STAR Tot

10/09/2026

https://youtube.com/shorts/_McTDgXvuh8?is=62UPZyqbCNl7tfy5

10/09/2026

https://youtube.com/shorts/_McTDgXvuh8?is=8d54oG1DC4XiuPSz

10/09/2026

🌿 Today’s Slow Play Theme: Guiding, Not Giving the Answer 🌿

Hello everyone! 👋 I thought I’d start sharing a little daily theme from my own practice to get us chatting, sharing ideas and learning from each other in here.

Today I’m exploring parent scaffolding through slow play. My wee learner is now in Primary 1 and beginning to develop her literacy skills, so I’ve been making simple wooden word pieces and turning them into little play provocations.

Rather than saying “this word says…”, I’m experimenting with stepping back, observing and asking questions:

✨ What do you notice?
🔎 What sound can you hear first?
🌱 Can you find another word that looks or sounds similar?

For me, this is where Reggio-inspired practice becomes really interesting at home — the adult doesn’t need to be the expert. We can become a co-learner alongside the child.

💬 I’d love to hear from you: What does slow play look like in your home today? It can be something tiny — drawing, building, collecting leaves, making up stories or simply noticing something together.

Pop a photo, idea or even just a sentence in the comments. There’s no right way to do it. ❤️

Sharon 🌈
The Teaching Artist behind STARTot

10/09/2026

Slow play meets early literacy 🌿🔎

I’ve been creating my own Reggio-inspired play provocations at home to explore alongside my Primary 1 learner.

Rather than asking her to simply read the word, I’m trying to scaffold the learning through curiosity. We look closely, sound it out together, move the wooden words around, search, match and notice patterns.

My role isn’t to give her the answer straight away, but to guide, wonder and explore alongside her.

A magnifying glass, some handmade wooden word pieces and a little invitation to investigate can turn literacy practice into slow, playful co-learning.

Today’s enquiry:
What happens when we give children time to discover the word rather than tell them the answer? 🌱

10/09/2026

Slow play meets early literacy 🌿🔎

I’ve been creating my own Reggio-inspired play provocations at home to explore alongside my Primary 1 learner.

Rather than asking her to simply read the word, I’m trying to scaffold the learning through curiosity. We look closely, sound it out together, move the wooden words around, search, match and notice patterns.

My role isn’t to give her the answer straight away, but to guide, wonder and explore alongside her.

A magnifying glass, some handmade wooden word pieces and a little invitation to investigate can turn literacy practice into slow, playful co-learning.

Today’s enquiry:
What happens when we give children time to discover the word rather than tell them the answer? 🌱

09/09/2026

What does nature sound like? 🌲🪵

Today’s slow-play enquiry explored three languages of materials — pinecone, wood and clay.

Tapping, rubbing, pressing and listening. Each material responded differently.

Inspired by Reggio Emilia and the Hundred Languages, we weren’t trying to make something. We were listening to what the materials could tell us.

What sound would you explore first? 👂✨

08/09/2026