November 20, 2025 

Movement is at the very core of how children develop intellectually, emotionally, socially and of course, physically. Here at Saplings we foster the move-to-learn style of children while helping parents and teachers understand the comprehensive values of all that wiggling! While many long for the educational assessments which focus on the academics, it’s necessary to understand how physical, social and emotional growth are as important as intellectual growth. While many assessments are obtained through tests, ours are obtained from observation. Observations and assessments are continuous processes, show measurable outcomes and guide our teaching and learning. Research shows that physical play enhances concentration, motivation, learning and well-being. It promotes fine and gross motor skills and hand-eye coordination. After noting the increased inactivity many children live on day-to-day due to reasons summarized as technology, smaller families and what is shared as fewer “safe” outside play areas, please note how much children enjoy physical play and revel in the freedom of movement and that should be an indication of the value. Suddenly, in wide open spaces, these children become inventive, adventurous and social. Specifically, large muscle, or gross motor, helps: body management, balance, coordination, strength, agility, and confidence. Hand-eye and eye-foot coordination also helps with strength and spatial awareness. Often, when children struggle with handwriting, reading, self care or physical activities, it’s because they need more experience with cross lateral motion. Take handwriting for example--In order for a child to write his or her name: 1. The upper body must be strong enough to hold an upright standing or sitting position. 2. The shoulder muscles must be strong enough to control the weight of the arm, and flexible enough to rotate freely to position the arm for writing. 3. The upper arm holds the weight of the lower arm and hand, delivering the hand to the page. 4. The lower arm provides a sturdy fulcrum on which the wrist rotates. 5. The wrist holds the hand stead and rotates to the appropriate position. 6. The fingers fold around the pencil which is held in place by the thumb. 7. Together, all five fingers do a precision dance on the page: a. Placing the pencil at the exact angle to meet the page, b. Pressing down and maintaining the right amount of pressure to leave the imprint, and c. coordinating the tiny up, down, left and right movements across the page. Instead of treating the symptoms, poor handwriting, we address the underlying causes-- which often mean getting out and unplugged and moving-- we’d head for some climbing, wheelbarrow races or monkey bars. Crossing the midline, the imaginary line down the center of the body, is a bilateral skill. Successfully using both sides of the body together shows how the left and right brain communicate with each other. Crossing the midline is a prerequisite skill required for appropriate development of various motor, including fine motor, and cognitive skills. Knowing how to observe and assess will help to determine whether a child is ambidextrous or whether a child has two mediocre hands. 

Here at Saplings, our children develop gross motor through hiking, climbing, running, hopping, jumping, swinging, rolling, crawling, circle games and movement and large-scale construction. Fine motor development progresses through drawing, tying, stitching, cutting vegetables and fruits, stirring, picking, fastening, painting, sculpting, woodworking, hand games and small-scale construction. Health and personal awareness improve through physical movement, daily rhythms, overcoming obstacles, self-awareness, personal challenge, healthy food preparation and eating habits. They become more spatially aware through nature walks, movement, balancing, and the natural forest environment and a relationship to its elements.

Please remember, children develop in a holistic manner and although there are plenty of guides sharing when a child should reach a certain milestone-- whether it’s intellectual, physical, social or emotional, don’t stress. Let them be little. They’ll get there when the gettin’s good.

Feb 11. 2025 

January and February are probably the most hectic time of year for me, especially because I'm pretty sure we're supposed to hibernate. There are two years of tabs open both in my brain and on my computer: wrapping up financials for the previous year's taxes, getting W2s to all employees (which is a lot when you include summer camp), making sure children's accounts are up to date so that families can access their tax needs (You can, on Brightwheel. Yes, our tax ID is on there, too), mid-year staff evaluations and reviews, planning and staffing summer camps, opening registrations to summer camps, fielding questions about camps (that are probably answered on the website), updating the wait list, planning what the fall can and should look like while taking the staff's ideas and plans into consideration, inquiring about current students' plans for the fall and patiently waiting for responses so that the enrollment ball can keep rolling, hosting tours for the next families to come off the wait list, fielding questions from all directions about possibilities of enrollment, being the bearer of bad news and telling folks who have been hoping for two years to come off the list that they still didn't make it... It's a constant state of listening (hopefully effectively), processing (hopefully not glitching), and taking many perspectives into consideration (staff, children, families, licensing, insurance carriers) and a constant state of needing to be ready to shift the game plan with a moment's notice. It's a constant state of analyzing while also needing to do a cost-benefit of every single scenario. Unfortunately, I can't predict the future, but I do my best to plan for it. 

... All while also maintaining the present day in the life: school closures and delays for both our program and my children's school and dealing with all that caused that closure or delay, winter cooties and tracking communicable infections, mom Uber-ing to indoor soccer, basketball, skiing, ice skating, Civil Air Patrol, and more, being the master schedule-r of  the school calendar (teachers' absences and coverage in a program where no two people have the same job description) and the home calendar (with a million moving parts in a home that's under construction). 

Sounds overwhelming? Not enough, so I also teach swimming lessons and parent child aquatics, volunteer as Chair of Sanbornton's Recreation Commission, and drag my hubby to ballroom dance classes once a week. :)

I'm not sharing this information to complain (because I really wouldn't have it any other way), I'm sharing it so that you may understand the role I play that is sometimes isolating, sometimes frustrating, and sometimes comes out through my face, but also reminds me of everything and everyone I am so grateful to have here. Sure, I don't love putting a swim suit on in February, but I do love doing something that matters, that I have a team who can also navigate the many moving parts in their important roles, families that trust I'll get it done and also won't settle for "adequate" anything, a husband who moves snow like Ullr, the Norse god of snow, and balances me with his calm even when I might be making his eye twitch, a dog and friendly neighborhood goats who are always happy to see me, a bestie who serves as a body double when I need to stay focused on daunting tasks and also shuffles my kids around as much as I do, my ADHD brain that thrives in the chaos, but has also discovered the power of time blocking and setting boundaries between home and school, and my post-TBI brain that needs the structure and routine and a phone with all executive functioning tasks built in with reminders, but is also forgetful enough to keep it all new, interesting, and challenging. 

So...

If you'd made it this far in my very "Dear Diary" read, I'll catch you up to speed on the open tabs:

I'm going to hire a bookkeeper because managing finances is. the. worst. I can do it, but I don't want to.

All of the information that you need to file your taxes is available on Brightwheel with a direct link to your year-end statements. 

Camp dates and rates are on the website (this very one, so you're almost there) and are open to currently enrolled students and former campers. The openings are few, so I'm not certain that camps will go public this year. The invoices for camps will go out in March and deposits will be due upon receipt to secure spots. 

Our elementary yurt is sticking around for another year. We were going to add another yurt classroom and another teacher so that we could take all of our interested kindergartners, but with the current state of our administration, education, and ECE specifically, it's too risky. Because all of our elementary kiddos are returning we were able to accept only two kindergartners, who will be joining their siblings in a first through fourth grade classroom with Ms. Kristen in the fall. If you don't already have a kiddo spending days with Kristen, your kindergartner won't be attending first grade here. I've managed to connect with some of you in person who were hoping to have a fall firstie on campus, but haven't connected with each of you yet.

Our kindergarten yurt is full for the fall. We were able to accept all of our on campus kiddos who wanted to stay for kindergarten. I will send out an email by the end of tomorrow to the 31 families who won't be given the chance to join our forest family for kindergarten with the amazing Ms. Jackie in the fall. 

Our preschool classes are full for the fall if everyone who has been offered a spot takes a spot. We have some new faces joining both classrooms in the fall: Ms. Deb & Ms. Theresa's mixed-age classroom of mostly part-time, mostly squirrelly playschoolers and Mr. Jared's classroom of full-timers going into their last year of playschool before kindergarten. There were a few on the top of the wait list who didn't get the chance to tour yet, so they will come to see Saplings in action before taking a few days to mull it over to decide "Yay" or "Nay". An invitation to our next tour (Feb 21) will go out today to all eligible families who may have a chance at enrollment before aging out as well as an email to the 32 families who won't make it off the list. 

In other news... In ten days, our family of four is off to Costa Rica! I'm going  pack light and not take any of these tabs with us!

November 10, 2024, Updated November 2025

“Testing” can feel like such a loaded term. Parents sometimes express being stressed about what test scores mean about their kids’ abilities and educational success. Many of us have been conditioned to perceive test results as a marker of intelligence. Doing so distracts us from the benefits these results give us. One of the most misunderstood concepts of homeschool testing, which is essentially what our elementary kiddos are doing, is the role of the results. Test results are not a prophecy or a judgment – They're tools.

Results help you us better tailor your kids’ curriculum. It’s not "punishing" or highlighting anything negative about your kid’s knowledge or learning ability. Instead, it’s an opportunity to improve instruction and better support your kid. Plus, it’s just a snapshot in time! How your kid performs today does not reflect how they’ll perform in the future.

I encourage you to reframe test results and approach them with curiosity. Testing helps us figure out what your student knows and doesn't know. When done early in the year, results give you a benchmark to set you up for success for the rest of the school year. When tested again in the spring, you’ll see the results of your student's hard work and growth!

June 5, 2024 (from our "Saplings, A Day in the Life" closed group)

Hello Saplings families and friends,

I’m going to warn you now… This is going to get lengthy because I have much to say. This was going to be a message to the school, but I feel like it needs to be a message to those in school now as well as those who plan to attend summer camps and whoever expresses interest in our program.

First, the details that I couldn’t share with the school last week 1) because it didn’t apply to the school and 2) because it had just happened and there was much information to gather: Last Wednesday there was an incident at kindergarten during Jackie’s lunch. Just as suspected (and warned you all in my March “From, Jax” message) we had curious friends investigating each others’ private parts. Some kindergartners told Paul “They’re showing each other their privates again!” and all of the kindergartners were called over from where they were and the reporting process began. Jackie and Paul had a sit-down conversation with the kindergartners and both shared that it was very productive, with no one feeling ashamed or in trouble for partaking in a developmentally appropriate (yet inappropriate for school) activity. I was informed of the incident and the conversation after it happened and asked if it was something that needed to be reported or if phone calls needed to be made. At the time, they felt like all was well and that it would be best to report in-person at the end of the day, an hour and a half later. The bigger message for the children was that it wasn’t okay to tell friends that you wouldn’t be their friend if they didn’t do something you wanted them to do. I needed to leave school at 3, so I told Jackie I’d follow up the next morning. I did call our licensing coordinator (it went to voicemail) and sent her an email with all of the information we had before I left after we heard from the first parent to pick up that there was touching in addition to looking. Jackie and Paul wrote the incident reports that could be shared with kindergarten, and wrote up reports for the incident in detail, the conversations with the children and the conversations with families. These were not shared on Brightwheel for parents or as “Staff Only” because 1) This was not information for the masses and 2) We have the children of two staff members in kindergarten and didn’t have all of the information. We had the teachers’ and the eight children accounts of what happened that were shared with the teachers. While most families took the information in stride, others were quite upset (especially after it was shared that friends touched other friends). Needless to say, when I got out of the fundraising event I was hosting in town, my Brightwheel had exploded. I knew I needed to send a message that night and not wait until morning.

This was the message I shared, which Jackie and I collaborated on late Wednesday night through a Google doc:

Good evening kindergarten families,

My apologies for the late message… I was in charge of a fundraising event this evening and needed to connect with Jackie afterwards.

We understand that the actions today of some students were not okay: nobody should be excluded or feel pressured to do something and nobody should be showing or touching others’ privates. With that being said we are also aware that it is normal for children to exhibit common “sexual” behaviors. Young children may occasionally touch themselves, show their genitals to peers, or try to look at other people's private parts. These actions are part of a normal phase in early sexual development. While it may feel a bit surprising, alarming, or awkward, know that, for the most part, this behavior is expected and a healthy part of self-exploration and testing boundaries. (American Academy of Pediatrics “Promoting Healthy Sexual Development and Sexuality”)

We do allow the children to have unstructured free play without a teacher right next to them. These are the opportunities for children to learn how to negotiate, resolve differences, and get along with others. These are the opportunities for them to learn to communicate, share ideas, and empathize with each other. These are the opportunities for them to learn how to make decisions, assert control, and understand the consequences of their actions. These are the opportunities for them to build confidence and take risks. They do know that during these unstructured free play opportunities “if they can’t see us, we can’t see them and we need to be able to see them.” When the children are out of sight, they’re called back. Today’s incident happened during lunch. Some children were still eating, so that’s where the teacher needed to be standing. Those who were curious and testing boundaries were returning from their “fort” or “hideout”... which is not hidden, but able to be seen from the picnic tables. The children have been playing in the fort collecting salamanders, insects, toads, and playing pretend games.

At this age, it's normal and age-appropriate for same-age or similar-age children to explore or experiment with each other. Kids are naturally curious about everything– their bodies and the bodies of others as well.

There’s no doubt that you have all had the conversations at home re: private parts (the parts covered by a bathing suit) at some point in your child’s life. These are important to have periodically because children forget. When you do have these conversations, use the correct words for body parts.

You may have told them that they should not touch or ask to see any parts of anyone else, but again– curious children seek to explore.

I am most surprised that today the group wasn’t reporting mid-incident. For the last nine months, these children have been so quick to alert a teacher about any wrong-doings: from someone not putting a cap back on their marker to someone calling someone else an unkind name to someone not putting their belongings away– there isn’t an individual, but a group quick to share reports. The difference between a surprise and a secret will surely have to be a follow up conversation with the group and that if anyone ever touches them, a peer or an adult, it should never, ever be kept a secret. Remaining calm during these followup conversations, both at home and at school, is of utmost importance to ensure safe spaces for the kids to come when they need to so that they do come tell right away. Sit down with them in a calm environment so they can be honest about what they were doing, how they knew to do it, and whether they asked the other child if they were willing. It’s important to handle this well and respectfully and not put adult thoughts and perspectives into a kindergarten-age situation.

Although we do not promote it and have many discussions about it, children do try to exclude others at times. “You can't be the queen, there are already two queens”, “I am the good guy, you have to be the bad guy”, “No boys allowed”, “No girls allowed”, “You can't play here, I'm playing here”. On the flip side, it’s even more distressing when peers use language to force, coerce or trick others into engaging in an activity. It isn’t hazing, cruelty, or bullying… At this age, it’s children learning how to use language to be effective and achieve their desired results.

There are conversations happening with all of the involved families. All of the parents involved are pretty shook up. It can be uncomfortable and upsetting, no matter which side of the situation you’re sitting on. Conversations will continue, attention will be given, and courses of action will take place as needed. It is important for all of us to be kind, respectful, and support all of the children. We want them to feel safe and secure and also like they can share their feelings and ask questions.

I felt it was important to get this message out tonight, but I will not be replying to messages until tomorrow morning. Better yet, the two of us will be at drop off in the morning to connect in person. We should all model healthy, effective communication.

Good night,

Jax & Jackie

I received very heartfelt, supportive replies from some kindergarten families.

The next morning, the families who dropped off shared the version of their child’s involvement that was shared at home and how the conversation went on their end. These versions were documented and were very similar to what we already heard on Wednesday, but did include some more insight into the incident.

By Friday afternoon, we hadn’t had any feedback from a couple of families. Jackie and I discussed how to proceed with communication and given the initial reaction, decided they needed more space and time. I did send a follow up message after school on Friday, but did not make a phone call. We decided that if I hadn’t received a response by Sunday evening, I’d follow up again. Here was my Friday message:

Ultimately, it's up to you to decide how to approach this situation, but I hope this helps! Let me know if you have any other questions that I can answer, or if you would like to set up a meeting.

As a parent, it's natural to want to guide your children towards positive relationships and friendships. However, it's also important to approach this situation with sensitivity and care. I'm not saying you do this, but I'm mentioning this because it is a common response (and maybe one that I've had before): Instead of telling your kids who they shouldn't play with, you might consider having an open conversation with them about your concerns. Ask them about their friends and what they like about them. Share your own values and reasons why you might have concerns about a particular child or behavior.

It's also important to remember that children learn and grow from their experiences, including their friendships. By giving them the autonomy to make their own choices and learn from their mistakes, you can help them develop important social skills and values like empathy, kindness, and self-awareness.

Your child is safe here. If there was a red flag or a situation for harm, we would have reacted accordingly. Conversations have been had with children and parents, licensing and other ECE professionals, and with our staff. No one is truly alarmed by Wednesday's happenings-- with nothing downplayed. I could say that there's something that could be done to prevent it, but that wouldn't be true unless we cut down all of the trees, removed all of the doors, and more. (It has been interesting to learn that every adult I've spoken to in the couple of days remembers where they were-- the lake, in a bounce house at a birthday party, the bathroom at preschool, on the neighbor's trampoline, in the family room of their house-- and who they shared their business with first-- a cousin, a friend at school, a neighbor.) The fact of the matter is, these children spend almost forty hours together each week. They aren't strangers and they have become more like a family. Sure, there's the bickering and spiteful moments, but there's a lot of love, kindness, and support... And they all have their moments at various parts of that spectrum. This was a teachable moment where no one should feel ashamed.

Back in 2017... It was my son and his still best friend, both five years old, who were noticed poking each other's parts behind a tree. They had been best friends for a couple years by that time. My son has never gone to the beach without wearing a swim shirt, won't take off his jersey to flip it around if he's on the sidelines, and never pees with the door unlocked... so I was shocked that my little modest man was a participant! This was the first instance of "sharing private business" that I had experienced as a parent or an educator. I remember jumping down the rabbit hole and getting myself a bit (or maybe slightly more than a bit) worked up about the situation. Thankfully, I was surrounded by more experienced educators and seasoned parents who talked me down while validating my feelings, but also set me straight with resources and new knowledge. To this day, my son and the little girl are very dear friends and we are now very close friends with the little girls' parents. If we mention anything about love, they look at each other with disgusted faces, roll their eyes and glare at us. And while they may sometimes be referred to as Mr. & Mrs. Bickerson, they have a healthy, trusting relationship that will hopefully become a lifelong friendship.

Of course it doesn't matter what I say, you need to feel that your child is safe here, but I want you to know that I have been there and had some similar feelings. Please let me know how you would like to move forward or where we go from here.

On Sunday, two days later, I received very upset responses, not only from the kindergarten families but another family as well about how poorly I was handling the situation, how unprofessional I am, and how uncompassionate I am. The responses included that the incident was being downplayed and that our program was deemed unsafe to return to 1) because of children who were still here and 2) because of my inattention and inaction regarding the incident (I hadn’t slept in days or put my attention anywhere else.) There was a need for information that couldn’t be shared because 1) it was still very much a data collecting phase and 2) it wasn’t about their children so it wasn’t for them to know. The missing versions from them were shared and did not align with the eight child-versions received on Wednesday by teachers or the six child-versions shared on Thursday by parents. I sent a follow up request to the kindergarten families on Sunday and asked them to revisit the conversation and report a third version back. There was some new information, but the memories had stayed much the same.

With the new information received on Sunday, I called our licensing coordinator again on Monday morning. I shared all of the details with her and she was very reassuring. After she reads through the 25 page timeline of incident reports, Brightwheel communications and text messages received, she will determine if/when there will be an investigation.

And now that you have too many details, here’s what I really have to say. I need to say thank you to the families who have been working with us. Thank you for trusting us with your children and understanding how hard we all work to create a safe and educational environment for your children. Thank you for your grace and patience as I was tasked with looking at the issue as if I did not know any of these people while in reality I have come to love and care for most of these people, the job of gathering all of the information and sorting it into manageable pieces, and the challenge of not being my usual “just say it like it is and get all of the information out there” self.

I have assessed, evaluated, and reevaluated the incident, the details of how it was handled by teachers, families, children and myself and asked myself, our staff, the families involved who returned to school, and others in the field what could have or should have been executed differently. There haven’t been any suggestions to change how the situation was handled other than more supervision (it was eight children and one teacher nearby and legally it could be up to fifteen children, but that would be an unsafe ratio in this environment), more communication with families (as much information as possible was communicated), and a safety plan (the children were not unsafe and the followup from the teachers with the children was healthy and productive). With that being said, if you have read this far and disagree or feel like your child is not safe here, please connect with me.

1. Use the environment as inspiration. What natural features do you already have that can inspire or challenge your children to take risks, explore and play creatively? Mud puddles, a stream, or a river? Large boulders or stone walls? Good climbing trees or a rotting log? Woods?

2. Provide LOOSE PARTS for the children to play with outdoors. Loose parts are materials that you can move around. They can be found in nature or can be manufactured. Sticks, wooden planks, baskets, curtains, tires, river stones, water pitchers and dishes are all examples of loose parts. It is important to have both small loose parts (think: cups, spoons, small sticks) and heavy loose parts (small logs, stones, a wagon) for their bodies to get the greatest benefit. 

3. Create a presentation -- especially for young children that will invite an experience. An experience is not adult-directed activity, but is an "invitation to play" using materials purposely placed outdoors. For example, you may place some reels, twine and sticks next to a stream or pans, pitchers and scoops next to a mud puddle. How do the children respond? What ideas do they come up with on their own?

4. While the children play, find a seat a short distance away. Keep yourself busy with reading a books, knitting, or doing yard work. (This is one of my favorite steps! Be an autonomy supportive parent by letting your child just be, letting your child experience a sense of freedom, and letting your child work through play.)

5. Watch your children (from your spot a short distance away). What are they interested in? Do they enjoy building forts? Playing house? Making "food"? Place out materials based on interest and change the presentation frequently in the beginning. 

6. Provide a few pieces of equipment (example: rope swing, see saw). Make sure these are really spread out. Encourage play in wooded areas as well. 

March 11, 2024

Each year I get to send an email like this out in the spring. And just like spring, the message seems to get earlier and earlier. I didn't get the tick message out before the first tick, so I'm going to get this out there before our friends start feeling spring feels!

Each spring some of our older playschool friends start expressing curiosity towards friends and their friends' "business". If I mention in person that your child has either asked to see -- or has tried to show -- a friend his/her business, I do want you to know it's developmentally normal and nothing for them to be reprimanded or embarrassed about. Years ago when my favorite boy was in playschool, I needed to remind myself that, too! To this day, I often shake my head thinking "It's too early for this!" but in fact, it's not. 

It's only a matter of time before I get to have conversations about not sharing our business even if someone asks nicely. And not asking to see someone else's private parts. I just want you all to be prepared for conversations on your end, too! Our playschool friends go to the bathroom one at a time; each must return before the next can go. If they have wet clothes, they change privately. Apparently, not giving them opportunities to observe and explore means they will drop pants in blink of an eye! So, your children may know all the parts of a worm, frog, butterfly, bird, but may seek out parts of a human, too! I just wanted to throw this out there so you're ready... and so we can talk openly about conversations, ask questions or address concerns.  

Good luck with your birds and bees, mamas and papas!

Important points to consider when evaluating if a child has an issue with sexual behaviors include:

• Does the child appear unable to stop him/herself, even when redirected by an adult?

• Is this behavior increasing in frequency, intensity, and intrusiveness?

• Does the child engage in aggression or verbal expressions of anger after the behavior?

• Does the child behave in ways more consistent with adult sexual activity?

• Is the behavior negatively affecting other children?

• Do adults feel uncomfortable with the behavior?

• Does the behavior interfere with social or family relationship?

• Does the behavior cause physical or emotional pain to the child or others?

• Are the behaviors directed at younger children or are children forced, coerced, or tricked into engaging in the sexual behaviors?

Considering all of these factors can help to determine if what you are seeing in a child is normal or something that is in need of additional attention.

March 1, 2024

Spring sprung extra early and the ticks are coming out to feast. Just a reminder to CHECK FOR TICKS! Now is a great time to start the habit of checking for ticks religiously! We will check during the day (more frequently in peak season) for all of the visible areas (arms, legs and napes of necks and heads), but we don't think your children should be okay with anyone other than you for a thorough search. They are all very comfortable here, but I don't want them to be that comfortable with anyone other than mom and dad. You will need to do thorough checks EVERY DAY from now until we're completely frozen again. Ideally, check them when they take off dirty clothes as soon as you get home. It may help to set an alarm on your phone for ten minutes after you usually walk through the door or put a sign on the door. Personally, I hang signs up next to the bathtub and over our beds as a reminder and it becomes part of our bedtime routine before stories. (Since they are usually bathed two-three times per week, we can't count on bath time.)  Check in between toes, on the scalp, in the belly button, in the ears... all over! Please try not to wait until bath time or bed time for the first check. (It's more like the time to double check.) If you have pets at home that could also be carrying ticks into the house, checking in the morning before school is a good habit to get into, too. The wood ticks are easy to spot, but those evil deer ticks are so tiny. As soon as spring hits these little monsters are very active--one of the biggest risks of spending days in the forest. If you start these routines now, you'll be professional by May--when the little buggers are most abundant and active! With the mild winter we had, this tick season may be a doozie. Let's all be proactive!

And if you need Tick 101 for information on checks, removal, identification or what they might be carrying--I'm your girl.

February 21, 2024

To truly understand a child and the reasons behind behaviors that may arise, we do need to include the sensory system in the conversation. The sensory system is the way our body processes information around us. We were taught five senses, but as some of you may know proprioceptive and vestibular senses have joined the list. Imagine each of those senses as being a series of cups, all ranging in size from a shot glass to a sap bucket. Our bodies have this set of sensory cups, which determines how much of any of those senses it can handle--or it needs to be regulated. Some of us can only handle so much light, sound, or touching (me, that's me). Others love all the light, sound, or touching (that's my sister). While all of this is normal, too much or too little sensory input in any of these cups can affect the amount of stress, the level of concentration, and immediate reactions we have during the day. This is absolutely something that our children are navigating right now. Let's work together to understand and help them understand and meet their sensory needs more independently so that they can keep her cups full, but not let them overflow. When it comes to stimulation, no one really knows what a body's preferences are more than the one in the body. Because many of our playschoolers are experiencing these things for the first time, they're also figuring it out for themselves. It's amazing to see them in action, exploring more of the environments available to them! For those dare devils and the ones testing the boundaries, let's support them getting it out of their system as threenagers instead of when they're teenagers! For many, when they have the opportunities to engage in these activities, we see them come out of their shells and we see confidence grow. Children have a knack for seeking out (or avoiding) their sensory needs. And our playschoolers seem to be learning where their limits are. 

Actions or behaviors are a form of communication. I learned to think of them as a check engine light. If there's too much input or not enough input, that check engine light might click on. Having a child with sensory differences is not an easy job. It's very challenging to ignore or punish... and the good news is, you don't have to! From intense sensitivities to massive tantrums, we get to experience the highs and lows of it most every day. The first step is to normalize the sensory preferences. The truth is we all have a sensory system. We all have sensory preferences. Those preferences affect us all in our daily lives. Often, we don't recognize them because we've lived with them for so long. My sensory system is "my body's preference" or "my sensory preferences". Yours is yours and our children's are theirs. And they're all unique. 

If you have a child who seems to need more support with sensory, please reach out. We're a team, so let's work together to create the greatest good for your child by targeting the behaviors (aka clues), identifying her sensory system or "body preferences"-- and normalizing them, providing them support (lots of conversation about how sensory activities are making them feel), and using those wins to create a plan that's doable on a day-to-day basis. I'm happy to schedule a time to sit down and talk in person, too!

February 8, 2024

It seems like every month of the year is the busiest month of the year, but when it all boils down (or up!) January and February are truly the most chaotic. In January, I'm wrapping up finances from the previous year, getting W-4 out to staff, tax information out to families, and updating systems for the year ahead. So the previous year is in my head and so is the next one.  

I'm covering teachers for sick days and juggling a family schedule -- which seems excessive with winter cooties and winter sports. These are the days to wake up at 5 am so that there may be an hour of the day without a problem to solve. Throw in some snow days and two hour delays where snow removal and sanding are added to the task list and I might look a little more disheveled than usual. The present days are surely where my crazy comes from. 

Add in that summer camps go public and that fall enrollments commence and it's a full two years of the calendar happening simultaneously! Camps go out to currently enrolled students in January, former campers in February, and the public in March... but the camp inquires start in November of the previous year and continue right through until summer. Ironically, there is so much screen time for the leader of the forest school-- especially for the turn of the year!

It's hard enough to not provide all the camp for all the campers, but it's even more stressful to turn away children for fall enrollments. There were so few playschool spaces this year that we had to turn away nearly 100 children eligible for fall enrollment. To simplify the enrollment process, we planned our open house for the end of January, but Mother Nature had other plans for that day. So now it's tour season again, where it feels a bit like Groundhog Day. At least this season is delivering my favorite tour atmosphere-- slushy, muddy, and on ice. The first true test! It doesn't get any filthier or soggier than Saplings during "false spring." February comes with so much people-ing for the leader of forest school!

It's also tricky because our program is shaped like a funnel. 30 playschoolers get poured into the funnel (a few get sprinkled in here and there when some roll off to other programs), up to ten kindergartners make it through the funnel and on the other side there are up to four kiddos able to join the mixed-age school age group of first through third graders. As long as we have one yurt with one elementary teacher, ideally there's a group with four first-, four second-, and four third-graders. So year after year there are kiddos who wish to stay, but we don't have the capacity to keep them all. It hurts my heart because I'd keep them all if we could, but unfortunately we don't have the space (or the bandwidth) to appease the masses. As a people please-r, that's a hard truth!

December 10, 2023 9:40 am

On sunny, hot days we don't think twice about remembering our water bottles and staying hydrated. On snowy, cold days we often seem to forget that we still need to hydrate. Sure, it's common to feel less thirsty when it's chilly, but that just makes cold-weather dehydration all the more likely. In the season where cootie bugs are running rampant, it's even more important to stay hydrated; if our bodies don't have enough fluid to function properly, we increase our chances of getting sick.

While grown ups may not be sweating as much watching kiddos play outside, those kiddos are sweaty Bettys! It's harder to notice in winter when the gear is coming in caked in snow and the noses and cheeks are rosy. Those rosy cheeks can be due to the temperature outside, but also due to the temperature inside... inside those layers. Even inside our homes this time of year we're more likely to dehydrate... Our homes are so much more dry in the winter, especially when the wood stoves and pellet stoves are cranking. You might not be sweating, but you're still losing water through your skin-- You may be cozy, but you're dehydrating without even noticing it! 

While dehydrated grownups are at higher risk of kidney stones and UTIs, the most common side effect we see for our little ones is constipation.  Water is necessary for transporting nutrients, getting the waste out, maintaining hydrated tissues and organs, and keeping the immune system in tip-top shape. Water also helps maintain a proper body temperature, preventing hypothermia! If you--or your kiddo-- is getting cold so much faster than everyone else, it may be time to hydrate. 

If your kiddo is thirsty, he's not getting enough fluids. If your child's urine is darker than a pale yellow, he's not getting enough fluids. Constipated? Dry or chapped lips and skin? Headaches, difficulty concentrating, irritable? Hydrating will help! Or at least it definitely won't hurt!

It's recommended that a person drinks half their weight in pounds in liquid ounces. Because our kiddos are sweaty, moving their bodies and putting on miles on their adventures, they likely need more than that. 

Sometimes water is boring, but it's still necessary. To make it more enticing: Warm up those bevvies--warm water, herbal teas, warm broths can keep hydrating a little more comfortable and still count. Add flavors--lemon, lime, or another slice of fruit can keep hydrating a little more exciting. 

A water bottle is a great reminder of "Oh, I should take a drink!" Water-rich foods such as watermelon, strawberries, cantaloupe, peaches, oranges, cucumber, lettuce and other green leafy vegetables, celery, tomatoes, peppers, soups and broths, cauliflower, skim milk, and plain yogurt look more like food, but are also very hydrating. Secret hydration! 

Not that you'll caffeinate your kiddo (Read: PLEASE DON"T caffeinate your kiddo :) ), but if you are caffeinated, you'll have to up your water intake to stay hydrated. (Also read: Adults, Alcohol doesn't count toward hydration.)

Incorporate hydration into your routine: water on your nightstand for when you wake up, water with breakfast, water on the commute, water breaks during transitions, refills at lunchtime... Enough during the day so that your kiddo isn't thirsty in the evening and isn't waking up to pee in the night! 

Remembering to drink more water can help your kiddos stay hydrated, healthy, and warmer throughout the winter months. And you, too!

November 2, 2023

Go, go, go, go, get sick, still keep going. There's been lots of that lately and I'm here to say no, no, no, no, slow down, just say, "No!" 

As adults and parents, there's constantly something: a family gathering, a friends get together, a girls' weekend, a man date, a birthday party, a road race, a football game, a soccer practice, a play date. The schedule fills up around the work and meetings and obligations and appointments, there's no blank space on the calendar. And there's countdowns to the next vacation.

When it comes to burning the candle at both ends, we all feel it and you know what? So do our children. There may be more light in life going about it this way, but it's not sustainable. School is work (and thankfully for our kiddos, it's play) but the days are still long. The days don't have to be go-go-go for all of the daylight hours and into the darkness. Blow out an end of the candle! Extinguish your FOMO!

This November, I'm challenging you all to remember those early days of the pandemic-- not the ones where you were may have been freaking out, but the days where you were able to slow down and reconnect with your family. Sure, it's because the world was canceled, but you have the power to shut it down, too. This November, I'm challenging you to say, "We can't make it." or "We're having a family day." or "We're doing stuff around the house today." Slow down, stay home, tune in to your family. Let your children get bored. Join them on the couch reading a book. Build a pillow fort. Play--unscheduled and unstructured.

It doesn't matter what the Joneses are doing. You do you. Unplug, rest, recharge, fill your own cup, fill your family cup. Keep it simple. 

Wilder Child must be feeling and thinking much of the same because there's a more official challenge kicking off tomorrow, too. Here's the link to the 30-Day SLOW DOWN CHILDHOOD Challenge: https://wilderchild.lpages.co/slow-down-childhood-challenge-2023/?fbclid=IwAR3k521Zqm18BDTPMv9PhhQVqF5KEYOy5l42vFsdsjMtNwVV-XSnGNn9bYs

October 3, 2023

It is natural... Children seek learning that is challenging and adventurous. Risky play is where fear and excitement meet, providing an adrenaline factor. In play, children must be kept as safe as needed, not as safe as possible. Children learning to assess their own safety and risks can be taught through well scaffolded lessons. And the first lesson may be as simple as, "I'm not going to put you in the tree. You'll be able to climb the tree when you are ready. And that might not be today." And later become, "Let's test these branches. Do you think the tree is safe to climb?" And eventually become, "How many points of contact do you have with the tree? Please say three!" 

Risks and hazards are not one in the same. The risks are usually easily identifiable, yield growth, and are approached with a knowledge base and element of control --i.e. We manage the risk. Some examples of our risks: climbing trees, stick play, using real tools, playing in or near the stream, ice. The hazards are often difficult or impossible to assess, and there's a lack of knowledge or awareness, and/or a lack of control --i.e. harder to manage. Some examples of our hazards include: ticks, unknown allergies, well-below freezing temperatures, near dangerous elements, great heights, high speeds, dangerous tools, a child who hides or runs. 

That's where the teachers come in... Each morning our sites are assessed for hazards. Was there a storm that blew through? Did tools get left out? Is the ice thin? Those hazards are taken care of when there's knowledge, an awareness and they're controlled. First: All are made aware. Then as soon as possible the situation is remedied. If it cannot be addressed immediately, it is flagged off. The dead tree gets cut down. The sketchy branches are removed. The tools get put away. The teachers are also constantly weighing benefits and risks of activities. This is essential for quality risk management. Playing in the stream is one thing when it's 70 degrees--or even 50, but it's another thing when the temperatures are hovering above freezing. 

Site... check! Materials... check! Safe ratios... check! Emergency provisions... check! A plan of action... check! Once all of those boxes are checked it's time to find the learning zone, which exists on the outside of the comfort zone but inside the panic zone. In the learning zone, we like to say "Yes!" as much as possible so that "NO!" means "NO!" 

We're going to tromp through the woods in October, but we're going to check for ticks and send reminders for more thorough checks. We might have allergies, so we're going to carry Epi pens. We're going to go out when it's windy, but in when the Beaufort scale tells us it's too windy. We will build, but we aren't going to play with power tools. We're going to climb trees, but we're not going to climb dead trees (or living ones too high). And why do we do what we do? Because risk increases opportunities for sensory integration. It provides inquiry base for meaningful academics. It ignites brain expansion, body awareness, emotional literacy, and spiritual development. It promotes deep resilience both socially and physically. 

"The more risks you allow your children to take, the more they learn to look after themselves." - Roald Dahl

But... but... but.... Isn't It Dangerous? Risk & Reward in Nature Play by Ken Finch, President, Green Hearts INC

September 21, 2023 

Getting dressed has LOTS of steps and when it comes to littles, it may seem like doing it for them is what will make the day go more smoothly. As a strong advocate for selective battle choices, I get that! But as an advocate for fostering independence (for littles) and fostering freedom (for grown ups), I'd quote Guns N' Roses and say, "All you need is just a little patience." 

Well, maybe that's not all... 

Back to those steps... Break them down and talk your littles through them! Teach the steps backwards, so they're rewarded with the grand finale. You attach the zipper... They zip it up! You've pulled the sock down... They take it off! You get legs in the holes... They pull them up! Leaving that small step that can be successful encourages them to keep trying. 

And please remind yourself of all the teaching and learning that is happening even though you might be frustrated and running low on time and patience!

Sequencing, left from right, names of body parts, fine motor of buttons and zippers, strengthening hands (for handwriting, maybe), gross motor coordination of arms and legs, patience (with themselves), attention to detail and finishing the task, language (types of clothes, colors, sizes, patterns, textures), awareness of time and space (learning to dress for certain weather conditions). 

Try your best to be positive and supportive. It's okay if a shirt goes on backwards, socks don't match or someone is commando. :)

September 18, 2023 2:43 pm

Play-based learning is exactly what it sounds like-- learning through play! Children interact, engage and make sense of the world around them independently, with friends, in a group or with a grown-up. Play allows children to communicate ideas and gain a deeper understanding. Play allows children to learn and understand others through social interaction. Through play, children gain the confidence to explore, make choices, and direct their own learning. Play-based learning is self-chosen, enjoyable, and process-oriented, child-directed, and teacher (or grown-up) facilitated. Teachers are planners, observers and guides. Toys that have multiple uses, such as blocks, scarves, loose parts and items right from the recycling bin make excellent additions to play-based learning. 

There are many variables when it comes to play: 

The participants... Who? And how many? What are their developmental abilities? (Also... Who is hungry? Tired? Under the weather? Feeling some big emotions... Good, bad or ugly?)

The facilitator, planner, observe, guide... What is their risk tolerance? Sensory tolerance?

The type of play... Is it unstructured? Structured? Guided? Unoccupied or solitary? Onlooker or parallel? Associative or cooperative? Symbolic or imaginative? Role play? Digital play? Risky play? Outdoor play? Sensory play? Oral language play? (Each of these types have advantages and disadvantages and I might jump that rabbit hole with you on another day!)

What is the risk confidence of those playing?

How much adult interaction is there?

How much peer interaction is there?

How much freedom do those playing have?

How much control do those playing have?

What are the play objectives? These might be child objectives (unstructured play) or teacher objectives (structured play).

Change any one of these variables--and it's a completely different play experience!

Before asking a question during whatever type of play, it's helpful to think "Does this question have a yes or no answer?" If it does, rephrasing the question can be so helpful. Open-ended questions help dig a little deeper into the learning through play.  

September 5, 2023 4:26 pm 

The orange cones serve as a visual for the kiddos. In the earliest days of back to school, there are constant verbal reminders about the boundaries, but the cones speak to the kiddos without saying a word. There are "extra" cones set up in "off limits" spaces that really don't *have to* be off limits... They're for practice. The important ones are the cones serving as boundaries between trail kiosks and the parking area, along the perimeter of the play areas, and in areas our friends just aren't ready to explore yet. The orange cones are a balance of freedom and boundaries that our playschoolers will learn. Once we're confident that they have an understanding of the orange cone and all of its symbolism, the cones will also serve as the circle boundary around the camp fires, mark off areas where maybe the ice is too thin or the vernal pools are too deep, or something that needs to be addressed has popped up (widow maker, tripping hazard on the trail, etc.) Red flags are also used to give warnings about spaces that are seriously off limits, not just "proceed with caution and with a grown up" spaces. Supporting your children's independence and freedom as well as giving friendly reminders about staying behind the cones until you make it to them is much appreciated! 

We are also hoping to foster independence during the day. As a mom, I know how much easier it is to simply take care of it. I often have to stop myself and say to my son and daughter, "You've got this. You can do it." 

In order to help your child "do it him/herself", we ask that you:

• Pack their belongings in a bag that they can carry independently. 

• Encourage them to carry their belongings to and from the car. Of course, you can help--some days there's a lot of gear, but they shouldn't have empty hands.

• Allow them to take off or put on their own hats, mittens, and coats when getting to school. 

• Guiding them to where their stuff belongs. 

• Remember to pack all of the necessary items on the gear list including: inside shoes, a water bottle, appropriate footwear, layers for the weather and a change of clothing. 

• Reminding them to check in with a teacher. 

• Putting initials on belongings so that teachers and other friends can help these items find their homes.

Please share this information with those who pick up and drop off your child. It may also help to share this information with your child. :)

September 5, 2023 10:44 am

A HEALTHY FEAR AND A PLAN CAN PREVENT A LITTLE TICK FROM BECOMING A BIG PROBLEM

Be prepared for constant reminders! Set those alarms on your phone and put reminders up next to front doors, bathroom mirrors and night stands. Your child will be checked for ticks throughout the day. PLEASE DO IT AGAIN. You will be able to be more thorough and we'd rather not encourage a comfort level for your child with someone other than you investigating body parts that closely. If you need guidance on how to implement tick checks, tick identification, the best practices for tick removal, the signs and symptoms of tick borne illnesses to recognize and resources to use when all of the prevention strategies fall through, please don't hesitate to reach out.

Transitions are a tricky time; some days go much more smoothly than others, but some days are a bit chaotic. To help with transitions, we ask that you:

Arrive by 8:45. If your child tends to take a bit longer to transition, please try to arrive with enough time to set your child up for success. A lot happens during the three hours between circle and lunch time. Some of the most important lessons happen during these transitions: putting on shoes, putting on mittens and zipping coats, filling water bottles, serving snack, cleaning up, waiting patiently in line, taking turns and helping friends. 

Most of the time, most of our children are happy to come to school. However, just like there are days when we don't want to go to work, they may not want to go to school. Everyone has those days and it's okay. Usually it's a matter of minutes and they've forgotten why they decided to be grumpy in the first place. Let's just keep in mind that preschool is a whole new world and we're here to help ease them into these environments. Please let us know when you arrive: If your child slept well the night before, how much your child ate for breakfast and if you think your child has a new cootie. Knowing the answers to these questions will help us gauge the day: If we have a bunch of hangry, boogery zombies, we'll move snack up to before circle, keep our adventures closer to home and tread lightly. :) 

September 3, 2024 11:11 am

Ms. Kristen is back for her second year at Saplings! She will be teaching lower elementary grades one and two in "Lagom" (law-gum)-- which is Swedish for "just the right amount". The word can be variously translated as "in moderation", "in balance", "perfect-simple", "just enough", and "suitable" (in matter of amounts). Our hope is that our lower elementary will find the joy in moderation. 

Ms. Jackie is back for her eighth year as our beloved kindergarten teacher! Ask any family who has had Ms. Jackie as their kindergarten teacher and they'll be sure to tell you how amazing she is! 

Ms. Deb is back for her sixth year of playschool! She is the leader of the littlest playschoolers who we fondly (and accurately) refer to as the squirrels. I have yet to meet anyone who doesn't adore Ms. Deb!

Mr. Jared, who I feel like has been here all along because he was parent-volunteer-sub-maintenance before he came on as a full-time teacher but will be in his second year as a full-time leader of playschoolers. His group of kiddos is primarily readiness-age, meaning they only have one year before they're off to kindergarten. Through adventuring and playing together these kiddos will learn how to learn. 

Ms. Lauren is back for another year in her niche--early literacy, reading and writing. Lauren will be working with our kindergartners and elementary students every Tuesday and Thursday morning specifically for literacy. She will also spend some time with our playschoolers, We're so excited to have her, her knowledge and experience in action. 

Ms. Devyn can usually be found in the kitchen. If she's not in the kitchen, she's schlepping snacks down the trails to our kiddos. She's really everyone's favorite. She fixes everything with food. We're all looking forward to the start of the school year and seeing how much your kiddos have grown over the summer!

Ms. Maegen is back for a second year as an assistant. She happens to enjoy all of the things the rest of us really don't: filing paperwork, shopping for school materials, and keeping us organized, cleaned and put together. 

Mr. Paul, my husband, who has lived here all along will now be working here, too! Paul was a middle school teacher when we met back in 2008. His favorite subjects are history and social studies, but most of his experience is in special education. He left teaching in 2010 and returned to his former job at the Portsmouth Naval Shipyard, where he did lots of pipework and eventually became the "safety guy" who trained the crew how to operate equipment safely, in CPR & first aid, and how to keep a site so no one was losing fingers, eyes or life. And now all of his education and experience come together at Saplings! He's on maintenance, both inside (which Mr. Jared was doing much of before) and outside (which Ms. Ren did much of before). After he delivers all of our older elementary kiddos to their new school in Plymouth each morning, he will spend the rest of his mornings assessing hazards v risks, maintaining spaces inside and out, and improving our program's spaces. He will spend his afternoons adventuring with kiddos, covering planning and prep times and getting to know our schedules, rhythms and routines and eventually will become our resident substitute teacher. Between the two of us, we'll be the familiar faces for the extended day program. 

Ms. Renee is our newest addition to Saplings! She comes with the experience of a Behavior Interventionist, Developmental Interventionist, Play Specialist and SAHM. I met Renee in the spring when she brought her son, who will be in kindergarten this year to tour Saplings. She had great energy and lots of experience, but was already a full-time mom homeschooling her two awesome kiddos. The conversations we had about play-based learning, secret learning, and creating environments that help children to become creative, critical thinkers who communicate and collaborate stuck with me. After three long months of receiving messages, applications and resumes from folks who weren't really who we were looking for, I had wrapped my head around (and was truly excited about) jumping back into adventuring with playschoolers but was still secretly hoping that Renee might apply. I bumped into her wife a couple weeks ago and made my secret wish not so secret and a few days later I had her resume in my inbox! Renee will be here in September to learn our ways while being paired up with Ms. Deb in playschool!

If you'd like to read more about our team, click here.