroom had to pour the contents of the sand table out on the floor. So instead of fighting a never ending battle, the man bought a 5 gallon bucket. Need to dump it out? Dump it in here! Brilliance. Sheer brilliance.
My boys are currently totally obsessed with our magnetiles for building towers. They will build it as tall as it can possibly be built, sometimes with help from a taller family member as well. And their enthusiasm to building it is only second to their enthusiasm to smash it down. It's not "destruction" without a function, the act of destroying the tower is the function. It's a need for movement. It's a need to take things apart. It's the start of just about every fight S and Y have lately (because Tower A was built for knocking down but Tower B was meant to remain standing even though no one explicitly stated that before the fact)...

Loose Parts and Open Ended Materials are highly useful when it comes to encouraging movement. I am not in any way opposed to "single function" toys. I like them in conjunction with more open ended ones. Yes, a toy banana will probably remain a "banana" and maybe because of that it won't travel much further than the dramatic play area--but add an empty suitcase or an old lunchbox? And then it's time for a trip. Pack that banana and build a plane from some chairs because you might get hungry on the flight...

And then there are the even more open ended loose parts. Those items that I'm asked "what are you going to do with these?"
And my go to answer is always:
"Put them out and watch."
In these photos, S has discovered one of our STEAM Cart drawers was filled with paper straws, cotton rounds, Q-tips and a variety of glass gems and stones. He pulled the drawer out of the cart, carried it across the room to the rug and started by creating a square with 4 straws. Then he decided to stick Q-tips inside the straws. He discovered that he could bend the Q-tips in such a way that he could now connect the straws together. Then he decides to design the inside of his perimeter with cotton rounds. This, he declared, was a skating rink.
There was so much movement involved in this self-led activity. From walking across the room, to balancing that drawer full of small parts as he walked, to crouching down and manipulating the small objects to connect them and organizing his design within that space.

When you are designing and filling your play spaces, can you think of items that may encourage movement? Can you allow for something used in a "block" area to also be used in a "kitchen" area? Can materials be used on a table or on the floor? It's not realistic to expect to always be able to say "yes." I can't really bring myself to allow my children to eat all around the house or all around my classrooms. For one, it's a safety issue, but moreover, it's a cleanliness preference on my part. But I can also remember a particular scenario in one of my classrooms at a Montessori inspired school. Our "policy" was for the children to take a rug for their materials and work on that space. And since we were Montessori-inspired, we also had the privilege of flexibility--both with what we constituted as "materials" and how that "work" was carried out. One afternoon, I noticed two of the boys had pulled their rug flush up against the square ottoman I used as my teacher chair. And they were using toy cars on top of it. I had that gut reaction to remind them to work within their "work space," but this was their work space. They needed to have that higher elevation and the movement between the floor and its surface. It was functional and purposeful and in no way dangerous or disruptive.

Now consider the table scene when we set out "seated" activities. Whether it's writing, drawing, painting, playdough, eating... Someone's standing. Someone is sprawled across the floor. Someone is sitting in a chair but on her knees. Someone is falling out of a chair. Every. Single. Day. Not the same someone, but still, someone. And someone is walking around the room, a red painty brush in his hand that he doesn't seem to remember is there as he discovers someone else from another class throwing a ball to his friend in the parking lot. So, no, I don't actually allow him to keep carrying his painty brush around. He needs to put it down and then he can come back to the window. And I'm probably going to remind my kneeling friend that it is very likely she will soon be my falling out of her chair friend, but I might also offer her to sit on a higher surface. She may need that elevation for greater upper body control. And the kid who is standing might also be seeking that strength and control as he pounds a ball of clay into playdough. And the kid sprawled across the floor may do quite well with a clipboard and paper to work with from his tummy rather than a chair at a table. Can you have options in your space for doing "seated" activities in a different position? Vertical work spaces? Floor spaces? Tables at standing height and those at standard child height?

Containers are GOOD. Containment is BAD. Ok, it's not exactly so simplistic, but while I do encourage the provision of ample types of container to transport, store and use with play materials, I do not encourage the consistent use of containment devices with very young children. Even little babies who are not yet mobile need space and opportunity to develop mobility. I have and use strollers, bucket seats, electric swings, Bumbo chairs, high chairs, baby carriers, etc. I also am on my third child who likely has low muscle tone, so sitting independently happens later around here. The devices above are all tools of convenience. We use them out of necessity and even preference at certain times. In all likelihood, most of the early photos of my children involve them depicted in one of these devices because, um, I needed my hands to take the picture. But these times are supplemented with time on their tummies, backs and eventually bottoms with access to space in which to move. In classrooms with very young children, it's common to see tables with high chairs and children secured inside. It's a necessity both practically speaking and in terms of safety when there are multiple infants in one space. I encourage parents and aspiring teachers, however, to also look within centers for opportunities and spaces where infants and very young children can move around in open space. In both my homes and classrooms, I prefer not to see children buckled in and contained for the purpose of watching a screen or during "free" play times. As a parent, I am not going to pretend that I don't make use of these types of devices for my own convenience. Rather than making it a (very unrealistic) goal to eliminate them altogether, I work toward supplementing more opportunities with access to open space and movement.

Think small: As I mentioned above, we tend to thing of movement on a grand scale. Small movement is also quite necessary and valuable. Little hands need to hold, carry and manipulate little things. Even many adults require items to fidget with during times of focus or relaxation. Small world setups can encourage creative play and storytelling. They also encourage fine motor movement as children manipulate the little toys and props. Little things are just the right size for little hands and there is something so full of wonder in tiny versions of real life things.

 The Sensory Component: Sensory play has become a mainstream philosophy both in the home and on the market. Materials that lend to exploration using the 5 senses encourage development and learning in young children. In addition to the 5 senses commonly cited, I look at how these opportunities also encourage and nurture movement in play. From the tiny and carefully executed movements of using a pipette to suck up colored water and dropping one drop at a time into an upside down bathtub grip, to the significantly larger muscle movements necessary to dig yourself into and then out of a hole in the sand on the beach, sensory play is a type of play that begs for motion.

Elements of Motion that Inspire Movement: In addition to moving themselves, children need opportunities to observe elements of motion. From the way light moves reflections and shadows of a magnetile building onto the walls and ceiling to the way that oil and water move together in a plastic basin, observing movement encourages movement. 

Our children have their whole lives ahead of them to sit still and stay put. They develop these skills through movement in these earlier years. I'd love to overhaul the education system that is dictating a child in kindergarten should be able to sit at a desk doing worksheets from 9-2:30. I'd love to overhaul the societal pressure that is dictating that a child in preschool needs to be able to sit for 20-30 minutes singing songs about the weather and the days of the week and pointing to numbers on a calendar on the wall. I'd love to go back to the basics. To the days when play was enough and movement was an inherent part of that process. It's an uphill battle, but even I must keep moving. And for now, that is best achieved by putting intention and attention into how I set up and execute my home and classroom experiences.

Happy Playing!