Young children learn through play, movement, and relationships. These classes offer ample opportunities for all three!

One of the primary types of learning that happens in these classes is social-emotional learning. Through repeated interactions with peers, children build a strong foundation for a lifetime of interacting with and being in relationships with others. They begin learning about emotions (theirs and others), how to solve problems, how to wait for things they want, how their choices and behaviors impact others, and how to cooperate. This learning, like all learning, is not linear and their capacity for employing any of their new skills will vary considerably from one day (or week, or year) to the next.

Families interested in observing a class, no-cost (without their child) are welcome to email me to schedule a time. Families who choose to enroll but change their mind (or have something come up) are also permitted to request a refund for unused classes up until the 4th class of a session.

The typical range when children reach specific developmental milestones is quite wide. By grouping children according to the type(s) of movement they’re using most consistently, we're able to create an environment where children can be amongst peers and feel secure knowing that the other children are similarly matched in terms of their gross motor development. Children are also navigating vastly different developmental tasks at different stages and are therefore drawn to different types of play (and different play objects).

There is some variation here, especially if a child cannot attend a more closely suited class due to their nap schedule. Or if a child is in transition (taking steps but mostly still crawling) or on the cusp, a parent may decide which of two available classes would be a better fit.

Conflict is expected and welcome in class! Conflict is a necessary, unavoidable part of living an authentic life with other humans but we can become socialized to fear or avoid it. There are a few principles that guide interactions between children in these classes:

Maintain safety: this is always the adults’ primary goal; we prevent attempts at physical aggression (hitting, pushing, etc.) whenever we’re able (“I won’t let you hit Mateo”)

Sportscasting: using words to explain what we notice within an interaction (“John was holding the ball and now you are Kenji” or “It looks like you’re wanting some space”)

No victim, no aggressor: remaining neutral and unbiased is crucial to the process; all children involved in a conflict need support

Model gentleness: children learn so much from our modeling–they way we respond to their interactions and conflicts demonstrates our values (and ability to stay regulated ourselves) much more clearly than our words

Toy taking is generally not regulated by the adults in class until children reach a stage where they begin becoming frustrated by it. It is developmentally appropriate for infants and young toddlers to hand each other toys and take them back and usually does not cause upset. If the child becomes upset I will explain what happened (see Sportscasting above) and acknowledge their perspective and emotions (“You seem upset, were you still using that?). I might mention to the other child with a tone of gentle concern, “It looks like Naya was still using that. She’s crying.” Then I’ll usually wait and see what happens.

As children age, if one child is repeatedly taking toys from other children I will become more actively involved. I will shadow that child (follow close by) and stop them if they try to take toys. I will acknowledge their frustrations and support them in communicating with the other child in how to ask for a turn. Turns are not enforced and sharing is not mandated–the other child is welcome to say ‘no.’ Children learn by seeing directly how their choices impact others (e.g. “Sylvie is crying because she really wanted a turn with that truck.”)

One of the RIE® principles is trust. We trust that with repeated experiences and maturation children will internalize empathy and learn how to communicate with other children, how to self-regulate and co-regulate with an adult while they wait for a turn, and all of the other social nuances that take many years to refine.

YES! Children birth to 18 months are in the sensorimotor stage of development–children use all their senses (especially their mouths due to an abundance of nerve endings) and physical activity to make sense of their world. Even children beyond this stage still use activities like chewing or mouthing (things like hair or toys) to regulate their nervous systems. Toys and drinking glasses are sanitized between classes (either in the dishwasher, with sanitizing wipes, or bleach, depending on the material) and linens are washed.

Children are welcome to participate in whatever way feels most comfortable for them. Children are learning all the time, whether or not they’re directly engaging with toys or peers. They’re learning by observing. By waiting until children are ready to venture away from us, we’re demonstrating our trust for their pace and timing and respecting what makes them feel secure.

If your child needs your support to cross the room and you think it will support their ability to interact with the environment, by all means offer them that support. Otherwise I suggest that parents pick one spot to sit and remain there for the duration of class (unless they need your direct spotting while climbing or your presence while interacting with a peer). Children gain a sense of security from your predictable presence in one spot. They can use you as a “secure base” from which to venture and return.

YES! Once all the children in a cohort are able to sit up independently (and with stability) I begin offering the traditional RIE® snack of bananas and water (often around 12 months). Children are not required to come to snack but if they choose to do so they will be asked to have their hands wiped, pick a bib, and sit while they eat. Snack is a wonderful opportunity for children to practice learning how to sit at a table and eat with others! It’s a really important part of class and a rhythm that children look forward to.

No biggie. I understand that illnesses/travel/doctor’s appointments/diaper blowouts happen.

Please dress your child for play–stretchy, close fitting pants or shorts (preferably no dresses as they can interfere with crawling and climbing). Think of what you would wear to a yoga class or to the climbing gym. Socks can also make climbing unsafe–bare feet are safest!

In order to create feelings of security for the children (and parents!) I prefer the consistency that 8 week sessions offer. These classes are unique from a storytime or drop in free play (or any other class for infants and toddlers that does not consist of a predictable group of folks) because of the familiarity and comfort that comes from knowing what to expect. Close relationships–between parents and between children–are also nourished by consistency.

Of course! Grandparents, nannies, and other primary caregivers are also welcome to join alongside you (or in your stead). If you would like to invite a one-time visitor please check in with me ahead of time.

Most busy parents don’t have time to sit down and observe their child for 90 minutes… if you’re not used to it it can feel like a lot at first. You may check your watch or the clock a lot. You may feel fidgety. This is totally normal! As with any awareness practice (yes, observing your child is most certainly an awareness practice akin to meditation) your comfort and capacity will increase with time.

Many parents are surprised by how much they come to enjoy the relaxed pace of class, a lower-distraction, tech-free environment and the opportunity to be wholly with their child once per week.

I ask that anyone–parent or child–with symptoms stay home (including but not limited to fever, new cough, vomiting, diarrhea, skin rash, red eyes with discharge). I refer families to this resource from the Oregon Health Authority to determine when kiddos or adults need to stay home and when they can safely return to class.

The room has a HEPA air filter. Masks are optional for adults. Toys and drinking glasses are sanitized between classes (either in the dishwasher, with sanitizing wipes, or Force of Nature disinfectant spray, depending on the material) and linens are washed.