Reflections on Self-Regulation

By Tamar Jacobson

“For children, intense emotions are like a dark forest at night. Trees rustle in the wind, bats circle above, and all manner of insects crawl along the ground, but in the darkness they are impossible to see, let alone understand. The brain starts making associations, and the child becomes overwhelmed with dark imaginings. When we use discipline methods like time-out, we essentially usher our kids into the woods and just leave them there in the darkness. More, we actually tell them to sit silently and not move no matter what they experience so that they can “reflect” on their actions” –Jacobson, 2014 , Time’s up for ‘time-out.’ The Atlantic

It is the very idea of self-regulation or self-soothing, that is at the source of our aversion to children needing our attention. In other words, “Kids, get on with it! … do not disrupt our routine. We have much more important issues to deal with right now: Reading, math, assessments, administrators stopping by to see how well I run my classroom. It must not seem messy or chaotic. I must look like I have control of my classroom. So – self-regulate – self-soothe, and please, whatever you do, do not need me! I have much more important things to deal with here.” And yet, in any society that includes different and unique human beings, relationships are going to be fraught with challenges, chaos, and yes, a lot of messiness.

In a democratic or what some might like to term a “civilized society,” we long for a sense of order and responsibility, where everyone knows their place and space, and people consider others responsibly. If we are self-regulated and abide by the rules of conduct, there will be no mess, infraction, disruption, or intrusion into personal space. What we forget is that societies of all descriptions are made up of human beings with different feelings and needs.

“Self-regulation becomes about pleasing people, and stifling emotions”

So, where do I begin to think about self-regulation? This is the latest buzz word for young children to learn some kind of self-control when it comes to classroom management. The intent behind the expression is admirable. In order to succeed academically and emotionally, young children need to learn how to live in society by understanding its norms and rules. We also want them to become contributing members of our society – our adult world. Somehow, however, it becomes punitive as teachers and parents take on a behaviorist approach using punishments and rewards to teach children how to learn to self-regulate. Instead, self-regulation becomes about pleasing people, and stifling emotions: “I will do anything, just please don’t ignore me.” What about empathy and compassion, or making a stand for social justice? How do we learn these characteristics by pleasing people?

For example, let’s say a child doesn’t get what we are telling her the first time. Perhaps she needs it repeated a few times. I know I am like that when something makes me anxious or insecure. I might need the other person to repeat for me so that I feel safe in that context. Saying to me, “How many times must I tell you that?” will only make me feel like I am burdening the other person – that there must be something wrong with me because I need it repeated. I would rather remain silent and please the teacher, than ask her to repeat it one more time, and appear a nag, a whiner, or, worse still, a burden on her time.

So – as adults, teachers and parents, how do we determine when a child is emotionally capable of understanding the adult objectives of self-regulation? For example, I think of the five-year-old who had been moved from foster home to foster home – feeling he was to blame for each abandonment – arriving in a school classroom and finding it so very difficult to self-regulate – an emotional bundle of self-worthlessness. In the end, of course, not only was he expelled from the school, out of the teacher’s frustration that he would not conform to their strict rules, he was moved to yet another foster home. At which time in his life would a compassionate adult hold still long enough to give him enough attention that he craved for to break the cycle of abandonment? How does a young child express to us their fear of abandonment? Their longing for more of us? How do we gauge what is the right amount for each person? When will we understand that children will do anything to please us or get us to like them – for they need our affirmation for their emotional survival – and when that fails they will show us in all sorts of ways usually as evident as we care to admit – how deeply they hurt.

“I do not see them as a disruption to my plan.”

In all the books and articles that I have been reading lately with advice about classroom management, or discipline strategies, the term disruption is bandied about freely. Especially as something wrong, that has to be averted at all costs. The concept of “disruption,” is as fraught with negative connotation as could be. For, of course we do not want people “disrupting” our lives. But allow me to delve deeper into understanding what we mean by “disruption.” It means we have some sort of plan or world order that must take place without diversion. If we are led down a different path, what might happen? Danger? Loss of control? Often when I am giving a presentation about a certain topic, I find myself diverting to different ideas and associations along the way. I have an outline, a plan, and even a Power Point presentation to guide me. However, as I speak and others comment, interrupt, or share their ideas and emotions, I find I must go in different directions to accommodate and include them. I do not see them as a disruption to my plan. On the contrary, they enhance it, give it depth, and I learn new things about human emotion, the lives of others, and the human condition overall. I develop more and more compassion and acceptance of the diversity of humanity. It is enormously beneficial in the long run.

“We learn together, not only how to read or write, but how we communicate with one another, how we care about each other”

It is the same for teaching young children in a classroom. Of course, we have a plan, an agenda. But along the way, ideas and feelings of the children in this mini-society of human beings – the classroom – must disrupt our attention to something larger, more complex, and essential to a bigger picture of how people live together in community. We learn together, not only how to read or write, but how we communicate with one another, how we care about each other, and how we can all contribute to the whole community we are living in by stopping to listen to one another with empathy and compassion. At the end, we return to our original plan with newer, fresher ideas, feeling strengthened by our collective humanity. The word disruption should be banned from our understanding about discipline and learning how to live with one another in a compassionate and productive society. It is not a disruption. Rather it is an opportunity to widen our emotional understanding of one another – to learn something new about one another. We should seize the opportunity with excitement, even joy.


ABOUT THE AUTHOR: Tamar Jacobson was born in Rhodesia, now Zimbabwe, and traveled to Israel where she became a preschool teacher with the Israeli Ministry of Education. Jacobson completed a doctorate in early childhood education at the University at Buffalo (UB). As director of the University at Buffalo Child Care Center (UBCCC), she created a training site for early childhood students from area colleges, including UB. She was recipient of the 2013 National Association for Early Childhood Teacher Educators (NAECTE) Outstanding Early Childhood Teacher Educator Award, participated on the Consulting Editors Panel for NAEYC, and is a former fellow in the Child Trauma Academy. Tamar Jacobson presents at international, national, state, and regional levels. She is author of Don’t Get So Upset!” Help Young Children Manage Their Feelings By Understanding Your Own (Redleaf Press, 2008), editor of Perspectives on Gender in Early Childhood (Redleaf Press, 2010), and author of the forthcoming Everyone Needs Attention (Redleaf Press; available July 2018).
Learn more about Tamar here.

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NAEYC Governing Board member reviews new Deb Curtis & Margie Carter book

In the new, full-color, edition of Learning Together with Young Children: A Curriculum Framework for Reflective Teachers, Second Edition Deb Curtis and Margie Carter make visible the thought processes of teachers and children based on detailed observations and individual or collective reflections that result in taking action to change or improve existing teaching practices, the learning environment and the curriculum in public and private school settings. The authors excel in making connections between educational theories and teaching practice with a strong emphasis on teachers’ values, ideas and reflections as a driving force to support children’s dispositions to learning and co-constructing new knowledge. Learning Together with Young Children, Second Edition offers wonderful examples from a wide array of early childhood education programs where children’s voices are valued and teacher’s voices are recognized as integral to move the teaching profession forward.

“[Deb Curtis and Margie Carter] excel in making connections between educational theories and teaching practice.”

Drawing from the latest discoveries on brain development, holistic education, anti-bias curricula, and teacher research this book is a must-have for new or experienced early childhood educators, coaches, administrators and policy makers. It offers inspirational stories from real classrooms where school communities have transformed not only their environments, but the way they envision the educational experience for young children and their families. In many ways, the ideas in this book invite the reader to re-envision schools as early childhood hubs for collaborative learning and family engagement systems where children, parents, teachers, trainers, administrators, and community members undertake new leadership roles to ensure that all children are bound for success in their educational journey.

“A must-have for new or experienced early childhood educators, coaches, administrators and policy makers.”

In the current educational landscape, it is imperative we become reflective practitioners to unfold the values that guide our decision-making process towards creating sustainable school environments where children, teachers and families become agents of change. This beautifully illustrated book is a great resource for anyone looking for inspiration and ideas on how to become a reflective early childhood educator and advocate for memorable, educational experiences for young children based on meaningful observations, inquiry and action.

By Isauro M. Escamilla
Early Childhood Educator, San Francisco Unified School District

Lecturer, San Francisco State University
NAEYC Governing Board member


Deb Curtis and Margie Carter are both internationally regarded ECE consultants, and bestselling co-authors of seven books including Designs for Living and Learning, The Visionary Director, and Reflecting in Communities of Practice. They are the co-founders of Harvest Resources Associates.

Deb has spent the past 35-years working with children and teachers in early childhood programs. She has observed and studied children along with the teaching and learning process in North America, New Zealand and Australia. She has continued as a teacher of young children along with working with adults.

Margie has been a preschool and kindergarten teacher, a child care director, college instructor, author and contributor to Child Care Exchange for several decades. With other Harvest Resources Associates, she co-leads study tours to Aotearoa New Zealand.

Learn more about Learning Together with Young Children, Second Edition here at

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“I spent years gently reminding children that we don’t play that way inside.”

Guest Post: Embracing Rough-and-Tumble Play By Mike Huber

Click to watch a short video with author Mike Huber to see what rough-and-tumble play looks like, and read more below to learn to use it in your program!

Embracing rough and tumble play? Isn’t that the type of play I try to stop from happening in my classroom?

I spent years gently reminding children that we don’t play that way inside. I often talked about teaching to the whole child, meeting their needs in all learning domains: social-emotional, literacy, cognitive, and physical development. But looking back, I ignored many of the children’s needs for physical development by telling them to wait until we were outside. I was failing to see a vital part of who these children were.

Rough and tumble play, play that involves the whole body, whether it is running, spinning, falling, or roughhousing, is the purest form of what it means to be a child.

Rough and tumble play, play that involves the whole body, whether it is running, spinning, falling, or roughhousing, is the purest form of what it means to be a child. It is the two-year-old jumping up and down, waving their arms up and down yelling, “Mommy! Mommy!” at the end of a day at school. It is the four-year-old spinning and falling, and then getting up and spinning again. It is the time when children are so engrossed in the joys of movement that they lose all track of time. As we grow into adulthood, we see this same total immersion of the mind and body when a dancer executes a phrase with extreme focus and precision, or when a surgeon completes a complex procedure and saves a life. Sometimes this immersion in movement is as simple as tending to a garden or rocking a child to sleep.

I embrace rough and tumble play because it is literally a type of embrace. It is a way for children to show affection for another while also testing the limits of their own physical abilities. Children need tender affection such as cuddling and hugs, but children also need to be physical in a more vigorous way. Both types of contact can strengthen social bonds.

Children may chase each other or roughhouse to show they are friends.  They may stomp their feet and roar to prove they are powerful.  We can choose to celebrate this expression or choose to restrict it, but children will continue moving.

I also embrace children’s boundless energy and their need to move almost constantly. Movement is the basis for all exploration and expression. Children explore who they are by physically challenging themselves.  Maybe they will try climbing a little higher or running a little faster.  They also explore the world around them.  They may roll on the grass, hit a stick against a tree to see if it breaks, or see how close they can get to a bird before it flies away.  Young children express themselves through movement as much as they do with words.  Children may chase each other or roughhouse to show they are friends.  They may stomp their feet and roar to prove they are powerful.  We can choose to celebrate this expression or choose to restrict it, but children will continue moving.

The term rough-and-tumble play can refer to a variety of activities.  All of the activities involve children physically moving their whole body, but not all are necessarily rough.  Here are a few examples:

  • Chase
  • Playing with balls
  • Spinning
  • Rolling
  • Running
  • Roughhousing (wrestling, horseplay)

While there is recognition that children like to run, climb and generally play physically, it is often shrugged off as simply a way for children to “get their wiggles out,” rather than a function of being a child as much as asking questions or even breathing. I think we are turning a blind eye toward the children in our care.  Children let us know when they need to move every time we tell them to sit down or to wait until outside time.  We need to start seeing and hearing what the children are telling us.

Many of us have been teaching with the mistaken notion that children are listening–and thus learning—when they are sitting still and looking at us.  In reality children may be learning more when they are engaged with materials or moving their bodies.  If children are interested in the activity they are doing, it presents an opportunity for rich conversation with teachers or other children.  For many children, pretending involves vigorous movement, perhaps even chasing or running.  Too often I hear teachers say that these boisterous children never settle into play, but rather spread chaos through the room.  If we find a way to stop interrupting and allow for this play (yes, even inside), we may see even the most active children involved in rich, complex pretend play.

There are many ways to incorporate movement into the teacher-led portions of a preschool or kindergarten day.  Children develop literacy skills by acting out a story, as well as by having a book read to them.  They can learn number concepts playing a game throwing or kicking balls into a goal, just as easily as sitting at a table with small counters.  Running provides plenty of opportunities for learning the basics of potential and kinetic energy (think of running uphill vs. downhill) or momentum (what’s the difference between crashing into something light and something heavy?).


Rather than viewing rough and tumble play as a disruption to your teaching, try seeing it as a vehicle for you to reach more children in your teaching.


Mike Huber has dedicated his life to serving children, families, and the field of early childhood. He has been an early childhood teacher since 1992 and currently teaches at Seward Child Care Center in Minneapolis. Mike has also worked as a trainer and consultant for the Minnesota Department of Education, the Child Care Resource and Referral Network, and the Minnesota Association for the Education of Young Children (MnAEYC). Mike served on MnAEYC’s board from 2007 to 2011, presents at local and national early childhood conferences, and has written for Teaching Young Children and a number of stories, songs, and puppet shows for children. He is the winner of the 2012 Kate Davidson Tanner Award from MnAEYC, the Scholastic Early Childhood Professional Award Honorable Mention in 2006, and Teacher Leadership from Hamline University’s Master of Arts Education Program in 2006. Mike holds a master’s degree in education from Hamline University. Visit Mike’s blog:

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Using nature to teach math in early childhood


Perhaps the only domain that gets less love from early childhood educators than science is math. How many people have said at one time or another, “I’m not a math person” or “I don’t have the math gene”? It’s a sad truth that many early educators tend to avoid math. And if you’re one of them, you are not alone! A reported 30 percent of Americans have stated that they’d rather clean the bathroom than do a math problem! ( 2016). In early childhood, comfort with math and fluency with the subject can be stronger predictors of later academic success than even literacy. There are studies that show that children who enter kindergarten with a certain comfort with math go on to be high achievers through their middle and high school years (Claessens and Engel 2013). Researchers have observed children at play and noted that mathematical thinking shows up frequently in play settings (Ginsburg 2000). For example, children’s play involves pattern and shapes, comparisons, and numbers. This tells us that young children have an innate curiosity about math and a natural tendency to “think math.” As educators, our job is to help support that curiosity through experience and opportunities for them to engage in math learning and playing. Young children are naturally driven to make sense of things, create representations of things, and solve simple mathematical problems. If asked, they can usually reason and explain their mathematical activities.


Loose parts can be wonderful math tools. They can be sorted, organized, arranged in patterns, used as measuring tools, and more. Children are also interested in shapes and spatial sense, measurement, and patterns. Loose parts are wonderful for making patterns and can be used in infinite ways. When children design with loose parts, they often naturally try to create symmetry and balance in their creations. They also use loose parts to create shapes, designs and patterns. 

This tendency indicates the beginning of algebraic thinking, as patterns are at the heart of algebra. Identifying shapes and describing spatial relationships are processes at the core of geometry.

Natural materials and nature-based settings, with their unending variety and diversity, offer children a lot of ways to investigate shapes, spatial relationships, and symmetry. They also embody a variety of attributes. In mathematics, attribute is a characteristic used to describe an object. The attribute usually describes the object’s shape, size, or color—something that can be measured; for example, the “big red ball” is a description of an object that is identified by its attributes: its size color and shape. You can help children develop their understanding of attributes by asking questions that encourage them to measure, count, compare, and contrast:

How many legs does the grasshopper have?”

What’s the pattern you see on this caterpillar?”

Can you tell me what’s alike and what’s different about these things?”

“What’s different about these things?” or “How are they alike?”

By attending to attributes, children are also engaging in form of measuring (“This rock has four spots; this rock has two spots . . .”) because they are quantifying, or identifying measurable attributes and comparing objects by using these attributes. They are also comparing objects in search of similarities and differences. While most early education classrooms include many objects with clearly defined attributes (such as pattern blocks), natural materials are especially well-suited to this purpose because they require young children to identify variations in attributes and thus to be more thoughtful about how certain objects or groups of objects may be alike or different. They require young children to identify and attend to the attributes that matter to them, to create their own systems for sorting and organizing. Also, because of their endless variation, natural materials can be sorted and organized again and again in a variety of ways. For example, Children may sort leaves based on color, then on size, then on shape, texture, or other attributes that they identify.

There are commonalities in the way that children practice and engage with each of the disciplines and many interconnected ideas. When you can identify and recognize children’s tendency to demonstrate the practices in their nature play, you can help deepen their learning in STEM.


This excerpt was adapted from Teaching STEM Outdoors: Activities for Young Children by Patty Born Selly (Redleaf Press)

Patty Born Selly is  the author of three books for those who work with young children, including Early Childhood Activities for a Greener Earth and Connecting Animals and Young Children—both from Redleaf Press.  She currently teaches environmental and STEM education for preservice and practicing educators. Patty has worked in the science and nature education field for over 20 years in classrooms, museums, nature centers, and parks. She has worked with students in preschool through adulthood, with a particular focus on early learning. She currently serves as Assistant Professor of Environmental and STEM education at Hamline University in St Paul MN. She  is the former Director of the National Center for STEM Elementary Education.

Her passion is connecting teachers and children to nature. Patty lives in Minneapolis with her family.

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How I learned building great teams sometimes requires heavy lifting, literally.

Our guest blogger today is Uniit Carruyo,  an early childhood educator and author of Team Teaching in Early Childhood: Leadership Tools for Reflective Practice (available from Redleaf Press). Here she ponders the elements of a productive team.

Photo by Joey Steinhagen


For much of my twenty-plus year career in early childhood, I have been a classroom teacher. Over the course of the past three years, I have served as an administrator in various roles. Hands down, the most challenging role I have ever had to fill was as the Interim Executive Director of the Montessori school where I spend my days. For six months, while the school conducted a national search for an Executive Director, I filled in-wearing more hats than I thought possible. In my small, non-profit school, being the ED meant keeping the school on the tracks, from plunging the toilets and shoveling sidewalks to overseeing the financials on a daily basis.

Redleaf Press; $24.95

While interim, I was invited to attend a regular meeting for non-profit leaders. I will never forget the first meeting. I walked in the conference room at our local public library to see leaders of organizations from all over the county. Schools and day care centers were represented, along with a host of other organizations that serve the public. I was in a room full of leaders. Being an introvert, I stayed on the edges of the room while I got a sense of group norms, got myself a cup of coffee and settled in for the meeting. The guest speaker that day wanted all the participants to be able to see her slide show, which was being projected at the front of the room. This is when something truly amazing happened.

With very little communication, this room full of leaders all jumped from their seats and started moving the tables around. There were about 40 people in attendance, and I was astonished to see every single person in the room start helping immediately. Some picked up a side to a table, some pulled chairs from the stacks along the wall, some moved chairs to make room for the new table arrangement.

“There was not one person standing idly, not one person skimming their phone or making small talk.”

There was not one person standing idly, not one person skimming their phone or making small talk. The transformation of the room happened quickly, smoothly and the participants settled in to listen to the guest speaker. While the lecture was engaging and informative, the thing that struck me the most was that small moment of cooperation.

What was it about this group of people that made such cooperation possible? I asked the group that very question during the Q&A, and they laughed good-naturedly at my wonder. “Trust”, answered one participant.

“We’ve worked together a lot, so we know what needs to be done”.  “Maybe it’s because we’ve all done some heavy lifting to get where we are today”, another responded.

“We’ve all done some heavy lifting to get where we are today.”

To me, this moment sums up what it takes to cooperate and get something accomplished. Trust, combined with a team of people who are all willing to work hard for a common goal, equals productive teams. These are exactly the qualities necessary to have a smoothly running, high functioning classroom. In the moment I described, the stakes were low; a comfortable seating area for a room full of adults getting ready for a lecture.

In early childhood classrooms everywhere, the stakes are very high. A group of young children, constantly absorbing every bit of information around them, whose physical and emotional safety are in our hands. Teachers are entrusted with the most precious of tasks: educating the next generation of leaders.

In order to do this important work, we have to devote some time and attention to developing our teaching teams by practicing compassion, empathy and reflection.

I was happy to recently hand over the title of ED to someone else. I also fully intend to continue to move tables and chairs whenever there is a need.

Here’s to taking action together and building healthy teams!

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How I helped a child overcome fear by not helping

Jarrod Green, early childhood educator and author of I’m OK! Building Resilience through Physical Play, shares a personal experience helping one of his littles overcome fear, and gain confidence through self-help.

*Names have been changed to protect the brave.

Sliding Towards Resilience by Jarrod Green

“Augh! Aaaaaugh!”

up-at-the-slide-1479652-638x428I turned around to see Calvin*, a three-year-old in my class, hollering from the top of the
slide. The slide was yellow and blue plastic, no more than three feet high. I could see, though, that Calvin had gotten stuck at the top, with one leg down the slide and the other down the steps. He was quickly turning red and nearing tears, and I knew it was an important moment for his learning.

Physical risk-taking is a powerful opportunity for young children to develop a wide range of skills that are difficult to build in other contexts. By trying out activities that push the limits of their physical abilities, children build self-knowledge, self-regulation, self-confidence, and self-help skills; by intervening thoughtfully, teachers can nurture this learning. A teacher’s response to a child’s moment of uncertainty can determine whether the child learns harmful lessons (for instance, “Trying is scary” or “I’m not safe here”) or helpful ones (like “I can take care of myself” or “I can solve problems even when I’m scared”).

As I walked toward Calvin I quickly reflected on what I knew about him and some possible goals for this moment. He was a child who tended to display a nervous energy, often sticking close to familiar activities and situations. Playing on the slide with no adult nearby was a big step for him, and I wanted to make sure that the experience remained positive. He was also a child who tended to get very upset about small frustrations, and we had been working with him to feel confident shrugging off “little problems” and taking steps to fix “big problems.” Getting stuck at the top of the slide looked like a legitimate reason to get upset, but I wanted to make sure he would feel like a successful problem-solver at the end of it.

“Hey Calvin!” I said, trying to find a tone somewhere between empathetic concern and relaxed confidence. “You sound upset. What’s up?”

“I can’t get down!” he cried, and he threw his arms and his upper body towards me, clearly asking with his gestures to be lifted down. I stopped just beyond his arms’ reach.

“It looks like you’re stuck with one leg on each side, and you’re feeling frustrated,” I observed. “But I’ve seen you go up and down this slide so many times today! I know you can get down.”

“I can’t! Help!” He reached for me again, straining over the edge of the slide.

I squatted to put my face at his level. “I will help you,” I said. “I will help you climb down. You are strong, and you are a good climber, and you can climb down.”

“No!” he cried. He was getting more upset.

“Let’s take a slow breath together,” I suggested. Mindfulness skills like breathing are a core practice at the Children’s Community School, and familiar to every child we teach. “Take a breath in your nose. Ready? Yes, there you go. Let’s do another one, in your nose. Good! Calvin, I promise I will not let you fall. I will stay here and help you climb down, because I know you can do it. Are you ready to climb down now?”

“No,” he said sadly, but his body was a little less tense and he started to look around at his situation.

After a few moments, seeing that he didn’t know how to start, I suggested, “How about you put your hands on the sides, right here?” Over the course of several laborious minutes I coached him all the way down the slide. “Can you bend your knee? That’s it! Put your foot here. I’ve got my hands behind you, I promise you won’t fall.” Calvin shuddered and breathed hard, but he kept moving until both feet were on the ground.

He looked down, then up at me. “I did it!”

“Calvin, you did it!” I said as we exchanged a high five. “You were stuck and you were scared, but you worked hard and got yourself down. No one lifted you, and no one climbed for you—you did it yourself! You really know how to take care of yourself, don’t you?”

Or rather, I meant to say all that. But I never got the chance, because the moment we high-fived Calvin practically ran back up the steps of the slide, and proceeded to slide down five times in a row without pausing for breath.

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David Sobel’s NATURE PRESCHOOLS AND FOREST KINDERGARTENS inspires outdoor school in Crimea

Tanya Bibikova, creator and head of Solnechnosadik, or “Sunny Kindergarten,” credits David Sobel’s Nature Preschools and Forest Kindergartens (Redleaf Press) as a great inspiration in the organizing of the outdoor preschool in mountain village at Crimea region. Bibikova spoke with Redleaf Press over email to share how the school is faring.

Solnechnosadik opened September 5th, 2016, and Bibikova happily reports, “It already feels like a lifetime of adventures.” They regularly have 3 to 5 kids, but occasionally their numbers will go up to 9 children plus a few parents on crowded days.

When asked about the most important benefits in nature kindergartens Bibikova says, “Long story short: kids are free and happy. They enjoy playing, running wild, climbing trees, observe home and wild animals and learn to respect them. They eat a lot and with great pleasure. And as the mother of two-year old, Yana, who visits our Solnechnosadik, I will say that the rest of the day is more structured, quieter and happier, than before.”

One common concern for outdoor schools is the shelter for extreme weather. Fortunately for Solnechnosadik they haven’t had to build any except for plastic tent they unroll for rains. “We are very lucky with the weather as it was only three days of rain in two months here at Solnechnoselie. The place is known for its great number of sunny days and almost no rain, which is bad for gardening and really good for us,” says Bibikova. They are currently making longer term plans including looking at a “Dubldom,” or small house.

Solnechnosadik has a tradition of serving fresh mint tea made of mint they gather with the children every day. “Some days we roast bread on fire or even cook a soup from fresh champions that grows in our apple garden,” shares Bibikova. Another favorite part of the children’s day includes Sunbeam—Sunny rabbit in Russian. “We have an animal totem—Sunbeam—who writes letters everyday for the kids,” explains Bibikova, and with a little help of the teachers the children will write letters back to Sunbeam at the end of the day about big things happened. “We have a special hole in tree trunk to exchange messages. Kids looove the letters and Sunbeam very much,” Bibikova explains.

We are incredibly grateful for Tanya Bibikova sharing Solnechnosadik’s story and photos with us, and thrilled to see David Sobel’s Nature Preschools and Forest Kindergartens put into practice. To learn more about Solnechnosadik you can visit them on Facebook and Instagram @solnechnoschool.



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