Let Loose!

By: Kisha Reid

Bits and Pieces of Loose and Lost parts are all the rage right now at Discovery Early Learning Center.  Treasure hunting is what the children are calling it and it's filled with imagination, detailed storylines, and loose parts as props to extend the narrative.

I have only noticed this way of play since I let go of providing invitations and displays of loose parts in themed baskets, trays or whatever way I was presenting the materials.

Loose parts are just that, LOOSE and they are found in all shapes, sizes holding a wealth of possibilities in every corner nook and cranny of our indoor and outdoor classroom.

Finding, collecting and gathering these materials is chalk full of whole child learning. When children hunt for materials they are mobile, actively engaged and working towards a goal, they assess materials for their value in their play. A game of shipwreck calls for loose parts that hold a certain set of characteristics while a game of house has a different loose parts agenda.

They use their large and small muscles to transport and collect materials building on to their script as they go. This sparks language and takes children into a sort of heightened state of imaginative play where they are embedded into the script in such a way that it feels so real.

They sort, classify, and count materials, they think critically about the alternate uses for open-ended materials and extend their ability to play symbolically, holding fast to their ideas and points of view.

This process of collecting or "treasure hunting" seems to be vital to the building of their play. It's like they build up to a climax where their reach that zone, the zone where they all buy into the storyline, they are fully in character and what seemed hard or challenging is now the possible, what seemed above their physical and developmental potential becomes second nature.

It takes time, it takes space, and it takes adults who do not feel the urge to over organize.

We can provide a pretty array of loose parts for children to play with and explore, or we can design spaces using the loose parts concept in all areas of the space allowing children to explore parts that are truly LOOSE.

So what does this mean? 

• Allow children to mix and move materials from one area to another 
• Allow materials to travel from inside to outside 
• Provide creative tools for transporting ( bags, boxes, buckets, baskets) 
• Don't feel the need to arrange or display loose parts perfectly. 
• Let loose parts at play stay at play ( no sorting at the end of each night) 
• Provide loose parts with a variety of properties ( size, shape, weight, purpose etc) 
• Replace closed-ended toys with open-ended loose parts. 

The benefits outweigh the mess! 

• Language development 

While at play with loose parts children have to share their ideas, the uses and purpose of each part and how it works in their play scenario. They have to build the play script part by part as new materials are collected and introduced to the play. 

• Mathematical concepts 

As children gather a variety of loose parts they are having real life experience with "stuff". This naturally supports sorting, counting, classifying by characteristics such as size, color, shape or purpose. Children embed mathematical ideas and data gathered from the hands-on experience with these materials. 

• Scientific concepts 

Large loose parts require creative ways of transporting. This often beckons scientific thinking, simple machine creation, and testing of ideas and theories. concepts such as gravity, balance, weight vs strength, textures and more! 

• Physical development 

Loose parts play is PHYSICAL running, digging, lugging, balancing, and sorting.   Children are active and a-buz as they collect and play with large and small loose parts. 

• Connection 

Loose parts seem to generate a hive mind type of play, a play where children are all collecting, piling, scripting and engaging in the same developing play scenario. This type of play develops a sense of connection and almost an unspoken agreement to keep the play alive. Large parts require many children to work together, share ideas and set plans as a group. After reaching their goal they rejoice as a group allowing their collective success to pull them closer as play partners. 

• Meeting natural urges in play 

Children's natural urge to collect, connect, position, contain and transport are met through loose parts play. 

• Social concepts 

When children play with loose parts they are met with the task of sharing their ideas, contributing to the narrative and accepting the points of view and contributions of others. They have to compromise and negotiate. 

• Imaginative play 

Loose parts provide endless possibilities. Children play symbolically as blocks become telephones and boxes serve as spaceships. Loose parts come alive when met with the imagination of a child. 

LOOSE PARTS IDEAS LIST: 

Here I have compiled a short list of loose parts to get you started! The possibilities are endless! 

Natural Loose Parts 

Rocks 

Bricks

Logs 

Leaves

Sticks

Large branches

Dirt/sand/water 

Shells 

Pine cones

Bones

Corn

Corn cobs 

Tree cookies 

Small and large logs 

Bamboo cutoffs

Seagrass 

Mulch 

Hay bales 

Nuts 

Seed pods 

Sea glass                                  

Other Loose Parts 

Blocks

Wooden bits 

Marbles

Tires 

Large pieces of lumber 

Buttons 

Tubes 

PVC pipes 

bottles, cups, jars, buckets 

Boxes 

Shoes 

Rope 

Balls 

Bowls 

Hose cut offs 

Dominos 

Board game parts 

Bike parts 

Keys 

So let loose with LOOSE PARTS PLAY and watch as your children develop as players and people. 

Learning That Sticks

My fondest memories of school had to do with projects. 

Time spent on a task with friends or moments of deep connection. I also remember the REALLY BAD times.. times when I felt insecure, powerless and frankly misunderstood. These negative and positive events are etched into my brain. The stuff in the middle is lost, my brain has trimmed it. Really, that is a real thing, did you know your brain prunes what is not important?

 I remember sitting in Kindergarten on a rug listening to my teacher sing Puff The Magic Dragon. She sported a jean shirt, and a red afro.  I remember Micro City in 5th grade, we got to plan and create our own business from advertising to sales.  I remember government class when we got to act in mock trials. I remember homecoming week when we got to build themed sets in the hallway. Those are the times I learned, the times when my heart was filled with joy and I was motivated beyond belief to think critically, to gain new knowledge from experience and to connect with others to reach a common goal.  I couldn't wait to wake up and go to school when we worked on group projects, I'm social and it triggered something in me, I became secure, powerful, and totally understood. Through these projects, I learned that I had ideas! I had leadership skills, I was creative and fully capable of learning. 

Learning is the stuff that does not get trimmed, it's the stuff that shapes who you are. If this is true then why don't we fill schools with busy children working together on meaningful projects, sharing ideas and LEARNING?? 

 Stop wasting time on pruned "learning"  like busy work, worksheets, and listening to lectures and instead, fill our days with more authentic learning, More doing things, touching things, connecting to people MORE LEARNING.. REAL LEARNING... Learning that STICKS!

Bringing Adventure Back into PLAY

Realising the Value of PLAY Through Nature Experiences

The environment I most often witness PLAY, real play, play that is not adult directed, play where resources are open ended and where children are given time and space....is in Wild Nature! Wild nature are spaces that have not been tidied up, where leaves have not been blown away, where sticks and stones are left on the ground, where ponds and streams are not covered or fenced and where children can immerse themselves in what the environment offers.

Such environments are often a far cry from the traditional child care environment designed by adults. Adults and children often view ideal play spaces through different lenses.


Many adults value aesthetic beauty, children's physical safety, colourful adult designed resources preferably with an obvious academic value.


Children value an environment where they have the freedom and 'safety' to play, where they can change the space and come back to their games later, where there is stuff to do stuff with, where they can take risks and challenge themselves.


This mismatch in expectations of the ideal play space often leads to frustration and a reduction in opportunities for the true joy and opportunities of play.

Having spent many years supporting educators in developing forest, creek, beach or bush programmes for their children internationally, I have seen the benefits for children and adults.


Children who initially come into the bush and ask "but where are the toys?" very quickly develop the imagination and creativity to use what they find.

Adults initially fearful of children's physical injuries in what is perceived a risky space soon realise the value of 'learning injuries' as children deal with the scrapes and scratches that are or should be part of a rich childhood.

Adults realise that they do not need to direct or structure children's play as children are happily engaged in the changing awe and wonder nature provides.

 To my delight, I have found that these experiences in wild nature eventually transfer back into the fenced childcare space.

Natural materials are no longer removed and are in fact brought in by educators and parents.


Open ended man made resources such as planks of wood, pipes, fabrics, cable reels are valued and introduced.

Adults become less concerned about every day childhood injuries and focus more on the benefits of children managing their own risk and challenge and the possible learning injuries that might occur.

Adults feel less inclined to structure children's time as children manage their own time very effectively.

Children have developed the imagination to be creative with the open ended materials available.

Children's attention span increases as they engage for long periods.

Children become competent risk assessors and cope with mistakes and accidents with increased resilience.

Most important is that the well-being levels of both adults and children increases.

Children accessing wild nature is an ideal which may not be achievable on a daily basis BUT we can offer similar valuable experiences by transferring the philosophy of nature-based practice to the centre so that centre-based practice aligns with many of the rich opportunities naturally offered in wild nature.


Thank you to all these awesome Australian Centres who provide such rich opportunities for their children and who have agreed to be part of my new book to be published in 2017. 

Niki Buchan is an International Educational Consultant and Nature Pedagogue with Natural Learning Early Childhood Consultancy in Australia.

She works internationally as a conference keynote speaker, nature pedagogue, nature kindergarten facilitator, naturalistic playground advisor, international study visit facilitator, mentor, author as well as delivering a large range of professional learning opportunities on all aspects of early childhood education and care. She has developed a reputation as a strong advocate for children’s right to a high quality childhood, including having regular access to nature, play and having their voices heard. She is considered a leading voice in promoting Nature-based pedagogy and is the author of the Australian book “Children in Wild Nature”  and UK book “A Practical Approach to Nature- Based Practice”  as well as co-authoring books. 

Natural Learning website, Facebook site
Facebook site for Nature-based Pedagogy International

More Ugly Concrete Paths!: Space and Emotional Environments

So overall I am getting into a pretty good routine at work.  In the mornings I am with a wonderful group of two year olds for a short AM program and in the afternoon I am a special needs assistant for an eight year old boy.  I've been having a lot of thoughts in my head lately I figured I should share them all here for posterity.  Let's start with something about the environment.

I'm not surprised but I am struck by how often the group of two year olds choose to play in the least resourced area we have: a gated off concrete  pathway outside our playground.  This is the only space where they can run or ride trikes back and forth without obstacles.  Obviously enough a common group activity is running back and forth, chasing each other and screaming.  They don't play here all day but it is a very popular space and it makes me think about what sort of environments do young children really need?  The proper room itself isn't that big and stuffed with catalog furniture, shelves and toys.  I think it probably looks good and "educational" to most adults.  This concrete path on the other hand is ugly, especially right now during the winter.  If we were part of a private setting, it would not be a selling point to any adults.

It's not that they don't play inside with all the catalog-bought toys, it's the obvious fact they are often drawn to having more space and freedom to move and follow their natural and important 2 year old urges - and even if that's in a less than stellar outdoor space it still better than nothing.  They have less adults chatting over their heads, telling them what to do and how to do it when they are outside.  When I am out there on this ugly path I mostly just sit in one spot and enjoy watching them play.  If a child needs help I do my calmly help them figure out what they need.  I am learning more and more the importance of just being present with children and letting them do their thing.

I think it's easy for adults to focus on the looks and physical objects of an early learning space.   Let's add wooden materials to attract certain parents.  Let's put numbers and words all over the walls because it's educational.  Let's buy tons of toys from the right catalogs.  The physical environment is absolutely important but I think we need to talk more about what some of have called the emotional (and maybe even cultural) environment of our space.  This environment is shaped by our relationships with the kids, and basically the culture we set by role modeling behavior and what sort of activity we allow or don't allow.  I think this is the sort of stuff that is hard to sell to adults who don't understand early childhood development.  The only people who might know it are the adults and children who share this relationship, understanding and culture.

The most dynamic, exciting and joyful interactions I've seen the past several weeks have been on this small, drab, gated concrete pathway.   The kids have chased each other, danced, thrown balls, looked for planes and birds in the sky and plenty more.  Just having the space and freedom to do what they like is an amazing thing to watch.

Related to this I have just discovered some of the writings of Claire Caro.  This is the first time I've seen somebody spell out in plain, step-by-step terms the sort of early learning ethos I have been finding myself drawn to and excited by.   She describes the role, skills and actions to take as early learning educators who value the importance of child-led learning.  To start off with I recommend "The Adult Role in Child-led Play" and "Five Easy Steps for the Observer."  Both articles give concrete advice on the how's and why's of forming the right emotional and cultural environment.  A lot of it is about the importance of trusting and respecting the children in your care ihere and now.  I can't recommend them enough!

What's more important, nice bulletin boards and all the right natural toys or children truly knowing they are consistently trusted, respected and loved?  Especially when they are in the middle of a conflict or dealing with difficult emotions?

I'm not saying that my two year olds like this space because it's ugly.  I am saying they like it because they have the room to move freely and I do my best to provide a suitable emotional environment for them to be in.  Positive emotional environments can't be bought out of catalogs and they might not be able to be quantified much at all, but they are vital for children's growth and well-being.

Part of the Solution

I live in Baton Rouge.

I love this city.

I work here as an early childhood educator and an advocate for play-based learning.

I advocate on behalf of my own two children and of all this city's children.

My work is play and I believe strongly that it is the most important work I'll ever do.

Photo Credit: Maggie Clarke

Three years ago, my little family embarked on a grand adventure.

We packed up our belongings and moved nearly 800 miles from Winston-Salem, North Carolina to Baton Rouge, Louisiana, a city where we knew no one and which we had only visited once in a whirlwind trip to find a home and visit a few schools.

I was immediately taken with this city, with its majestic live oaks stretching across the streets, beads glittering from their branches. I reveled in its culture of celebration, constant festivals and parades and football tailgates. We moved in July - I brought the kids down a month ahead of my husband to give them a chance to feel at home and make friends before school, and everyday life, began in earnest. The heat and humidity were oppressive and the mosquitoes were numerous, but I quickly fell in love with my new city. We made friends, we made our house a home, I got a job and life seemed good. 

School started in August. My four year old son wore a uniform for the first time, as do all public school students in East Baton Rouge parish. He chose a backpack and lunchbox emblazoned with his favorite super heroes and struggled to keep his burgundy polo shirt tucked into the tiny elasticized waistband of his navy blue shorts. He and his classmates ate their free school breakfast in silence daily. He learned to walk quietly, in straight lines. He adored his preschool teacher, though the parents of many of the other students complained that she let the three and four year olds in his class play too much and she did not give them enough homework.

He wondered out loud about the differences from block to block in town - from the quaint, well-kept homes on our street to the "shotgun" style row houses closer to his school which were clearly in poorer repair, some with broken windows or holes in the roofs. He worried that his classmates lived in these homes, wondered what happened when it rained. He asked why no one cared more about those people and those neighborhoods. I didn't have an answer. 

I made my own adjustment. I was transitioning from an extremely progressive magnet school in North Carolina, one that embraced students as people and gave them ownership of their learning, that gave teachers autonomy in the classroom with the expectation that they would reach those kids. I was now expected to test my students weekly in every subject and graph their test results for weekly data meetings. Students were expected to be re-tested until they "passed," with the data taking precedence over actual knowledge retention.  We were encouraged to plot student progress on wall charts for all to see. Recess was fifteen minutes daily. Lunch was silent. Children who struggled with emotional regulation were to be sent to the time out monitor, not a counselor. There was required paperwork to track their referrals, and I was told this information was needed for when they "entered the system" later. 

We were not preparing children to be leaders, to be citizens, to be thinkers, to be voters.

We were preparing them to be prisoners. 

The students in Baton Rouge's public schools are predominantly black, predominantly poor. The schools here didn't even begin desegregation until 1981, and that effort has been largely declared a failure. 

These children are being denied their childhoods, their opportunities to play and strengthen social skills and emotional regulation. abilities. These young children, largely underprivileged children of color in a historically segregated city, are being prepared not for college, not for careers, but for prison. 

I had many seasoned teachers and administrators tell me that things HAD to be this way because Baton Rouge has such high poverty levels. "You must not have had poverty problems where you come from" was the common refrain, and I was never believed when I insisted that, yes, we did. Winston Salem has very high levels of poverty, and my school there was a fairly accurate representation of the city's demographics (we were a  "lottery" magnet, meaning selection was purely random, based on lottery). We had some of the highest test scores in the state. We let children play. We gave them ownership of their learning. We gave teachers the autonomy to teach in ways that were authentic to them and their students.

We believed in our students. We envisioned them as college graduates. As successes. As people. 

I keep in touch with former colleagues and students and am constantly impressed with the work they are doing (see linked articles above to read about two phenomenal young women I had the opportunity to teach at this very special school, representative of the accomplishments of the majority of that school's graduates). We also had fantastic family involvement that, yes, spoke to the kinds of families who were attracted to our school, but also spoke to the kind of atmosphere we created - one that embraced all students, all people. One that meshed with the surrounding community. This was very intentional. It was not luck or happy coincidence. It was our mission. 

We prepared students to be future leaders because we not only allowed them to think and to question, we encouraged them to do so. We not only allowed them to "goof off" and be kids from time to time, but we encouraged them to do so.

We embraced and nurtured their humanity.

The mistake of policy makers in East Baton Rouge schools is that they continue to do more of the same thing they've been doing for years and expect different results. 

They continue to emphasize conformity and control over connection and humanity.

They continue to expect failure from these kids rather than searching for their greatness, striving to control and manage them until they can pass them on, rather than nurturing them to their highest potential as human beings. 

They continue to take away recess, to take away teacher autonomy, to shame rather than uplift, to direct rather than collaborate, to declare rather than listen. Our children are suffering.

This quote is lovely and makes the rounds often. I'd argue, however, that all students come to school to be loved. And that we need to spend far more time listening to their needs and less time testing their recall of facts. Alfie Kohn writes about this here and here.

I didn't feel like I was part of the solution.

I felt like part of the problem.

I traded in my public school job for running my own tiny in-home playschool. My work has grown from a small group of kids in my own backyard to outreach programs throughout the city.

I'm sure there are some that wonder, in light of the systemic issues I describe, why building with cardboard boxes and climbing trees have become my focus rather than something larger and more visible. 

I found myself wondering this, too, as my city erupted in anger and panic over these past weeks as the long-simmering tensions boiled over. I wanted to help in healing this place I call home, and worried that I could not possibly do enough.

But the truth is, we all have to do our own small part. No person can do it all, and we all have to share whatever gifts we have. That's how we make an impact. That's how we make a change.

My city is hurting right now. We are in the news for recent tragic events but the pain is not new. People are angry, and rightly so. We are painted as being very much divided, but from where I sit, people on both "sides" want a lot of the same things.

They want to feel safe.

They want a better life for their families, for their children.

They want to feel that their voices are heard.

This is where we can be part of the solution. 

In the days following a string of tragedies both in my city and in other parts of the nation, from the shootings of Alton Sterling and Philando Castile to the shooting of the Dallas policemen and the protests and unrest that grew out of those events, I held a pop-up play day for Baton Rouge kids. 

We played.

Photo Credit: Sylvan Taylor

We built.

Photo Credit: Sylvan Taylor

It rained.

Photo Credit: Sylvan Taylor

And rained.

Photo Credit: Sylvan Taylor

And then we played and built some more.

Photo Credit: Sylvan Taylor

Photo Credit: Sylvan Taylor

Photo Credit: Sylvan Taylor

These kids worked together, helping one another to build forts and scale trees and fight off "bad guys."

Photo Credit: Sylvan Taylor

Things like age and race and gender didn't matter much. at all.

Heat didn't stop us. Thunderstorms didn't stop us. 

Our city was hurting and afraid, and these kids reminded us that there could still be joy.

The next day brought more unrest and anger as peaceful protests turned agitated, as fearful police were directed to respond with force against citizens trying to be heard. As the voices of a few drowned out the reason of many.

Out of the pain and anger grew a call for unity. Local churches gave me an opportunity to hold a children's event alongside their worship service.

Again, it rained, and our outdoor service was moved into an oyster bar across the street with generous owners.

The rain stopped, and again, we played.

We chalked the walks with words of love and peace for all to see.

Photo Credit: Sylvan Taylor

We blew bubbles and made a banner and played some more. 

Photo Credit: Casey Meyer

Photo Credit: Casey Meyer

And it was all so beautiful.

You might still wonder why this is my response to all the hurting, the violence, the divisiveness all around me.

Why am I standing there blowing bubbles? 

Why am I still hauling cardboard and chalk out through rainstorms and cheering on kids climbing trees and wielding duct-taped "swords?"

There are so many reasons.

Imaginative play is one of the best ways for children to process their emotions during times of crisis and tragedy. The news right now in my corner of the world is scary indeed, and children need outlets to process their fear and grief. 

“The inherent desire to create – whether on paper or in scenarios with toys – is universal to us all. For this reason, play is an invaluable tool for communication.Children learn how to process complicated feelings through a playful filter and explore tough questions in a language that is easier for them to understand... And while the world and the threats it poses may change, children everywhere continue to try to solve its problems through imaginative games." ("How Children Use Play to Make Sense of Terrorism," Lizzie Enfield)

In play we are at peace. We are in a state of calm alertness; we are aware of all around us and awake, but not agitated, not stressed. We feel joy. We feel a sense of belonging.

That is healing no matter who you are. I challenge you to watch children at play and not smile at the very least, if not feel the urge to join in.

We build connections through events such as these. People gather and talk. They laugh. They feel together, not divided. We learn to truly SEE one another.

This heals. 

The greatest reason, however, is that play is an investment in our children.

True free, authentic play is how children develop a sense of empathy. This is something that cannot be taught, especially not in traditional schools. This is something that is only developed through play.

Empathetic children grow up to be empathetic adults.

They grow up to be people who can see things from another's perspective, who can bridge differences and solve problems with words. They grow up to be the helpers, the police officers who embrace protesters, the protesters who use words instead of violence, the teachers and social workers and ministers who speak out for making a difference. The citizens who help out their neighbors. 

These are leaders. These are peacemakers. These are the GOOD we wish to see in the world.

Opportunities for child-led play are also the solution for raising children who can regulate their emotions, especially fear and anger. 

This is the  "emotion regulation theory of play—the theory that one of play’s major functions is to teach young mammals how to regulate fear and anger.[4]  In risky play, youngsters dose themselves with manageable quantities of fear and practice keeping their heads and behaving adaptively while experiencing that fear.  They learn that they can manage their fear, overcome it, and come out alive.  In rough and tumble play they may also experience anger, as one player may accidentally hurt another.  But to continue playing, to continue the fun, they must overcome that anger.  If they lash out, the play is over.  Thus, according to the emotion regulation theory, play is, among other things, the way that young mammals learn to control their fear and anger so they can encounter real-life dangers, and interact in close quarters with others, without succumbing to negative emotions." (from "Risky Play: Why Children Love It and Need It" by Peter Gray).

Children given the opportunities for free play become adults who can control their fear and anger. Again, they become problem solvers, effective collaborators and leaders. They become peacemakers.

They become the solution.

My part may not be loud or flashy. 

But it brings me tremendous joy and it IS the solution for our nation's future.

A friend shared this with me as I was writing this post, and I want to close on this idea:

 “The future of our country is being built on our work in early childhood development. We all must play a role in helping every child succeed. We are overdue, my friends. Nearly 120 years ago, The New York Times wrote an editorial with these words: ‘Given one generation of children properly born and wisely trained, and what a vast proportion of human ills would disappear from the face of the earth.’”  ("Investing Early: The Best Sort of Nation Building" by David Lawrence)

This is my solution.

Photo Credit: Sylvan Taylor

This is my part.

Photo Credit: Sylvan Taylor

Want to learn more about organizations working to build a stronger Baton Rouge?

Together Baton Rouge

Beyond Bricks EBR

Front Yard Bikes

The Loveabulls Project

Love Alive Church

St. Luke's Episcopal Church

Anchor Chapel

Interested in my advocacy program, Red Stick Pop Up Play, or other advocates for PLAY in Baton Rouge?

Red Stick Pop Up Play

Sprouts Playschool

The Child Development Cooperative

Looking for resources to start your own PLAY Advocacy?

Pop Up Adventure Play

Play Empowers

Explorations Early Learning

Upstairs Studio Podcasts

PEP RALLY 2017: Join me for an exciting conference in June 2017, along with many more educators passionate about PLAY!

Hear my first in a series of podcasts on this subject here:

Hosts Kisha Reid and Bardara Sheridan dish the dirt on play in this weekly show. Kisha's owner/educator at Discovery Early Learning Center and Barbara's founder/educator of Barrie Forest Kindergarten and Nature School. Their experience in the early learning profession makes for well-rounded discussion, plenty of stories, bountiful ideas, and thoughtful perspectives.

I might be Wrong

People often ask why I don't correct children. My answer is simple. I might be wrong. 

I don't assume I know what they are doing because, I might be wrong. 

I don't tell them to put their mittens back on because, I might be wrong. 

I don't insist that they answer my question because, my question could be wrong. 

When I hear something different from the kids than what my understanding is by assuming I am wrong I give room for exploration. We can follow the path through their thinking with the space of curiosity and every time I walk away having learned something. 

What do I do if they ask what I think when what I think is different? I give them my perspective. Since we have established a space for exploration we can then follow my thinking with a space of curiosity if they want. Once again I walk away learning something. And sometimes I am wrong. 

One of my proudest moments as a mother was when my son realized he had arrived at a wrong answer by adding incorrectly. He said "Oops I was wrong." He followed it up with "Mommy, you are wrong all the time."

"Yes,"I confirmed "I am wrong alllll the time".  

By taking "wrong" from a negative experience, one to be avoided, punished to a desired experience to be embraced and explored you leave room for that curiosity, for that deeper understanding. 

When I look at learning as a right or wrong answer I don't really learn anything. I may remember a new fact (or I may forget the new fact) but I don't learn deeply. I don't understand where I went wrong, or where I went right. I don't become a better learner just a better quiz taker. 

I look at learning as an exploration because I want to learn deeply, I want to understand. I want to give that to my children and the children I work with. 

The best part is, you never know what you will learn from a 3 year old.

Limitless Learning

Limitless Learning 

Pure Play is a state of mind.

A space.

A sense.

A zone.

It's not any one thing.

It's not tangible, or stagnant.

Play is ever changing, growing, and developing.

Play moves up and down like a roller coaster, catching wind, as it travels through time and space.

Play is fast and loud, slow and quiet, calm and crazy.

Play is the vessel from which REAL learning passes.

The kind of learning that people are made up of.

The kind that becomes a part of your innermost being.

The Kind that you can not shake, you can't forget.

It becomes who you are, what you believe about yourself and about the world around you.

No boxes to check off.

No circles to fill in.

No lines to color inside of.

Play is limitless, Play is learning...  Limitless Learning!

.