Meraki Academy

12/16/2024

NOTE ADDED: the main message of this post is:

More and more, we are replacing authentic learning opportunities with forced, scheduled and synthetic "learning".
It boggles my mind that a social/emotional curriculum is replacing what is happening organically in child-led play.
Programs are literally STOPPING the authentic learning opportunities that are everywhere in child-led play in order to lead synthetic learning.
Enough is enough!!!

Instead of buying a "one-size" curriculum, adults need to attend trainings in order to have pockets full of various methods of handling a plethora of social/emotional moments.
How each situation is handled depends on the child(ren) involved, first and foremost. Consider what you know about the child, then choose the most appropriate method for THAT ONE child from the pockets full of possible methods.
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Here is the original post:

I struggle to see the necessity of social-emotional curriculum.

I see them as a complete waste of money, and a child's time.

I mean, really!!!??? The thought of stopping child-led play, where opportunities for social-emotional development are literally oozing out of every moment, in order to force children to sit down and listen to a story about children playing and the challenges they encounter is absolutely ludicrous.

Opportunities for MEANINGFUL opportunities for AUTHENTIC social-emotional awareness and development are happening ALL.THE.TIME. in CHILD-LED PLAY!!!

I believe in Bev Bos's quote: "The children are the curriculum" for all things. I can understand how people can struggle with that in some situations, but absolutely not when it comes to social emotional "education".

WHY not save money, respect a child's time and simply EMBRACE the organic, authentic and therefore MEANINGFUL moments?

We KNOW many things about young children and how their brains work and develop.

We KNOW young children are not capable of putting themselves in someone else's shoes. YET... social-emotion curriculums typically require children to so just that.

Holding up a picture of two children holding the same toy with sad faces and then attaching emotions to that, or asking children how they feel in that situation (that is NOT currently happening to them) is NOT a good use of a child's time.

HOWEVER...when that same moment happens organically....and the adult is PRESENT and IN-THE-MOMENT with the children and able to coach and guide them....THAT is a good use of a child's time and a TRUE learning moment.

Today, the children learned about MAD.

The moment involved me finding a pair of ear-protection that someone had clearly pulled apart....AGAIB. (This is not the first time this has happened, nor the first time this has been discussed.)

I won't sugar-coat it, I was very upset... in fact, I was mad.

My voice was obviously different than the children are used to hearing as I said "BOYS AND GIRLS, this is NOT okay. I dont care who did this, it just cannot happen again."

22 BIG EYES looked back at me. I looked at my oldest child who is in her 3rd year in my school and said "I dont think you've ever heard me use THAT voice have you?".
"Nope!"

"Do any of you know what emotion I might be feeling?". (my current group are ages 2-5)

My 5 year old said "You are mad."

"You are right. I am mad. It is not okay to break things"

Another child chimed in: "Denita, when I am mad I drink water and take big breaths" (and in telling me this, also taught the other children.)

"Oooh. That’s a good idea."

So, I did that. (and in doing so, modeled a good technique)

"You are right, that does help."

Another child: "When I am mad, I squeeze lemons"

"Oooh. Show me how to do that."

So she showed me (and in doing so, taught everyone) how to squeeze and open my hands.

I then said: "I was mad, but did I hit any one?"

"No."

Another child "You just told us what made you mad."

"Yes I did. It's really important to be able to say what makes us mad. AND...it's really important that we don't hit anyone when we are mad."

End scene....

I stand STRONG on the fact that NO amount of money spent on a curriculum could possibly be more effective than the gazillion REAL opportunities to foster the development of social-emotional awareness and skills.

ALL children, no matter their ability, learn best in REAL moments. Those that benefit from social stories: you can find those anywhere, and have them printed, ready to go IN THE MOMENT. This does not require the expense of a curriculum.

11/21/2024

What a great opportunity!

RISING SUN — Young entrepreneurs will be selling their creations at the 5th annual Cecil County Children’s Business Fair this Saturday, free and open to the public, at noon at

07/11/2024

Children learn how to be safe through practicing risk taking. Telling them to be careful or hovering or setting rules around the risk only sows the seeds of self-doubt. In doing those things we are projecting our own fears onto them and in effect communicating to them that because we don’t trust them to be safe in this situation, they shouldn’t trust themselves either. When they don’t trust themselves they actually make choices that are less safe than they would if they had the self-validation that comes only through exercising risk taking.

I was watching a boy playing around under the swings as a classmate was swinging. It wasn't a particularly risky activity in...

07/02/2024

I will never understand why adults feel the need to control "how many". Why are we not allowing children of all abilities to be trusted to own this process, offering support as needed per each unique child?

Is it because there MAY be conflict, and that makes adults uncomfortable?

I love what Teacher Tom says: "Those things they make adults uncomfortable during CHILD-LED play hold the greatest value for the child"

Is it because we don't trust, and instead, we live with a "they can't" mentality, I MUST do it for them?

Children absolutely need the opportunity to navigate social waters withOUT an adult right there to solve everything and make it easy.
Children NEED to feel trusted, they need adults who believe in them.

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07/01/2024

Risky play is so important developmentally! Children need to do dangerous things carefully!

06/30/2024

Developing resilient and mentally fit youth. Rebelling against low expectations.

Real-world experiences are a vital form of education for kids. More independence, free play, and responsibility in the real world are what kids need!

Get our Independence Kit 👉 https://ow.ly/4WU850SkuNF

05/16/2024

I post a LOT on this topic.
I am passionate about helping adults understand that sitting young children at a table and telling them what to do is a huge detriment to their development.

Children NEED to MOVE their whole bodies. That movement happens best through child-led play, where incredible social-emotional development also happens, quite organically. ZERO curriculum necessary. (Im looking at you social skills curriculum)

I think we forget what PRE means, and far too many do not understand human development.

PRE = BEFORE, PREVIOUS TO

EVERY movement a child makes IS pre-writing.

Rolling, crawling, standing, balancing, climbing, pushing, pulling, jumping, running, pumping, hopping, throwing, catching, walking, skipping, dancing, squeezing, grasping, picking, cutting and threading are ALL "Pre-writing activities"

*****PRE-writing lives authentically in child-led play. ZERO adult lesson plan nor directing required. In fact, adults who interrupt play with pre-planned activities often times actually get in the way of what a child is doing so effortlessly. *******

It is so simple, so natural....if adults would take the time truly understand how our bodies work.

When children have ample time(and by ample I mean AT LEAST five hours a day) to lead their own play, you can ✅ pre writing off the list.

Remember: Writing does NOT begin with the fingers and hands. It begins with the CORE. The core must be strong and coordinated and able to work together with upper back muscles, shoulders, biceps, triceps, forearms wrists, hands and finally fingers.

Writing is about more than just fingers and hands. Pre-writing stations that involve sitting and squeezing, threading, grasping and tracing is just an itty bitty part of pre writing.

I ditched adult-directed "pre-writing" 10 years ago...the results have been children who have bodies and brains developed through their play PLUS intrinsic motivation (their own reason to write) who can simply WRITE. No need for months/years of tracing letters or isolating a letter for a week. Children need bodies that are ready + brains that are ready + a meaningful reason to write. ❤️❤️❤️

04/12/2024

We have a few left in our forest.