by Teaching With The Body In Mind
Each week, Mike, Tom, Ross, and Joey reflect on the connection between moving and thinking. The discussions remind us that teachers should be supporting children's bodies as well as their minds.
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Publishing Since
4/26/2022
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April 15, 2025
<p class="p1"><span class="s1">How do we read children’s energy? How do we respond in ways that don't interrupt the flow of child led play? Tom recalls joining in to rough and tumble play to help children regulate. Mike's first instinct is also to join in and help "course correct" if needed. Ross acknowledges the influence of the adult's energy level and the context of prior experiences. Mike brings up Anji Play as an example of an approach that looks very hands off, but actually has a lot of adult intentionality.</span></p>
April 8, 2025
<p>Ross starts to unpack his ideas about ways that play has changed--for children and for teachers. What is the inlfuence of technology? What is the impact of our own play history? There is a subtle worry that children are missing out on experiences in the world and in their own imaginations. </p>
April 1, 2025
<p>Mike shares a glimpse of his new book as he leads a discussion about pretend play. There's something magical about the way children embody their ideas to express themselves and communicate with others. We don't always give children enough credit for the complexity they bring to pretending, from coordinating their movements and vocalizations to express "catness" or sharing knowledge of cultural traditions as they set the table for seder. </p> <p>Check out Mike's new book! <a title= "Power in Pretend: Supporting Young Children’s Power, Identity and Agency Through Play" href= "https://www.redleafpress.org/Power-in-Pretend-Supporting-Young-Childrens-Power-Identity-and-Agency-Through-Play-P3107.aspx" target="_blank" rel="noopener">Power in Pretend: Supporting Young Children’s Power, Identity and Agency Through Play</a></p>
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