Why You Shouldn't Edit Yourself

Image courtesy of freedigitalphotos.net

Like so many in my circle, I'm a conscientious parent. I do my best to keep informed about parenting. I read up on homework studies (and homework, it turns out, is a pretty pointless exercise perpetuated by parental pressure, by the way). I keep abreast of recommendations by educators who say that play and recess are essential components of learning. I even educate myself about ideas other parents have on child rearing, and as you might expect, it turns out there are many opinions out there. In the midst of this information bonanza, there's one thing that raises my hackles.

When I see posts on what you should or shouldn't say to your child, feelings of exasperation inevitably arise within me:

• Six Ways to Praise Without Saying "Good Job"


• Why You Shouldn't Tell Your Daughter She's Beautiful


• How to Say No Without Saying No

Ugh!

Isn't being a parent confusing enough? Now we have to self-monitor our otherwise natural interactions with our children? Edit every word that escapes our lips? Enough, I say! I refuse to be pressured into limiting my own free speech. I will say "good job" to my preschooler when it seems appropriate (even if it's every day). I will tell my daughter that she's smart and strong and tenacious, but I will also tell her how beautiful she is, because she is! And I will say no. A lot. Because my children, like all children, push boundaries and need to know their limits, and let's face it: Sometimes "no" is the quickest way to communicate.

New ideas are what keep us evolving as parents, so is there value to these posts that shame us for using words that spring from love? The authors seem well intended. They're only trying to help us become better parents, but I think we need to trust ourselves more as parents. Our instincts are a powerful and undervalued tool! We are a thoughtful and loving bunch, so how can our well meaning words be so bad? We should feel empowered to use praise at will and set limits without having to hire a speech writer.

So I don't know about you, but I'm standing by my own instincts. They've served me well so far. I have two beautiful children who (usually) stop when I say no and (almost) always do a very good job.

4 Free Toys Every Child Needs

The last few weeks, I've explored both heirloom toys and toys of a less fancy ilk. Today I'm touching upon a fun topic: Toys that are absolutely, unequivocally free! And these may be the best ones of all....

Trees
Who needs a play structure when you have a tree? Trees are way cooler. The challenge of climbing is a built in reward. There are infinite ways to climb, so it's less likely to get boring. And it's a natural habitat, so there's always something new happening - a new animal building its nest, a seasonal change with the leaves. Trees are beautiful, awesome, and tons of fun.

Image courtesy of freeditigalphotos.net

Cardboard Box
With each new box comes a new world of possibilities. Cut new holes in it. Color it. Paint it. Will it be a stage for a puppet show? A dollhouse? A racetrack? Anything goes!

Toilet Paper Tubes
There are so many ways to use a toilet paper tube. Make them into puppets, a car, or use them to plant seedlings. Here's a great tutorial with more interesting ideas.

Mud
Mud is nature's playdough. It's a critical ingredient in everything from mud pies to magical potions. Not necessarily a parent's favorite thanks to its messy tendencies, but definitely ranks up there for kids. Luckily, children are washable.

Are there any free toys you'd add to the list?

5 Economical Must-Have Toys

In my last post I explored heirloom toys. I would be remiss if I didn't add a few other, more economical choices to the list. Even though these toys tend to be less aesthetically pleasing, they are loads of fun for little ones and deserve a place in your toy chest.

1. AquaDoodle
If you don't like the mess of paint in your house, this is a great alternative. All you need is water! For some reason children love this exercise, and it's perfect for a rainy day. I do recommend investing in a few more Aquadoodle accessories to avoid the inevitable argument over those darned pens.

2. A Playdough Kit
Whether you make your own or buy it from the store, it's one of the least expensive and most versatile toys you can offer your little ones. Having a few molding, shaping, and cutting tools on hand is essential. Here plastic is king because it's so simple to throw into the dishwasher to easily clean off all the muck. 

3. Doodle Pad
Again, this is a great tool for minimizing mess. It also is great on the go. The stampers and the stylus can hold the attention of both younger and older children.

 

4. Legos

Who doesn't love Legos? The only bad thing about them is stepping on them. But look at the bright side: They can double as home security if you place a few in front of your door. Other than that one small, they are hours of fun. I recommend starting with the big blocks for younger children.

 

5.  Art Supplies
You'll probably go through a ton of these, but they are crucial to any household with children. Be sure your kit includes scissors, markers, crayons, colored pencils, and of course, paint.

6 Heirloom Toys You Can't Do Without

Anyone who's been to my house can tell you what a sucker I am for heirloom toys. They're like little works of art designed to make everyone happy. It's true, they can get pricey, but sometimes it's worth spending a little more to get something solid that will last. (It's kind of like splurging on a great pair of blue jeans rather than a dress you can wear once a year.)

I've narrowed down the list to the toys that are worth the extra expense. While you're browsing through it, keep an open mind about "girls' toys" versus "boys' toys." I say there's no such thing!

I hope you enjoy this list of some of our household favorites (in no particular order)...

1. Lincoln Logs
Admit it: you played "Little House on the Prairie" with these. They're so versatile. Build a city or one big log-mansion.

2. Dollhouse
A great dollhouse is fun for any child - don't rule it out for a boy. (Although I think a classic dollhouse would be perfectly fine, there are also "boys'dollhouses available.) Oh! And don't forget to invest in a good how-to build your own dollhouse furniture book.

3. Blocks
Every children's toy chest needs a good set of blocks. Personally, I like the plain wooden variety. But if you want to jazz them up, paint them in chalkboard paint. Then your little ones can enjoy drawing all kinds of fun designs on them that can vary with the game of the day.

4. Knitting & Sewing Kit
Every child should learn how to sew and knit. (For the how-to aspect, you can invest in a good book, or there are plenty of free tutorials on YouTube.) It's such a fabulous life skill. It exercises fine motor development, critical thinking and problem solving, and even math! There are several methods of knitting - finger knitting is great for beginners. After that, move on to a French Knitting spool, and finally knitting with needles. This kit includes it all.

5. Marble Run
Encourage your little engineer with one of these sets. The possibilities are endless, so each playtime offers a fresh take on the same toy.

6. Easel
A beautiful easel is such a great tool. Be sure you invest in one that is dual sided with both a dry erase and chalkboard. Storage is good to have for art supplies, and a place for a roll of paper is nice to have too.

Waldorf vs. Montessori Part II

In my last post, I explored some of the ways Waldorf and Montessori differ. Even though it was a somewhat lengthy post, I wasn't able address all my observations. It was also pretty obvious that fans of Montessori were quite put off by my thoughts. I have two things to say:

1. My experience with Montessori is definitely more limited than with Waldorf, so I'm sometimes able to expand upon the why behind Waldorf methodologies where I can't offer the same insight into Montessori. However, you know what they say: Perception is reality. What I mean by this is Maria Montssori's intent isn't always readily apparent. That doesn't make my takeaway completely invalid.

2. I hate to state the obvious, but this is my blog. I say that only to defend my right to express my point of view! If you don't like what I have to say, feel free to comment. Or better yet, write your own blog.

Now that I've gotten that off my chest, here are a few additions that might help further distinguish between these two opposite philosophies.

Ensuring an Authentic Experience

I got a lot of comments to my last piece about this issue. Before I get into more detail, I want to say that it's true that my experience with Montessori is limited to just one Montessori school. However, that school has all fully-trained Montessori teachers and highly prioritizes staying true to Dr. Montessori's philosophy. The space is beautiful, their idea of an "ideal" class size is 40 children, there is a big emphasis on fostering independence. The list goes on, but the bottom line is that from everything I've read about Montessori, it seems that this particular school is a solid example of what you should find when you observe a true Montessori school.

Having said that, I can move on to the fact that there is no single central organization that regulates the use of the term Montessori, so in essence, every school is different. Parents must research carefully to ensure they are getting a true Montessori experience. This excerpt from The Authentic American Montessori School: A Guide to the Self-Study, Evaluation, and Accreditation of American Schools Committed to Montessori Education offers some good guidelines.

Waldorf is a different story. The Association of Waldorf Schools of North America is the holder of trademark rights for the use of the names "Waldorf" and "Steiner." That means that when you enroll your child in a school that uses one of those words in its name or literature, that school is adhering to the tenets of Waldorf Education, guaranteed by a governing body with standards and requirements. That includes not only teaching methodology, but a pedagogy and even a curriculum. AWSNA requires regular mentoring and advisory visits to any accredited school to ensure that it's in good standing.

Academic Readiness

Rudolph Steiner, the man who "invented" Waldorf Education, also created Anthroposophy. Waldorf is based on Anthroposophy. While you won't see much actual religion in the classroom (i.e., there's no "Anthroposophy Class" or praying), there is deep respect for childhood development that is rooted in the teachings of Anthroposophy. That is why both the teachers and the curriculum share an attitude of protecting a child's need to "blossom" at their own pace. When an Early Childhood teacher recommends that a child moves on to First Grade, she looks at much more than his age or whether he knows his alphabet. In fact, there's a whole list of considerations that get at making sure the Whole Child is ready to begin school life.

Steiner segmented child development into seven-year spans. In the first seven years of life, children are still in the fantasy stage. That means that, according to Steiner's teachings, academic readiness doesn't come until the next phase, which begins at the age of seven, or First Grade. That is why Waldorf Schools have a reputation for "delayed academics." In reality there is much work done in the Early Childhood classrooms that get at academic readiness, from stretching the attention span of the young child through lengthy oral storytelling to exercising fine motor skills via sewing and knitting. But actual reading, writing and so on are addressed beginning in First Grade.

Maria Montessori was an exceedingly well educated woman who carefully crafted her curriculum and pedagogy. Studies have shown that her methods give children an academic edge. She divided childhood development into three-year spans and believed that each child is unique and comes into the world with her own personality, temperament, skills and abilities. This gets at the mixed-age Montessori classroom, which gives each child has the opportunity to develop at her own pace in her own way. She also maintained that all children have absorbent minds that are ready to soak up knowledge, and they do it best when in the midst of a "sensitive period," or when a child shows an interest in a particular subject. That is why a Montessori classroom looks the way it does, stocked with a variety activities targeted at the various sensitive periods within the class. Students are given the opportunity to go as far as they want in any given subject.

Here we see how Waldorf and Montessori are polar opposites: In Waldorf, academics are delayed by design until an age of concrete thinking is reached. Montessori introduces academics as early as a child demands - the child is in charge of how far she goes in any given subject.

Fantasy vs. Creativity

A Waldorf classroom offers fantasy in a variety of ways. The toys are distinct. They are made of natural materials: silk, cotton, wood. Dolls have just a hint of facial features so as not to interfere with a child's imagination. River stones can become eggs in a kitchen or money for a shopping spree. Drama is also a big part of life in a Waldorf school. The goal is to give children a way to understand and immerse themselves in a variety of feelings in a safe way, by assuming a different persona.

Some say that Montessori offers fantasy. I suppose that depends on your definition. While it certainly addresses creativity through art, drama and music, it there is little in the way of ethereal fantasy. In fact, Maria Montessori herself felt it our duty as adults and teachers to help children distinguish between fantasy and reality. Her classroom and curriculum are designed to that end.

Media

If there's one thing you might have heard about Waldorf it's probably the rigid stance on media. Waldorf schools discourage television entirely. In addition media characters are not welcome in any way, not on a t-shirt, not on a lunchbox. That means no Elmo, no Batman, no Dora the Explorer. The reasoning is that media imagery is so powerful that it infiltrates the imagination and impedes it, taking on a primary role during play. If you've ever watched a child play who has just watched Sesame Street, for example, it quickly becomes clear why Waldorf holds this value. Children often parrot catch phrases from their favorite TV shows or pretend to be a favorite character.

Computers use is discouraged at the younger ages in Waldorf, but in high school it is addressed as a tool to be used respectfully and carefully. The first thing Waldorf high school students do is to disassemble a computer and put it back together to that they know exactly how it works before they begin to learn how to use it.

Montessori is more flexible here. Although media is supposed to be discouraged, many schools do not adhere to this tenet. It's my theory that this variation in policy is due to the lack of centralized monitoring and quality control in the Montessori world. However, it's unclear to me exactly what "no media" means in Montessori Education. Is it just a referral to television? Are media characters allowed? It's difficult to find a definitive answer. The one thing that seems clear is that computers are used in some settings as a learning tool in Practical Life.

 How are Waldorf and Montessori Similar?

 I thought this would be a nice way to close to help Waldorf and Montessori advocates to come together. After all, we are all bucking the system by choosing something off the beaten path. So more power to us all!

• Waldorf and Montessori are both "alternative" forms of education.
• Both stress the importance of the natural environment, keeping in touch with nature and natural materials.
• Both hold great respect for the child as an individual and a creative being. 

Waldorf vs. Montessori

I'm not a teacher. I don't have a degree in education. So what makes me qualified to compare Waldorf and Montessori? I have two children: One is in a Waldorf school, the other is in Montessori. My Waldorf child is in 4th Grade - we've been a part of the school since she was 3 years old. I've seen my share of Waldorf philosophy in that time. My Montessori child is just about to turn 4. He only just started school 8 months ago. Because he wouldn't separate from me, I went to school with him every day, all day, for the first month of school. As you can imagine, I saw quite a bit of Montessori in action. While I'm not a so-called expert, I've seen enough to form an educated opinion on what works for my children.

Opposite Philosophies

Making vegetable soup on
Soup Day in a Waldorf Kindergarten.

My first (and arguably most important) observation is that, contrary to what most people think, Waldorf and Montessori are philosophical opposites. Rudolph Steiner, the Father of Waldorf Education, believed that children are rooted in fantasy and that it's our job as adults and teachers to protect and honor that phase until they are ready to emerge from it in their own time. Maria Montessori also believed that children are rooted in fantasy, but that is where the common ground ends. She saw it as a teacher's job to help a child learn to distinguish fantasy from reality through specific instruction and reality-based activities, thereby ushering students into the "real world" step by step.

What does that translate to in the classroom? Let's start with a Waldorf painting lesson. On a given day, the children might have two primary colors to work with, let's say red and blue. The consistency of the paint is watery for good reason (which will become obvious in a moment). The children are given wet watercolor paper and are invited to "experience" the colors, how they come alive, wicking along the paper, slowly blending together to create a new color. The teacher never points out that red and blue make purple. The children are left to discover that for themselves.

In a Montessori classroom the scene is different. Each educational exercise has a purpose. Each teaches a specific lesson or skill. You won't find dolls or other make believe toys, but you will see blocks for measuring and counting or bells meant to teach a child how to match different pitches. Before a child is allowed to try new "work," the teacher models exactly how to do it. Let's say the "work" is learning how to transfer popcorn kernels from one bowl to another using a small spoon. The class gathers to observe the teacher while she methodically completes the task from start to finish, carefully scooping each spoonful from the first bowl and slowly, without spilling, depositing it into the second.

Winner: Waldorf. Personally, I learn better through experience. While Montessori does offer learning by doing, there is much direction and explanation that goes along with that. In a Waldorf classroom, the child is allowed to draw her own conclusions about the best processes as well as the outcome.

Social Dynamics
Another way in which Waldorf and Montessori differ is in socializing. Anyone with young children will agree that they all need practice here. In Waldorf those opportunities are delivered through a group dynamic. That's not to say that children never pair off - they are allowed to play in whatever format they naturally gravitate toward during free play periods. However, there is plenty of work done with cooperative games and class puppet shows to help children learn how to work together.

Bell work at a Montessori school

In a Montessori classroom, young children work alone or in pairs. There are some group activities, for example, Story Time, Sharing Time, or Circle Time. But when students are at "work," the magic number is two. They graduate to working in larger groups later on, but to start, things are kept intimate with just two children collaborating on any given "work." This allows them to begin to get a feel for cooperation and also gives them the opportunity to learn from each other.


Winner: Waldorf. Children need help learning to work together no matter the size of the group, so both philosophies offer good practice here. What I like about Waldorf is that it does not limit the children to working in pairs. They have the freedom and flexibility to choose for themselves.

Experience vs. Instruction
What about how children learn in a given environment? Rudolph Steiner saw it as imperative that students experience learning though as many different channels as possible. In a Waldorf classroom, although plenty of time is spent at the black board working on fractions, you will also find that lesson being driven home through a measuring ingredients in a baking lesson. While students might spend some time learning behind their desks, it's just as common to see them moving around, marching in a circle, rhythmically chanting their times tables, for example.

A Montesori classroom is more free-flowing. Because each student is in charge of pursuing any given "work," there is a lot of movement and action going on. Students are constantly changing their focus, moving from station to station. Again, the senses are engaged, but here that is accomplished through the purpose and design of each activity. The school day does have structure. There is Circle Time, Indoor Play, and Outdoor Play. But exactly which activities each child chooses within those periods is up to the individual.

Winner: Both. Personality is the determining factor in my mind. Some parents worry that in a Montessori environment their children might shy away from any subjects which they might not enjoy, thereby creating a "gap" in their education. But if you have a self-motivated learner, it might work very well and be empowering. What's nice about Waldorf is that all the subjects are guaranteed to get covered, all in a fun and engaging way.

Teacher Led vs. Child Led
Perhaps the most well known component of Montessori is its child-led methodology. A Montessori classroom has many offerings for its students. In an early childhood setting you would find four stations: Practical Life, Sensorial, Language, and Math. Language and Math are self explanatory. Practical Life refers to skills such as zippering, buttoning, pouring, slicing food, using a spoon, or carrying a tray while Sensorial refines the senses to enable children to better absorb information from the world around them. To most parents, the most interesting thing about all these components is that the time frame and order in which they are explored by the student is determined by the student. This gives children the freedom to develop according to their own unique timetable and, as a result, they are able to reach each developmental milestone when they are ready.

In a Waldorf environment, the teacher is the classroom leader. She is the one who determines the rhythm of the day. She directs the curriculum. She communicates the material. There is plenty of interaction and many modes of learning that are employed. All the senses are awakened. In other words, the curriculum is as engaging and meaningful as possible, and the teacher directs it all.

Winner: Both. Again, finding the right model for your child depends on her personality. Does she need direction? Or is she self-motivated and naturally curious?


The Bottom Line
There so much more to each Waldorf and Montessori than I've touched upon here, but Waldorf wins out for me. Montessori is certainly interesting, but some of its developmental philosophies feel out of sync to me. The stringent adherence to working in pairs, the tedious instruction when introducing new work. These practices don't seem especially friendly toward young children. Plus, while the academic and practical side of learning is addressed, values are not a part of the curriculum.

The truth is, there's never going to be a perfect school, but Waldorf works for my parenting style and my family. I identify with so many of the tenets. It is rooted in truth and beauty and community. It is media-free. It is about spurring a lifetime of curiosity and a deep connection to learning. Most importantly it is developmentally appropriate each step of the way. Waldorf has done so much for my daughter. (Next school year, my son will benefit from it as well when he starts at the same Waldorf school.) Waldorf Education has fostered a sense of confidence in my child that I believe comes from its slow and reverent pace, honoring each age and stage. It meets her where she is and adapts to her as she grows and matures.

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To read more about the inner workings of a Waldorf Classroom, read my piece for Renewal Magazine: A Day in a Waldorf Kindergarten

Renewal Magazine Feature: A Day in a Waldorf Kindergarten

Written for the national publication, Renewal Magazine, this piece paints a picture of what it's like to spend the day in a Waldorf Kindergarten classroom...

The "Smart" Dilemma

Photo courtesy of FreeDigitalPhotos.net

This is going to make me sound really old, but I can't help feeling the way I do: Smart phones make me sad. I love my tablet, but I also resent it. It is a responsibility that requires my constant attention. Yes, I can retrieve whatever information I wish at the push of a button. But I also have to make sure to clean out both the hard drive and my email inbox regularly or suffer the consequences. Google Glass seems the worst iteration of technology yet, although I haven't had the opportunity to experience it firsthand. Talk about an ever-present violation of your privacy! As technology careens forward, I'm left behind with worry. How will all of these innovations affect us? Will it change who we are and how we relate? What will become of the human connection?

When I enjoy a night on the town, I can't help but notice people's downward gazes, fixed on their smart devices rather than their dining companions. A conversation interrupted by a text. An overriding need to attain a tidbit of information now. It's all so instantaneous and over stimulating. How can a mere human ever measure up? By our very nature, we humans are imperfect and inconsistent. We don't come with a search function to pare down our database to the simple and correct answer. A posed question requires thought and perspective. We each have our own point of view.

We do share some commonalities with our technological counterparts. Our batteries need recharging, too. We even accomplish that in a similar way--by plugging in, not into an outlet but into another consciousness. Our energy comes from laughing with friends or snuggling with a special someone on the sofa. We need a gaze, a kind word, a touch to know that we are recognized, seen.

A smart phone can't give you that.

My theory is that being good at emotional connection is like exercising a muscle in the body: Use it or lose it. I also believe there's a conservation of energy when it comes to socializing. There's only so much energy to go around, so spend it wisely. In other words, whatever effort you put into attending to your smart device is an opportunity missed in cultivating a meaningful relationship.

While these new advances gain popularity and an increasingly important role in our daily lives, what will become of us? Will we continue to be able to devote our undivided attention to another person? Will we remember how to have a deep conversation? I don't know the answer, but what I see worries me. It worries me deeply.

Is there such a thing as too much love?

There is one thing I can say without hesitation about my husband: He is a fantastic father. He is loving. He is thoughtful. And perhaps most importantly, he is there. A lot. Another thing you should know about him is that he's a scientist by nature. He thinks analytically. So sometimes the things that come out of his mouth sound cold, but really they're just observation.

My husband thinks I'm too needy when it comes to words of admiration. Maybe he's right. I can't help but eat up any words of praise that come my way. But it's my belief that most people want to think that they're the bees knees to at least one person on this planet. Makes sense to me that for most, family is where to fill that need because, let's be honest, there aren't too many other people out there who are thinking of your welfare from day to day. (And for some family isn't even a reliable source.)

One day, I was fawning over my children, cuddling and snuggling, praising and preening. My husband later commented that I wasn't doing them any favors by giving them such extravagant showings of love and admiration. The world doesn't work that way, he said. When they grow up, they're going to have a tough time without it. At that moment, his comment sounded ridiculous to me. I brushed them off with a dismissive waive of my hand. Pshaw. Hold back my love to protect my children? Um, no. I don't think so.

Logistically his argument seemed ridiculous. How would I even go about editing my displays of affection? Academically, I couldn't help but mull over the possible validity of his suggestion. As a conscientious parent I do all kinds of uncomfortable things in the name of my children's welfare. I've endured tantrums over a denied cookie because it would send the wrong message to give in. I've sent my little ones to preschool when they were nervous about being away from me for the sake of socialization and emotional growth. I've sent them to sleepovers in the name of independence, all the while anxiously awaiting the inevitable Midnight call to retrieve them. So why does it seem so ridiculous to go outside my comfort zone when it comes to love? To reserve praise in order to prepare my children for their cold, hard future? Yes, children thrive on love and praise. But we've all seen the articles about how too much praise is not good. The argument that not EVERYONE should win a trophy.

Someone once said to me, "If you knew you were going to have to eat McDonald's for the rest of your life starting one year from today, would you start eating it now?"

A rhetorical question if there ever was one. So is there such a thing as too much love? Maybe, but somehow it seems wrong to withhold whatever I have to give. So I'm giving it. Freely. I'm offering as much love as my babies will take because I think love is why we're here on Earth. Everything else is stuff we made up and deemed important.

Light at the End of the Tunnel

It's been a while since I've posted, and that's been for good reason. Summer got in the way. Having two children around all the time pretty much precludes writing in any way. Also, I was waiting until I had something of note to say. Given the preschool thing hadn't yet begun, I guess I was on pins and needles, wondering what would happen.

Turns out things are going well.

I used a period at the end of that sentence as opposed to an exclamation point because, considering my own feelings and my little one's, one of us is happy and the other merely satisfied. Before I get into the details, I suppose a recap is in order.

When last we "spoke" on the subject, my son had not been admitted to the preschool of my choice. I was left to scramble to find one that met his needs. Given his reaction to being left alone in classroom during his test visit (can you say "severe meltdown?"), I needed a place that would allow me to accompany him to school until he was ready for me to exit. It became my top priority, and I found that place. It's a nice place, clean and pretty. And it's a school which follows the opposite philosophy from where I originally intended him to go.

So remember that all this time I've been accompanying my little one to school every day. All day. Try sitting in a classroom watching an educational philosophy in action that you don't identify with. It was difficult to hold my tongue! I won't go into too much detail here because the school itself is well intended. It's doing all the things it's supposed to be doing, both by school standards and in accordance with its overall philosophy. Plus, it's not all bad. Parts of their philosophy make a lot of sense. All in all I'm grateful for the outcome.

It's important to note that this school is able to provide one thing that not many other places do around here: They let me wean him off my presence gently thanks to their child-led policy. I started by staying with him the entire day. I did that for two whole weeks, at which point he began to wander away from me. I was envisioning having to do this all year until one day he suddenly sought the company of other children and began asking teachers for help rather than me. At that point I left 20 minutes early to get the car and wait in the carpool line while he played outside with the class. He held it together! So the next day I left a little earlier. And so on, until my little one and I talked about it and he said he was ready to go to school without me. That day was yesterday, and guess what... no tears! None. Just smiles.

Phew!

I'm deeply grateful for the gift this school has given us. My son is discovering all the wonderful things school has to offer. And he is growing emotionally and personally. It's why I wanted him in school in the first place. Turns out I was right about one thing. He is ready for school. He just needed a little help getting there.