Runa

“Let us then secure for the children that which we lack ourselves. Let us transfuse from their lives into ours that vital creative energy of child's life which we have lost. Let us learn from our children.”
― Friedrich Froebel

“A lie, after a lot of lies. So many lies she'd told, so many true things she could have said but never did, all because she'd been too scared of the truth, of driving the people she loved away from her. All because she'd been afraid to lose them. All because she hadn't wanted to be alone again.

Well, the lying hadn't worked out too well. In fact, it had downright sucked lately. Time for plan B, then.

Time for some truth.”
― Ali Hazelwood

“Noticing the potential message in children's behaviors and responding appropriately and respectfully is our aim. Reflecting upon Becky's enclosing and tying-up of her toys, it is clear that she needed the freedom to safely express herself without judgment and for an adult to interact and not interfere. Many adults seek to control children's play or stop them if they see a child playing in ways they deem inappropriate.”
― Cath Arnold, Schemas in the Early Years

“Moments like these underline the importance of adults reserving their own personal judgments and accepting the child's wishes and actions. Awareness of potential schematic underpinnings also help us value and appreciate behaviors so that we can accept what the child may be showing us. Although firm conclusions can rarely be drawn, reflections remind us of the potentially multiple benefits of schematic actions for a child, and also the value in repetitive behaviors which tend to be labeled as negative. Educators should remain curious about a child's seeds of inquiry and make more such opportunities available to meet this need.”
― Cath Arnold, Schemas in the Early Years