Following the Child's Wonder

 “Why are the leaves changing?” a child asks.

Before we can say photosynthesis, they answer themselves:

“Because they have to. It’s fall. Winter is coming. They’d get cold. They turn colors because they’re warming up the tree.”

In that instant, we glimpse the poetry of childhood—the way imagination and observation entwine. When we rush to correct with facts, we trade wonder for certainty. But if we pause—if we follow the unknown alongside them—we step into a world where curiosity is alive, relational, and endless.

Why Following the Lead Matters

Research (and decades of classroom magic) show that when children set the play theme, their engagement skyrockets. They’re not just “playing” — they’re invested. Their imaginations become the blueprint, and their communication flows more freely because they’re steering the ship.

Instead of redirecting them toward a “more educational” activity, we join them. If the dustbuster becomes the star of the show, we explore on and off, fast and slow, big noise! and quiet time. Every word finds a home in the story they’re building.

What It Looks Like in the Classroom

– Teachers observe before acting, giving children space to show us their interests.

– We expand on their ideas with language and materials—but never take over.

– We honor the process over the product, knowing that the real learning lives in the journey.

Try It at Home

1. Pause before answering. Let the question linger; ask one back. “Hmm… why do you think the leaves change?”
   
   

2. Narrate their world. Use natural, rich language to name actions, feelings, and discoveries.
   
   

3. Add, don’t replace. Instead of swapping their chosen idea for a “better” one, see how you can deepen the story they’re already telling.
   

When we follow a child’s wondering instead of filling it, we send a powerful message: Your ideas matter. Your curiosity is worth exploring. And in that shared pause—between question and answer—something beautiful unfolds: both child and adult rediscover the art of wonder

At the Heart of Play: The Kitchen

 

Following the Child, Stirring Connection

At Children’s Garden, we believe the best curriculum walks in the door with your child. This year, as we listen closely and follow their lead, the children have taken us somewhere familiar and wonderfully rich: the kitchen.

Based on interests that emerged in the classrooms, the studio has transformed into a kitchen... a store... a restaurant... a haven of cooking. Whether the children are whisking up imaginary muffins or making real pizzas, our children are drawn—again and again—to the rituals of preparing and sharing food. It’s no surprise. In both Montessori and Reggio Emilia traditions, food is more than nourishment; it’s a tool for independence, a canvas for creativity, and a place where relationships deepen.

We’ve noticed that when children gather around a table to mix, chop, stir, and serve—real or pretend—their play becomes more collaborative, their conversations more generous, and their confidence more visible. Cooking has become the unexpected thread weaving together our year long exploration of play, connection, and community.

Why Cooking Holds So Much Power

Following the Child’s Interests

It all began with questions: Can I crack the eggs? How do you make soup? What’s in that muffin? From there, the interest grew. Some children began bringing recipes from home, while others invent their own. We respond by creating more invitations to cook, both in real and symbolic ways.

The Kitchen as a Place for Collaboration

In both the Montessori practical life work and Reggio’s project-based exploration, the kitchen is a natural meeting point. Here children learn to navigate roles, negotiate turns, and contribute to a shared goal—one bowl of batter at a time.

A Sensory-Rich World, Tuned for Each Child

From the smell of fresh herbs to the heft of a spoon, cooking invites children into full-body learning. For some, it’s a dive into textures and tastes. For others, it’s a quiet place to observe or gently engage.

Play as Preparation for Life

Cooking, like all deep play, is full of natural learning: math through measuring, science through mixing, literacy through recipes, emotional growth through taking turns and sharing. These moments help build independence, focus, and confidence—all while feeling joyful and purposeful.

A Living Expression of Our Philosophy

At Children’s Garden, our environments are designed to reflect the values of respect, beauty, and wonder. The kitchen—just like the sensorial area or practical life—is an evolving space where the materials, the children, and the adults are in dialogue.

You’re Invited: Cook With Us in the Studio

As we follow the path the children have laid before us, we’d love to invite you to be part of it. In the coming weeks, families will be welcomed into our Studio Kitchen to cook alongside the children—simple, meaningful experiences like chopping apples, or preparing a favorite dish from home.

If you are interest, please email me and join us at the table. There’s room for everyone, and we can’t wait to share the fun (and mess) together.

Stay Curious and Full of Wonder,

Angelina

A Reflection on Childhood: Why We Should Color Outside the Lines

It was 20 years ago when I visited my son Owen’s kindergarten class, and I overheard a conversation that’s stayed with me ever since. The teacher, sitting primly in a red plastic chair, lectured the kids in a stern tone:

“Scissors are NOT for cutting crayons or playdough. They’re ONLY for paper.

We cut paper to learn the skill of cutting. We study bears because they are interesting. Tommy, pay attention, Bears ARE interesting. Hands in your lap Susan. Eyes on me. Eyes on ME. Bears are interesting and you are learning important skills that will prepare you for the first grade. Excuse me, excuuuuse me. I am waiting. Kindergartners, sit quietly and don't talk when I am talking.”

The lecture went on and on. I couldn’t help but imagine the kids as birds in a cage, their curiosity and creativity being stripped away.

I wanted to burst in, waving crayons and scissors, shouting “REVOLT!” I wanted to free them—to tear down the rigid rules that seemed to choke their imagination. But of course, I didn’t. I’d long ago graduated from the school of “color inside the lines” and had become that grown-up who obeyed all the rules. My son, however, was already walking toward me, liberated for the day, and I wondered: why can’t we color outside the lines? Why can’t we cut playdough with scissors or sing in class without being shushed?

As an educator, I understand the need for structure, but I ache for the child in us all—the one who wants to explore, experiment, and express without limits. Today, we still see classrooms where creativity sometimes takes a backseat to quiet compliance. But it’s in those messy, unstructured moments—whether it’s scribbling outside the lines or cutting something “off-limits”—that true learning happens. These are the moments that teach our children to think, to solve problems, and to be themselves.

To the parents of young children today: encourage exploration. Let them color outside the lines. Let them cut whatever they want to cut (yes, even playdough!). Let them sing, dance, and dream. These experiences are more than just fun—they’re how kids learn to be creative, resilient, and curious.

I’ve carried that spirit of creative rebellion into my work as a teacher, always adding scissors to the playdough in my studio. It’s about keeping that spark of curiosity alive, not just in children, but in ourselves as adults. There’s always something new to discover, a fresh way of seeing or interacting with the world. The key is to never stop being curious, to never lose the wonder we had as children when we saw the world as a vast, open space for exploration.

So, go ahead—grab your crayons, eat your playdough, glue your friends together with laughter, and LIVE like you’re alive. Because in the end, it’s not about sitting still and following rules—it’s about discovering who we are and how we can shape the world.

Clay Hands, Open Hearts

Whew! What a joyful week it has been in our studio. Creativity and connection were the themes, and the children dove right in.

Our resident “mud specialist,” Amy Laugesen, filled the week with clay explorations. There’s something about cool clay in small hands—it grounds the body, sparks imagination, and teaches patience. The joy was palpable in every pinch, roll, and squish.

Meanwhile, the XP children continued their neighborhood wonder walks, cameras in hand, noticing beauty in familiar places. We even stopped at Apothecary Tinctura, beginning to weave new threads of connection with our larger community.

Back at school, Jannah and I introduced the children to a very old friend: the Silver Maple in our backyard. The children touched its bark, leaned close, and began forming their own budding relationship with this wise elder of our outdoor classroom.

And to top it off, I spent Friday morning with the toddlers—joyfully scribbling with paint sticks, building trust, and making first friendships with some of our youngest artists.

In all of this, one truth shines through: children learn best when their hands, hearts, and imaginations are free to explore. From mud to maple trees, from neighborhood streets to bright paint marks, every moment is a building block of creativity, resilience, and belonging.

What a WONDERFUL week indeed.

Collaboration: The Magic That Connects Us All

Have you ever noticed how a single spark can light up an entire room? That’s what happens when children come together to collaborate. Like tiny puzzle pieces, they fit and flow, creating something greater than the sum of their individual selves.

In the world of early childhood, collaboration is not just about sharing art supplies,. It’s about weaving hearts and minds into a vibrant tapestry of learning. When little ones work together—they’re building connections that grow their brains and their empathy.

Every time a child collaborates, they nurture their understanding of others, their emotional awareness, and their ability to solve problems with kindness. It’s a bit like magic—each shared smile, each problem solved together, creates pathways of connection that last a lifetime.

Collaboration isn’t only for children. When families and communities come together, we create a space for empathy to blossom. Just like the roots of a tree intertwining underground, we support each other’s growth—planting seeds of kindness, understanding, and unity.

At school, we have lots of opportunities to collaborate! This year, we have book studies, photograph exploration, community connections and so much more . Stay on the lookout for opportunities to participate if you’re interested. Together, we can encourage those sparks of wonder to light up, one connection at a time.

Stay curious and full of wonder,

Angelina

Sun Love

Step into the studio this week and you’ll see jars of golden sunflowers, baskets of apples rolling across the tables and children scientists drawing what they see, chopping apples for apple butter and adding seeds to our “chopper” for sunbutter. You'll see experiments with kinetic sand and forests of loose parts. We are having fun.

In moments like these, children are making more than sun butter sandwiches or flower pictures. They’re building muscles for empathy: “Can I stir next?” They’re testing physics with towers of apple slices that sway and topple. They’re weaving story and imagination through the room: “This sunflower is the sun, and we’re planting the sky.” (That conversation actually happened. How poetic is that?)

In the Reggio spirit, the materials become co-teachers—the crunch of an apple, the spiral of a sunflower seed head, the way kinetic sand sticks together and then releases.

Play is learning in a language children speak fluently.

Together we can make space at the table. We can watch our curriculum emerge in the simplest ways: in the quiet rhythm of chopping an apple, or the sudden delight when someone realizes the sunflower petals look like flames.

Wishing you another great weekend and we look forward to more play and discovery ahead!

Why Play is the Unsung Hero of Growing Up

We live in a world that loves a good checklist—preferably color-coded and laminated. But children aren’t spreadsheets. Their brains don’t grow line by line; they grow in leaps, spirals, and happy accidents. Play is the unsung hero of childhood because it allows kids to make up the rules, invent their own story, and decide whether the villain is terrifying, hilarious, or just really misunderstood. In playful moments, children aren’t just passing time—they’re practicing what it means to be fully alive, curious, and connected.

Neuroscientists call it “neuroplasticity.” You and I just call it “Tuesday.” Either way, play literally rewires the brain for problem-solving, resilience, and—(drum roll from your studio teacher)—creativity. When a child experiments with blocks, paints, or dressing-up, they’re not only exercising imagination; they’re rehearsing flexibility, emotional regulation, and empathy. So each tower crash has an opportunity to become an engineering lesson. A costume change is an exercise in perspective-taking. The mess on the table? That’s innovation in progress. (I remind myself of that often!)

And the benefits don’t retire when childhood ends. Adults who make room for creativity and play in their own lives, show greater adaptability, stronger mental health, and more joy in everyday life. Whether it’s doodling in the margins of your notes or inventing a silly bedtime song, the crossover is clear: play fuels creativity, and creativity fuels resilience. The key takeaway? When your child is playing, they’re not “just having fun.” They’re building brain highways that support learning, connection, and wonder for a lifetime.

The Right to Play (and Why It’s Superfood for Kids’ Brains)

Welcome to the start of the year at Children’s Garden! Around here, you’ll hear two kinds of noise. First, the calm, satisfying sounds of Montessori life: the clink of a tiny spoon on a porcelain bowl, the quiet swish of a rug being unrolled as sunbeams make a slow dance over knobbed cylinders and bead chains. And then—just beyond the calm—you’ll hear the wonderful chaos of play. Someone in the studio may be building dino houses out of blocks and scarves while someone else operate a fairy hospital (there can be a surprising number of wing injuries at the start of school). Outside, our mud kitchen is in full swing, alongside clay, and sand boxes where tiny grains of rock slip through fingers like time. Play isn’t something “extra” at our school.  It’s part of the main experience. Dirt, clay, sand, and water are more than mess—they are elemental teachers. In their textures and transformations, children discover laws of physics, practice collaboration, invent worlds, and reconnect with something older and wilder than any lesson plan could ever hold. Creativity grows best in the open air, with mud under our fingernails and laughter on the breeze. Let’s remember that play isn’t what happens when “real learning” is done—play is how real learning happens. So, If your child comes home and says, “We played alot,” that means their brains eating superfoods —complete with a side of mud. Keeping this in mind, remember to send your child in mess-friendly clothing to let the mud do its magic.

PLAY ISN’T EXTRA. IT’S ESSENTIAL.

Welcome to a new year in the studio at Children’s Garden Montessori School—a place where paint splatters become masterpieces, block towers fall (and rise again), and a single spider web can stop us all in our tracks because, honestly, it’s breathtaking. Around here, play isn’t the “dessert” of childhood. It’s the main course. The cake itself. Children play to make sense of the world, to practice being human, and to test theories like, “If I shout ‘I’m a dragon’ in the middle of dinner, will anyone give me their goldfish crackers?” Spoiler: usually, yes. This year, our guiding research question is: How might wonder, creativity, and unstructured play deepen our connections, conversations, and community? Here’s what we know (and keep rediscovering): Play isn’t a bonus prize—it’s a human need. (Yes, even for you when you find yourself dancing with a mop.) Unstructured, demand-free play teaches emotional regulation, creativity, and joy. Solo play matters just as much as group play—it’s not “lonely,” it’s practice for self-discovery. Protecting long stretches of flow—the kind where kids are so deep in play they don’t hear you calling them—builds calm, focus, and resilience. Mud pies, glitter explosions, and finger paint feasts feed the nervous system better than kale smoothies ever could. So this year, we invite you to stand guard with us—not just over schedules and routines, but over the sacred, silly, surprising spaces where children’s play unfolds. When kids play, they’re not “stepping away” from learning. They’re stepping into it with both muddy boots. Let’s make more room for the cake. Every day. All year. Stay Curious and full of Wonder, Humor, and Heart, Your Studio Teacher, Angelina Lloyd

Studio Explorations and a Modification of my Research Question

 

As many of you know, the studio year is informed by an annual research question. This years, How might creative expression amplify our love of the natural world?, began to feel a bit teacher-directed. Watching the children I realized they were asking for something else. I was reminded that child IS nature and that I was approaching the question from the conditioned bias of disconnection. I asked myself what are they were needing? Play, curiosity, experimentation, relationship and autonomy are fundamental to child development and one of the evolutionary reasons that humans have such a long childhood. They were asking to play, experiment, collaborate and construct their own leaving. Well I can get behind that!

Why is this so important?

We live in hyper-connected culture, yet people feel more anxious and lonely than ever before. As a kid my free time was spent playing freely on the street, my kids was not. Children today have more and more structured play and scheduled activities but often lack real opportunities for un-choreographed, unscripted, unmonitored interactions. Interactions in which they will fight, make rules, change them, make friends, end friendships and make friends again. This is growing the social brain, learning the value of social capital and having fun to boot! They were asking for was permission to be children.

So the studio is responding with a shift in research. The new question, How might creativity and play amplify our experience of one another and the natural world? is already underway. This short video provides a small window into our days.

We can all help! How? By talking to the people around us, trying new things, risking rejection and learning to navigate the complex systems of relationship with the courage of our younger selves! Together we can invest in systems of Belonging.

A Conversation about Death

Conversation of the day...

The children were chatting at lunch about this and that before their dialog turned toward the recent hurricanes in North Carolina and Florida.  They told me, very earnestly, that hurricanes were really dangerous.  "I saw it on the news", one child piped in,  "I heard my mom and dad talking about it," chimed another  A third responded, "Yeah, lots of people could "die" in a hurricane."  I asked them how it feels to know all of that.  They quietly agreed it felt scary, "Cuz you could die."  I then asked them what does "die" mean?  A big discussion ensued with lots of ideas about how you could "die".  For instance, you could die from choking, walking into a busy street, getting really sick or just getting really old.  I said, "Yeah, I get that.  I've heard that too, but what does "die" mean?" And while they could point to how dying could happen, no one knew what dying meant.  They looked at me and I said, "Yeah, I don't really know what "die" means either." They nodded, unperturbed.  Of course I can explain what happens to the body (which I didn't) but what does "dying" really mean?  I genuinely don't know.  I'd warrant no one really knows for sure.  I quietly considered this while finishing my salad.  Mid chew, one XP girl looked me sagely in the eye and said, "Words are like that Angelina.  Sometimes they make you think you know something that you don't really know."

They all nodded in agreement and resumed their playful chatter about unicorns, while I was left once again astonished by the wisdom of children.

Super Hero Bodies

We all have them! Bodies equipped with sensory systems, designed to make the most of our time on earth. When everything is working well, it's easy to forget just how marvelous the experience of living really is.

But, when we remember that our working ears allow us to hear the wind in the leaves, we begin to really listen. When our noses delight in the heady scent of grapes ripening, a smile spreads across our face. When our skin's receptor's feel the sun's caress and we eat the last tree ripened peach in the back yard, we laugh, caught by the wonder of being alive.

These super bodies conspire to remind us that life's purpose, at least in part, is to relish the daily act of living!

Our celebrated senses are the tools of every creative scientist!

And will be essential to this years research question, "How might creative expression amplify our love of the natural world?"

Farm-to-table Spaghetti Sauce

At Children's Garden, we have our very own Farm-to-Table thing going on.  

In spring, we plant the vegetables, we tend them through summer, and by autumn we are in full harvest mode. 

Our tomato crop has been particularly generous... so what do we do with all this food?

We make homemade pasta sauce of course!  And the best part of all... we get to EAT it!

YUM!

If you have an excess of garden produce at home, feel free to send it in!  We can always find something to do with it!

Nature-ing

The children and I spent a week exploring music in and with the natural world.  (I'll include a link below to a short musical video of our time together).  After experimenting with sound making, we carried our instruments to our arboreal friends.  First, we needed to meet our audience: Ash, Bradford Pear, Red Bud, Silver Maple, Peach, Apple and Pear.  (Yep we have all those trees out our backdoor!). Then we played our noisy hearts out! 

We then gathered a few peaches to share and delighted in the warm, juicy sweetness ruining off our chins.   When finished we stop by the compost to add to our decaying fruit and vegetables pile and meet all the wonderful worms and insects converting our trash back into soil

We finished in our prolific garden, picking some collard greens, basil and tomatoes for food prep in the studio!  

Stay tuned to see what we make with our bounty!

Click here for a peek at our music in the making.

The Senses of a Scientist

The XP children and I began our year of inquiry by fine-tuning our sensory, observation skills!  And where better to begin than sunflowers!

Smelling the flower and stems...

Tasting with sunbutter....We decided it tastes like the flower smells... its smooth, salty, a little sweet, sticky and just plain gooood!!!

We smelled,

It feels sticky in some areas, smooth in others but everyone agreed that it sounds crunchy...

And then we spent a long while looking at the flower from a variety of angles....

R

We then recorded our data on paper with graphite and colored pencils!  

More to Come!!!

Enchanting Explorations

The children began visits to the studio this week and I could not be more delighted! In keeping with our research question, the studio is connecting children with the natural world through a variety of materials. 

This magnificent treehouse has been a perennial favorite for many years.

The Latin origin of the word "enchant" meant "to sing upon." To be enchanted by the natural world, literally, meant to be sung too.  Cultures around the world have historically sung to forests and other special landscapes.This year we will be doing the same! Here you can see the children playing with instruments set up in the studio. Next week we will be exploring music in the outdoor environment as well. Our early explorations emphasize the importance of listening. These tools allow us to sound a note and then follow it as long as we can with our ear. This will foster our listening in the weeks and months ahead. Listening to wind and snowfall and birdsong and one another. 

Stay Curious and Filled with Wonder! 

Parent Coffee and Studio Talk

 Are you looking for cost-free, backyard ideas to enrich your child's' learning and nurture their well-being for years to come?

We have just the thing!

Join the studio team for a Parent Coffee on September 6th as we dive into the question:

See you there!!!

THE LEGEND of PÖHAKU-O-KĂNE

A video introduction to our research question for the children!  NATURE here we come!

Welcome to a new Studio year!

Years of working with children has taught me to revere dew drops collected on spider webs and marvel as green buds emerge from a winter's sleep. Children are patient teachers, who remind us that the natural world is our primary classroom and that we each arrive on planet earth with a propensity for wonder, delight, and aliveness.  As we mature, many of us learn to prioritize other things.  But why?  Wonder and delight are essential to a joyful life. As you may already know, the Studio is an extension of your child’s classroom.  In this space, through a creative lens, your child follows their interests as they  explore, play, experiment, collaborate, and problem-solve. Studio teachers are lifelong artists who foster competence in expressive languages. Any art generated in our space is a product of the children’s discoveries and collaborations. Think of them as artifacts of learning.  In fact, the Studio makes more sense when we begin to think about it as a living laboratory of learning rather than merely an art studio.  Our shared learning is guided by an annual research question and each year we learn as much as the children do! 

That brings us to this year’s question,  

How might creative expression intensify our love of the natural world?

We will be slowing down and exploring the world at the pace of a child.  And I am so excited to see what we might discover!  With a second studio classroom (one at the center of the indoor school and the other in our newly constructed studio space in the outdoor environment), we will have more opportunities than ever for nature immersion.   To sweeten the deal, we also have FOUR amazing studio teachers joining your children this year.  I will continue as your main studio teacher but will be joined by Bekke and Jamie (yes, your amazing admin. team, with over 50 years of combined teaching experience!) on frequent Wednesdays, our spectacular mud specialist Amy Laugesen, and occasionally classroom teachers may join in the mix!  

How fun is that?!!!! 

I have so much more to share, and will look forward to doing so on September 6th, during our first Parent Coffee of the new year!  I hope to see you there!

Stay Curious and Full of Wonder,

Angelina

Please keep in mind that your child will be encouraged to be a child and will no doubt get messy from time to time.  That is an expected and necessary part of child development and sensory integration.  Please dress your child accordingly. 

Looking ahead, 

• Please mark your calendars for the annual Curator’s Talk on May 5th at 5 PM.  This is a collaborative studio conference where we will present our year of research AND come together in meaningful conversation.

A Taste of India

Grape Play with Toddlers in the Studio

Our Research Question for our Year of DELIGHT

 

It’s 1984 and I’m knee deep in a muddy creek, beneath a blue-azure sky.  Hints of willow, cottonwood and ponderosa cling to a warm summer breeze.  Wildflowers lend a breathtaking bluster of color to the almost neon green of a riparian area set amidst an otherwise parched Arizona landscape.  I double over in a side-clutching, fully belly guffaw, that leaves my body shaking in delight.  My younger brother has just surfaced from another dramatic plunge and emerged with two crawdads clinging to his fingers.  He does a wild, crustacean dance in mock pain, purely for my enjoyment. A morning spent crawdad hunting, without any track of time, immersed in pure joy and giggling glee.  This remains one of my most delightful memories.  Wet, filthy and in love with the world.  Memories like these are ripe for the picking, nearly as delicious to recall as they are to create.  

As many of you know, every year in the studio is informed by a research question.  And this summer, I did a deep dive into the art of Fun. Mainly I started asking myself the same question I now pose to you, “When was the last time you recall having SO MUCH fun?”

Really…  Give it a second and watch the memory surface.  Does the recollection gladden your body?  

How does it feel?

For many adults, frolicking good times can take a minute to remember.  I wondered why.  Are we creating less Fun for ourselves, or is it something else? Do we consider fun important?  And what exactly do we mean when we speak of FUN?  

Catherine Price in her book, The Power of Fun relates that true fun involves a trifecta of playfulness, connection and flow.  Let’s break it down…

  

Playfulness can be defined as that feeling we get when we are outside the normal responsibilities of our life and enjoying what we are doing for its own sake.  Play feels good.  Why?  Because it IS good!  Play decreases our susceptibility to various diseases, including dementia and heart disease and is connected to brain development and neural plasticity, aka learning  What?  Yep, play promotes academic success big time.  How big?  According to current research it takes around 400 repetitions to acquire new information, unless it’s done through play, in which case it only takes 10-20 repetitions.  Ten to twenty repetitions! That is no small difference.  And what does it do for our mental health?  According to Dr. Stuart Brown, the founder of the National Institute of Play, plays’ opposite is not work but depression.  Play is essential to fun… okay… now onto connection.

Nearly all of our truly fun experiences will involve some degree of Social Connection. Look for yourself.  Think back to that felicitous memory, what were you doing?  Most likely you aren’t alone.  Because being around other people we enjoy, contributes to a positive mood.  This is as true for people who self identify as introverts as it is for extroverts.  Infact, one study revealed that spending time with people is a required condition for happiness AND according to the longest running longitudinal study ever conducted (say that five times, fast)  these relationships are more reliable predictors of longevity and well being than any other single factor.  

 

The third component to fun is flow.  Flow is a term coined by Mihaly Csikszentmihalyi referring to the feeling of deep immersion that accompanies being absorbed in a challenging activity.  A flow state is not the same as mindlessly scrolling through our phone or being lost in a movie.  Flow requires that we are present and passionate about what we are doing.  Like fun, true flow is dynamic, present and transportive.

Okay so we have the recipe… play, connect, flow.  

So where’s the fly in our ointment?  There’s an implied requisite that deserves further attention. Being present.  We inhabit a smartphone society, pinging and dinging all the livelong day.  Our attention is often darting among distractions and distraction is the nemesis of fun. With all that noise, our days keep getting busier, making it easier to overlook or undervalue the ordinary delights in our daily lives.  

How do we counteract this tendency toward diversion?  In Ross Gay’s, Book of Delights, he offers a practice of noticing the good things.  When we set our eyes on delight, we increase our recognition of the felicitous possibilities contained in every moment.  In time, as we train our brain to notice the positive things, we settle into the immediacy of the moment with gratitude.  At ease with what's in front of us we are more likely to meet the prerequisites for having FUN.

This leads to my research question for the year: How does embracing an attitude of joy and delight enhance community relationships and improve feelings of belonging?  As always, I turn to the children, the biggest fun magnets I know, to guide us.

 

Welcome to a Year of Delight in the Studio!  

In the spirit of FUN, the studio will be offering 3 playful and informative studio nights for parents.  You won’t want to miss them, so mark your calendars!  The first one is just around the corner on October 3rd from 5-6.  I look forward to seeing you there!  I welcome each of you as partners in our delightful journey to belonging.  I have already reached out to a few parents about the possibility of collaborating with the studio, sharing something you love or a cultural celebration with the children.  If you’d like to participate in this way please reach out to me and we will playfully discuss the details.  

I look forward to a wonderful year together.

Stay Curious and Full of Wonder,

Your Studio Teacher 

Angelina