Doodlebugs

Every time we correct, direct, or “fix” a child’s art, we send a subtle message about trust, in which our children learn that their ideas are less valuable than ours. They start to believe there is a “right” way to create, which slowly chips away at confidence, curiosity, and intrinsic motivation, which are the very traits that drive real learning.

It’s often said that crafts help children build fine motor skills or learn to follow directions, but those benefits are limited when the materials and steps are already predetermined. Most crafts involve only a few pieces that must be used in a specific way, leaving little room for variation or genuine skill-building. Open-ended materials meet children exactly where they are in both ability and interest. They allow for broader movement, coordination, and experimentation — and because there’s no fixed end product, children work longer, revisit ideas, and deepen understanding.

And while following directions is part of daily life, children already spend much of their day doing just that (listening, lining up, cleaning up, sitting down, transitioning, etc.). What they need far more of is time to think and do for themselves, to plan, make decisions, and act on their own ideas. That is what grows the brain.

Research shows that creativity and problem solving thrive when children have autonomy, choice, and open-ended experiences. Studies on motivation and development (Deci & Ryan, 2000; Kim, 2011) reveal that when children are free to explore without correction or comparison, they show higher creativity, longer engagement, and stronger critical thinking.

Before we hand out pre-cut shapes or guide little hands toward a “perfect” product, it’s worth asking: What is my child really learning from this?

And if you need some more guidance on open-ended provocations, our mini course can be a great support!Comes with 1.5 hours of PD credit too. Explore more here: https://www.weskoolhouse.com/product-page/invitations-provocations-sensory-rich-experiences

While knowledge is what we know, imagination opens endless possibilities. 🌍

✨ Read about myths about the uncreative child here: https://neurochild.com/library/the-myth-of-the-uncreative-child/

What has gone DOWN (the things children need for healthy development)

- Unstructured play

- Outdoor time

- Physical movement and gross motor activity

- Sensory-rich experiences

- Free exploration without adult micromanaging

- Peer interaction and mixed-age play

- Secure, consistent adult responsiveness

- Predictable routines and daily rhythm

- Rest, sleep quality, and downtime

- Opportunities for risk-taking & problem-solving

- Hands-on learning and real-world experiences

- Face-to-face communication & relational attunement

- Community support and extended family involvement

- Teacher autonomy and developmentally appropriate practice

- Child-led learning and intrinsic motivation

What has gone UP (the things that hurt development)

- Sedentary time

- Screen time and digital overstimulation

- Adult-directed, high-pressure activities

- Worksheets & academic pushdown

- Overscheduling and constant transitions

- Tight supervision that limits autonomy

- Household and societal stress levels

- Sleep disruption from screens & overstimulation

- Environmental noise and sensory overload

- Processed foods and irregular eating rhythms

- Isolation from peers and community

- Expectations that exceed developmental capacity

- Reduced recess and shortened outdoor play

- More time indoors & less exposure to nature

- Higher parental stress, burnout, and emotional dysregulation

These shifts are not random. They explain exactly why we are seeing more dysregulation, more big behaviors, and more children struggling to cope in environments that no longer meet their developmental needs.

We have to fight for what children truly need and deserve.

A child’s “difficult behaviour” is often a nervous system asking, “What happens next?”

When mornings are rushed, plans change without warning, play ends suddenly or bedtime feels different every night, children can feel overwhelmed before they have the words to explain it.

Simple routines don’t need to be strict or perfect. They give children something powerful: predictability.

Knowing the usual order of the day can help children feel safer, reduce worry, make transitions easier and build confidence to do more independently. A familiar morning checklist, a consistent after-school wind-down or a calm bedtime rhythm can make a bigger difference than we realise.

The goal isn’t control. It’s connection, preparation and reassurance—especially on the messy days.

FREE WHY ROUTINES REDUCE STRESS IN CHILDREN POSTER

LIKE the photo and comment "STRESS" and we will send you a message with a link to a free PDF of this resource.

Can we please retire the idea that babies are manipulating adults? They aren't.

Babies lack the cognitive development required for intentional manipulation.

Manipulation requires sophisticated executive functioning, including planning, inhibitory control, working memory, cognitive flexibility, and perspective-taking (understanding another person's thoughts, intentions, and emotions). It also requires the ability to intentionally modify your own behavior to influence someone else's.

An infant's brain isn't capable of that.

Instead, babies cry because they need something. Hunger. Fatigue. Pain. Fear. Safety. Connection. Co-regulation. Crying is one of the only ways they can communicate.

Human babies are born remarkably neurologically immature. Scientists refer to this as secondary altriciality—meaning much of early brain development occurs after birth. From an evolutionary perspective, babies are biologically programmed to remain close to their caregiver because proximity = survival. Even when every physical need has been met, they still need connection.

When a baby is left to cry, the amygdala signals that something is wrong & activates the HPA axis, releasing stress hormones such as cortisol. Because the prefrontal cortex, the part of the brain responsible for regulating emotions & stress is still profoundly immature, babies can't calm this response alone.

They rely on a regulated adult to bring their nervous system back into balance. This process, known as co-regulation, literally helps build the neural pathways that eventually allow children to self-regulate independently.

Babies may eventually stop crying because prolonged stress causes the nervous system to conserve energy, not because they've learned to self-soothe or no longer need comfort.

We need to stop making assumptions that babies cry to manipulate adults or that responding to them will spoil them. These misconceptions aren't harmless. They shape how parents, caregivers, & teachers respond to babies during the most critical period of brain development, and can undermine the secure, responsive relationships that the developing brain depends on.