Tamara's Play Studio

Tamara's Play Studio I host outdoor play camp sessions in our backyard "forest" with up to 10 children, ages 5 and up.

Tamara's Play studio provides social opportunities for elementary students in a beautiful, safe natural outdoor environment. Very small groups of no more than 6 meet to explore nature, art, science and more. I believe in true free play and welcome a mix of ages from 3.5 and up. Care will be taken to adhere to strict health screening and cleaning protocols according to current CDC Covid-19 protective measures.

08/13/2026
08/09/2026

😊❤️

Camp Chronicles – Week  #5It was cool to begin the week... temperature-wise, which was a nice change. For me, it meant t...
08/02/2026

Camp Chronicles – Week #5

It was cool to begin the week... temperature-wise, which was a nice change. For me, it meant thinking less about mitigating the heat with water play, shade, and constant water-drinking reminders.

There is actually quite a lot of thinking ahead that goes into anticipating the needs and interests of each day. Just because I don't plan and instruct activities doesn't mean I don't put thought into what I put out for engagement. I observe what has sparked interest and build from there.

For instance, after we had our chimney work done, several children became fascinated with the bricks. So I ordered a set of mini bricks and put them out this week to see where their curiosity would lead.

By the end of the week, the weather warmed up again. We had a "spa foot soak" with bath bombs.

Several boys designed and built boats out of popsicle sticks. One child asked if I could bring some small water bottles next week to use as pontoons. Absolutely—I love when the children inspire the materials for the following week.
Others chose sprinkler play and water sprayers, while some mixed concoctions in the mud kitchen, played cards, or studied rocks. Everyone was doing something different during the very same time period.

To me, that's one of the beautiful things about freely chosen play. Children are matching their energy level, mood, interests, and current abilities with the activity they choose. That opportunity is actually quite rare, and learning to recognize and respond to your own internal needs is a skill in and of itself.

Two weeks off for me!

We will catch you then!

Tamara

More Musings, by TamaraI think we sometimes forget that nature really does know what it's doing. In particular it protec...
07/27/2026

More Musings, by Tamara

I think we sometimes forget that nature really does know what it's doing. In particular it protects itself.

That thought came back to me because of a tiny little pine cone I found in the south of France. It was unbelievably small and sweet, just lying on the ground. I picked it up as a souvenir and set it on the dashboard of our rental car.

It was southern France in the summer. The car became an oven whenever we parked it.

One day we stopped for cold drinks and ice cream, wandered around in the shade for a while, then returned to the car. We turned on the air conditioning and started driving. That's when I noticed my little pine cone had changed.

It had opened.

Not just a little—it looked as though it had clicked open., it looked geometric and the spaces that opened up released seeds like a vending machine.

Curious, I looked it up later.

Some conifer cones don't release their seeds until temperatures become extremely high—sometimes only during a forest fire.

Imagine that.

Some cones spend their entire existence carrying an emergency plan.Instead of resisting fire, it prepared for what comes after. The very event that looks like destruction is also the signal for new life to begin.

Forests burn.

And forests grow back.

Nature planned for both.

That reminded me of another story. Someone described observing a beaver. They were surprised as it was not building, foraging- you know, busy - as in the saying "busy as a beaver". It was instead just floating, resting and pllaying around. Loligagging.

Even nature pauses.

Even nature plays.

If the forests know when to rest, if beavers know when to stop working, and if pine cones know exactly when to open, perhaps we should be a little more humble before assuming we know better.

We are part of nature, not separate from it. I belive nature knows the protective properties of play and leisure. Not just for children. We cannot run at full capacity always.

Yet we often try to override the rhythms that have shaped life for millions of years. We fill every empty moment. We hurry children. We treat leisure as laziness and play as optional.

Instead I think it's by design. A built in release valve. Play is necessary to open the mind and release ideas, and to move the body in unexpected ways as well as access freedom of choice.

I THINK children don't need us to constantly attempt to improve upon nature.

Maybe they need us to notice it and lean in.

To relax...

After all, we are nature too.

You can't force bravery. You can only create the conditions where bravery feels possible.It's okay to let your foot off ...
07/24/2026

You can't force bravery. You can only create the conditions where bravery feels possible.

It's okay to let your foot off the gas.
Sometimes it's okay to stop pushing.

Parents, caregivers, and teachers—hear me out.

You can pause. You can back up. You can choose connection over proving a point.

Call it "giving in" if you want.

I know some of you are already preparing to disagree.

"If you give them an inch, they'll take a mile."
"Don't spoil them."
"They need to get used to what the real world expects."

I understand those concerns.

Today, a child became frustrated because a project wasn't turning out the way they imagined. They folded their arms, stomped away, and sat alone on a swing.

Because I know this child well, I didn't follow them or insist they come back. I knew they needed some space to regain their composure.

When they returned, I asked if they wanted some help.

They answered with a defiant, "No."

They wanted someone else to make it for them.

I smiled and said, "I wonder if I helped you just enough that you could finish it yourself. I bet you'd feel really proud."

They folded their arms again and turned away.

A little while later, I noticed they had a finished project.

"Hey, it looks like you have one now!" I said. "Did you have ____ make it for you?"

I think they expected me to be disappointed.

Instead I simply smiled.

"Awesome. If you ever want to try making one yourself another time, I'd be happy to help."

That was it.

No lecture, guilt,

No guilt.

No power struggle.

Respect sounds different from condescension, and children notice the difference.

As I walked away, I had the feeling that something important had happened between us.

Not because he had made the project.

Not because I had taught him a lesson.

There was simply a quiet understanding between us. A kind of kinship.

It felt like an exhale.

Not a literal one, but a relief that seemed to move in both directions.

He no longer had to defend himself, and I no longer had to convince him.

For that moment, we were simply two humans who understood each other.

I respected where he was.

He knew I would still be there if he chose to try another day.

Bravery cannot be forced.

You can force compliance. You can pressure, persuade, reward, or insist. But you cannot make someone feel brave.

You can only create the conditions where bravery feels possible.

Sometimes protecting the relationship is more important than winning the moment.

Because children don't borrow courage from pressure.

They borrow it from people.

And when they know they are accepted exactly where they are, they often discover the courage to stretch themselves when they're truly ready.

- Tamara

07/23/2026

❤️❤️❤️

07/18/2026
07/12/2026

My latest post is me playing with ideas in an attempt to capture the complexity of play - to communicate that play is a state of being not things we do... and that as educators and parents (and people in power) we need to think about creating the conditions for the state of play, and nurturing the capacities needed to be in a state of play (especially together with others)
https://suzanneaxelsson.substack.com/p/the-periodic-table-of-original-learning

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Kenmore, WA
98028

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