I have always loved children. As the oldest of four children in my own family, I watched after my siblings with care and sought to help my mother when I could. Most of the weekends of my teen years were spent babysitting for families in the neighborhood, and I loved every minute of it. I'm now at the age when I can start my own family and a lot of my friends already have children. I have watched in awe as my childhood friends began to raise their little ones, and I have also watched them struggle along the way. My eyes were truly opened to the many struggles parents face, every day.  As someone who plans to become a mother, I took what I observed to heart. Parenting is hard! It's a full-time job, and my friends were also working outside the home so that they could provide for their families, which was even more draining. Some had family nearby that could help, but oftentimes, they lived too far from extended family to get the help they so desperately needed. I turned this reflection inward - what could I do to help my friends along their parenting journey, especially as someone without children who couldn't understand exactly what they were going through?  Jump to:  Helping Parents by Becoming Their Village  What Do Parents Actually Need? Are You a Parent Looking for Support? Helping Parents by Becoming Their Village  Have you ever heard the phrase, "It takes a village to raise a child?" While I knew of the phrase, it didn't sink in until recently. Children need a village. Parents need a village. They need support as they navigate this new path of life. People used to have a village, with their local community and extended family offering help with childcare, meals, and much more. However, in our increasingly individualistic society, those days are dwindling. Parents often live away from extended family due to external circumstances, and it can be awkward to reach out to friends and family to help, especially since they may feel like their friendships may be strained due to their limited time and energy.  This concerned me and I wanted to help. I realized that some of the best service I could offer was my time. It was hard for my friends to accept my help at first. One such friend, who I met in an adult ballet class in my local community, lived in my neighborhood. She had extended family who lived an hour away, so she would only ask for their help to watch her children when she really needed it, but she expressed that sometimes she wished she could just run to the store on her own. I offered to watch her daughters, to which she said it wasn't necessary. I repeated my offer and reassured her that I understood her very real and valid struggles and that I would love to help whenever she needed me, no questions asked.  While it took over a month and several offers for my friend to accept my help, I was glad that my friend trusted me enough to let me be her village. I was able to support her and her family as they navigated challenges, including the loss of a loved one, welcoming a new baby, and her girls starting at a new school. Our friendship grew stronger, and watching her daughters became the highlight of my week.  One of her concerns in accepting my help was that it would strain our relationship. She didn't want me to feel like she was taking advantage of me, or that our friendship was going to become one-sided. She wanted me to feel like a friend, not a babysitter. I reassured her that I only offered the help I was truly willing to give and that she was still a wonderful friend. We discovered that our friendship actually grew and strengthened due to the increased time we saw each other. She was there for me during a difficult time when my husband was at an internship several states away, and her family invited me along on their outings when I was feeling particularly lonely.  Becoming the village for my friends is one of the most rewarding parts of my life. It has provided meaningful connections and given me joy I could have never expected.  What Do Parents Actually Need? Helping parents in your life can be incredibly rewarding, but also tricky. How do you offer your help in a way that isn't condescending or uncomfortable? How do you set boundaries so that you don't come to resent being asked for help? How do you know what is actually helpful? I also had these questions, and sometimes I still do! Each family is unique in their challenges and needs. I've found that it can be easier to navigate the awkwardness by being open and asking your friends what they would consider helpful.  For example, I brought up the subject by expressing my desire to become a mother, and asking my friend what some of the most challenging aspects of motherhood were for her. Based on her answers, I asked how one could support her in those aspects, and offered her my help.  We asked our audience recently what would feel the most supportive as parents. Here are some of their responses:  "Someone offering to watch baby so I can sleep!"  "Time to myself! Time out of the house." "A pamper myself kind of day." "[I have a] medically complex child. Meal trains after hospitalizations are amazing and so supportive."  "Someone bringing over a meal or lunch options (and paper plates!)"  "Having friends ask to watch my kids at their house."  "Food. Groceries, snacks, and non-takeout meals."  "Getting to take a bath!" "Coffee" Are You a Parent Looking for Support? These days, it can be tough to find support. It can be awkward and vulnerable to ask for help, and you may feel like you are a burden if you do accept kind offers. You may feel isolated and that you do not have anyone to turn to for support. Thankfully, there are places that you can turn to that already have a built-in community. There are local community groups for parents, faith-based groups, and online groups.  Here are some places you can search for a community:  Parents Helping Parents Wild and free Church groups Local Facebook groups or mother support groups- Search by location on Facebook ("City Name Moms", "Moms of [City/Neighborhood]", etc) Community centers Meetup.com Parent-specific fitness classes MOPS (Mothers of Preschoolers) Hike it Baby Moms RUN This Town  Your child's school or daycare Start your own! Follow your interest and do a book club, a meal exchange, a walking group, a play group, etc. Just as I have found fulfillment in helping the parents in my life, there are countless others ready to walk with you on this journey, whether it be friends or people in your community you have yet to meet. 

Sprout worked with a licensed professional counselor to get insight into emotional regulation in children. She is currently finishing up a PHD in counseling and works with children at a nonprofit in their child development center. When asked about different ways that different ages of children are able to self-regulate she shares: "Emotional regulation abilities develop gradually throughout childhood and adolescence. While there is variability among individuals, here is a general guideline for the appropriate level of emotional regulation at various age levels:  Infancy (0-2 years): Infants begin to learn basic emotional regulation skills, such as self-soothing and seeking comfort from caregivers when distressed. They rely heavily on external regulation from caregivers to manage their emotions.  Early Childhood (3-5 years): Preschool-aged children start to develop more sophisticated emotional regulation skills. They can label and express basic emotions verbally, although they may still struggle with controlling intense emotions like anger or frustration. They may use simple coping strategies like taking deep breaths or seeking comfort from a trusted adult. Middle Childhood (6-11 years): Children in this age range continue to refine their emotional regulation abilities. They become more adept at recognizing and managing a wider range of emotions, including complex emotions like jealousy or disappointment. They can use cognitive strategies such as problem-solving or perspective-taking to regulate their emotions.  Adolescence (12-18 years): Adolescents make significant strides in emotional regulation as they gain more self-awareness and impulse control. They can understand and regulate their emotions more effectively, although they may still experience mood swings and intense emotions due to hormonal changes and social pressures. They may also begin to develop more sophisticated coping strategies, such as seeking social support or engaging in activities that promote relaxation and stress relief.  It's important to note that individual differences exist, and children may develop emotional regulation skills at different rates. Additionally, environmental factors, such as parenting styles and social experiences, can influence the development of emotional regulation abilities. Providing children with support, guidance, and opportunities to practice emotional regulation skills can facilitate healthy development in this area."    To support children in developing emotional regulation, caregivers can introduce tools such as mindfulness exercises, emotion cards, or calming techniques like deep breathing. Additionally, modeling healthy emotional regulation and offering consistent, empathetic responses to a child’s emotional needs can significantly enhance their ability to self-regulate over time.    By fostering a nurturing and responsive environment, we can empower children to manage their emotions and navigate challenges with resilience and confidence.

I'm Annie Hays! I have been working with young children in a Montessori setting for nine years, and love implementing the philosophy at home with my little boy. I hold a Bachelor’s degree in Human Development & Early Childhood Education, as well as a Montessori teaching credential for ages 3-6, and I love what I do!   Organizing toys for my three-year-old is quite different from preparing a classroom, but a home can still be a Montessori-inspired space. When it feels like we’re drowning in toys, I prioritize these three tenets of a child-centered space: keeping his things accessible, functional, and inviting. For us, having an open, low shelf in our living area works best, so that while we are doing our work in the kitchen or on the couch, he can do his work close by. Just like in a classroom environment, a low and accessible shelf helps children see where their activities go and learn to put them away when they are finished. Paradoxically, having fewer options available leads to more meaningful play. To set up a child-centered space conducive to independent play, try using a toy rotation system, choosing one thing from each of these categories:  Something to Build Something to Solve Something to Create Something to Pretend Something to Read Something From Nature to Explore Something to Build Open-ended play encourages creativity and collaboration, invites concentration, and fosters problem-solving skills. We rotate through wooden blocks, magnetiles, a marble run, or train tracks to build big structures - and of course, knock them over when we’re done! While I don’t suggest using bins of toys (they just invite dumping) I find my biggest basket or wooden box so that it can hold as many pieces as possible. I always make sure it’s a sturdy box with handles, but small enough that Pete can independently carry it to a work mat when he’s ready to play. This also ensures that clean-up is reasonable for a 3-year-old since we only have a limited amount. We observe his play to see when it’s time to change it up - but haven’t rotated out his marble run since Christmas! Something to Solve On the flip side, toys with an end goal and a clear purpose are self-correcting, and help children identify their own mistakes. We can make these more inviting by leaving a puzzle undone - as an invitation to be solved. These materials build frustration tolerance and task persistence as children work toward the end goal. Our job is to observe without correcting, assessing their level of mastery. If they catch their mistake, we know they are closer to mastering the material, and ready for more challenge. If they don’t notice the control of error, we make a mental note of that but don’t interrupt. We support them just enough to get through the tricky part but always allow them to finish the task themselves, so they have the feeling of: I did it! Through observation, our job is to select something for our children to solve that’s not so easy that it gets misused, but not so hard that they get overly frustrated and want to give up. Of course, it’s always fun to complete something you know you’re good at, so we rotate puzzles in and out that Peter has mastered before. When he hasn’t seen it for a while, it feels like a new toy! Something to Create I love providing a stack of blank paper at Peter’s level so he can help himself anytime he wants to make a love note, a birthday card, or just create something to hang on the fridge. We select a few art mediums to have available, assessing his fine motor skills and looking for a proper pencil grip. Stickers are great for practicing pinching - just remove the white background sticker to set them up for success! Rock crayons and stubby pieces of chalk encourage proper pencil grip - we waited to introduce long crayons and pencils until we saw he had created a good habit of holding a writing utensil properly. His Montessori teacher in toddlers gave him a lesson on using triangular crayons, and he has used a proper pencil grip ever since! Rotating through paint sticks, wax crayons, and watercolors keeps these invitations fresh, and we love watching him add his little monogram “P” as a signature to each of his masterpieces. Of course, we also have magnets available at his level on the fridge for him to display any of his artwork! Something to Pretend Young children love mimicking the world they see around them, and they often process situational questions and emotions through pretend play. In Montessori, we lean into reality since young children are so fascinated with the natural world around them. Try selecting animal figurines that are anatomically correct over cartoons. Offer vehicles of community helpers that your children see driving around the neighborhood. Try finding child-sized but functional tools they see adults around them use. Of course, having baby dolls available (to girls and boys!) is always a lovely invitation to practice nurturing care. I put our costumes in this dramatic play category as well — Peter loves wearing a white coat when he uses his doctor kit, a firefighter jacket with his trucks, and butterfly wings whenever we go to dance class. He also loves the mermaid dress he picked out at the store, and we’re excited to lean into fantasy even more around age 6 when he enters the second plane of development! Organizing these dramatic play items into individual baskets (and offering one at a time) leads to less clutter and more productive play.  Something to Read Storytime is an essential part of our bedtime routine, and we also love sprinkling books around the rest of Pete’s environment. Placing books front-facing makes them a little more inviting, especially as we rotate them frequently. We display books on his toy shelf, in his little playroom, and we set up a little reading nook with a rocking chair at the top of the stairs. Pro-tip: when I’m tired of reading a bedtime book for the millionth time, I move it from his bedroom bookshelf to his independent reading basket. This makes the rocking chair more inviting for him, and then together, we get to read something new(ish) from a fresh rotation. There is also a little book basket in the restroom to use as needed, (game changer during toilet learning!) and another stack of books under our coffee table. We can’t get enough - especially keeping them accessible and inviting! Try keeping a library of all your books in a closet, then rotate through a few books at a time, creating a cozy spot to read together or on their own.  Something From Nature to Explore While nothing can replace outdoor play, we love bringing life and nature into Pete’s environment.  We have various jars and dishes full of treasures we have collected on nature walks, most of them as simple as a handful of acorns or a row of rocks displayed on a shelf. He also has a watering can accessible to him to help us care for plants that are within reach. When he was 1-2 years old, we had a few soil spills here and there, where we consistently redirected playing with plants to watering them instead and sweeping up the dirt together. Nowadays, I can’t remember the last time he misused the plants that are still well within his reach. Try sprinkling your child’s environment with real things from nature to examine, sort, and collect, helping them connect with the world around them.  A Few Final Thoughts:  If you’d like to prepare a child-centered space, start simple, sort by function, and then observe the child at play to see what adjustments you’d like to make! Maybe something isn’t as functional as you envisioned and needs a little change. Maybe the materials are too hard for the child so they get overly frustrated, or perhaps they are too easy - so they get mistreated. We use observation to guide our decisions as we prepare a child-centered environment that invites exploration, concentration, and most of all, meaningful play.    I absolutely love curating a space to be accessible to young children, functional for their little hands, and most of all, inviting to their curious minds. Feel free to follow along with my professional and parenting journey on Instagram @tinyhumans___ and drop any questions below. Happy preparing! 

I'm Annie Hays, and I'm excited to share a how-to guide on creating child-centered spaces. I have nine years of experience working with young children in a Montessori setting, with a Bachelor's degree in Human Development & Early Childhood Education, along with a Montessori teaching credential for ages 3-6. When preparing a child-centered space, our goal is for the child’s environment to be: Accessible  Functional  Inviting  We create moments of learning by setting up provocations for a child to be drawn to an activity, explore the material, and achieve their self-directed goals. Then, we sit back and observe as this valuable play builds up confidence in their capabilities.  My first step is to sort materials by function, always keeping these three tenets in mind: how can I make this functional, accessible, and inviting to this particular child? Jump To: A Note About Breakable Materials Why Shelf Work? Areas in a Classroom Art & Practical Life Geography & Peace Botany & Zoology Math & Sensorial Language & Penmanship A Few Final Thoughts   A Note About Breakable Materials Trusting children with beautiful things helps even the youngest ones learn to treat materials with care. When we are kindly consistent and lovingly firm, fragile materials help busy hands become gentle and purposeful. Young children become much more intentional with their movements when they have to be delicate and precise. Of course, we keep reasonable expectations of the way children experiment with materials, make little mistakes, or even test limits. It’s important to minimize our gasps and reactions, as well as shameful responses when something inevitably breaks. But when this happens, children witness the natural consequence of rushed or mindless movements, coming to understand the importance of intentionally caring for our things. Since young children notice the tiniest details, we opt for wood, ceramic, or woven materials that showcase true beauty. There are many affordable options at thrift stores and second-hand shops, and looking for tiny treasures for tiny hands makes preparing the environment so much fun! Why Shelf Work? When toys and lessons are down low and accessible, children often help themselves to complete their self-directed tasks. After they are done, putting their things away isn’t such a big ask when there is a place for everything and everything is in its place. In a functional and orderly environment, children can see where each lesson goes on the shelf, and reach their next choice with ease. Both at school and at home, putting things away is an expectation that we always follow through with, until it becomes a habit. Building community is at the heart of what we do, and that means we work together to take care of our things. Sprout Washing Station Areas in a Classroom Art & Practical Life  Geography & Peace  Botany & Zoology Math & Sensorial Language & Penmanship  Whatever space you are preparing, our goal is for children to have the freedom to choose their work and play, find focus and concentration as they engage, and achieve their small yet important goals. In Montessori, we sequence materials on the shelf starting with the most simple activities, gradually increasing in difficulty as we move from left to right. As children move through the environment, our job is to ensure every detail is functional for their tiny hands. We try to avoid hiccups along the way that might disrupt their flow of concentration. We select trays and baskets that can be carried to a workspace successfully and choose something with just the right amount of challenge so they can accomplish their task with the materials provided. We offer support as needed but step back to let them see what they are capable of when the environment is prepared specifically for them.  Art & Practical Life These activities are designed to strengthen hand-eye coordination, fine motor skills, concentration, and independence. It helps to isolate each activity on a tray, including all of the tools they will need to accomplish that particular task. This allows the child to carry the whole activity to their workspace (at a child-sized table, work mat on the floor, or chowki) and have everything they need within reach. Color coordinating the dishes and materials helps keep each activity organized and appeals to the young child’s sense of order.  On the practical life shelf, we invite children to try tasks that adults often rush to do for children, such as pouring, scooping, zipping, self-care, and preparing food. We offer mirrors at the child’s level to help them practice blowing their nose, place dustpans and towels in a predictable place to clean up any spills and provide other invitations to explore their capabilities within daily life tasks. Rather than using pretend tools or pretend food, try offering child-sized but functional tools, such as a screwdriver, hair brush, or strawberry slicer. After modeling how to use it properly, watch the child’s concentration and task persistence grow as they learn what they are capable of! In art, working with the whole hand comes first, such as using playdough, stamps, or dot markers. As the sequence continues, we offer tools with increasing difficulty, such as using a glue stick, shaped hole punchers, crayon rubbings, painting water with a large brush, using paint with smaller brushes, followed by using scissors. Whatever art materials you have available, try separating them into trays to make the activities accessible, functional, and inviting. Having a small stack of paper that goes along with each art project helps them get it ready for the next person when they are done!  Geography & Peace This curriculum is designed to help children learn that we are all part of one interconnected whole, helping them become conscious and contributing community members. Adding a globe at the child’s level for them to spin, examine, and study teaches the elements that the Earth is made of, and helps children understand early on that we share our home with many other living things. Our goal is to fill the environment with life, including plants all around the room and a class pet, if possible, inviting children to help care for them. Adding real photos of the architecture, landmarks, cuisine, traditional clothing, and animal life across continents appeals to children’s curiosity about the real world around them. We also love collecting beautiful, cultural artifacts for children to explore, some for display, and others to examine, organize, wear, and play with. We introduce the flora and fauna native to each continent as we study, and focus on exposure to a variety of cultures around the world.  Here are the continent boxes from my classroom at Soaring Wings Montessori School. We bring them out as we study the continent, and keep them on the shelf for children to learn from! My favorite moments are when an artifact or two gets mixed up, and a child notices the mistake. “Silly panda, you don’t live in North America! Let’s put you back in Asia…”  In the peace corner, we offer activities for emotional regulation, as well as conflict resolution with peers. I love including a mirror at the child’s height, and laminated photos of children with a variety of emotions (happy, sad, calm, silly, frustrated, lonely, shy, overwhelmed, peaceful, etc.) to help them label their feelings. Try offering a basket of fidgets, a wooden labyrinth, a weighted beanbag, and of course a pillow to make it a cozy place to relax. This can be a wonderful space for children to retreat when they are dysregulated (although it is never a time-out), a place to spend some time after completing a big project, or just a fun area to spend some time whenever they are in the mood.  Conflict often gets a bad rap, since we just want children to “get along.” However, every healthy relationship where everyone is being truthful and standing up for their needs will lead to disagreement. Conflict is an excellent learning opportunity for children to stand up for themselves, set boundaries with friends, and find a compromise. Every Montessori classroom has a peace object, often a rose, that indicates when it is your turn to talk. When children find themselves in a disagreement, they are encouraged to have a peace talk where they each have a chance to share how they feel, and what they need. Adults often facilitate these talks as a mediator, but sometimes children find a solution all on their own. Try finding something special that the child can hold when they need others to listen, (since ours is the turquoise class, our peace object is a turquoise heart), and as they resolve conflicts, coach children in setting boundaries, such as: “I’ll play with you when you listen to my ideas too.”  “Right now I need space, but let’s have a snack together later.”  “I don’t appreciate being shouted at. When you speak to me softly, I will listen.”  Although this generally occurs in a classroom between children, don’t underestimate the power of introducing a peace object at home, too! This can add some really helpful structure to finding a compromise between parent and child.  Botany & Zoology Children are innately curious about the natural world around them, and young children are in a sensitive period for tiny objects. You may have noticed a collection of tiny woodchips or pebbles that seem insignificant to us, but very important to a young child. Let’s lean into this interest, and prepare these collected nature treasures on a tray with a magnifying glass, as well as realistic animal figurines and real photographs as we introduce each family in the animal kingdom. For instance, we display a variety of feathers for children to examine and compare when studying birds, we offer a basket of snake skin for children to gently touch when we study reptiles, and we often take a trip to a local farm when we study mammals.  Learning about the needs of plants (and caring for them around the classroom) helps children connect with living things and find awe in the world around them. Try collecting nature treasures together, and conduct research according to their interests. In Montessori classrooms, we prepare activities to dive deeper into the study of seeds, roots, flowers, fruits & vegetables throughout the year, conducting science experiments and learning the real, scientific terms of each living thing as we go.  Math & Sensorial When preparing academic materials in the classroom, making them inviting is key! Minimizing clutter and using woven baskets, wooden trays, and ceramic dishes to display activities in sequential order makes all the difference. When you notice something is collecting dust on the shelf and is rarely chosen by your students, try displaying it in a new basket or a different spot on the shelf to see if these small details appeal to the children.  Our goal in the sensorial curriculum is to help children refine their senses, and invite them to compare and contrast tiny details in an effort to prepare their mathematical mind. Concrete experiences with counting are paramount in the early years as they memorize numerical symbols, and eventually learn to understand math in abstract concepts. These materials aren’t usually rotated out throughout the year, because there will be children at different stages of the curriculum at all times. We utilize beautiful baskets and trays and switch out counting objects seasonally to keep this curriculum area fresh and exciting! (i.e. counting rose petals for Valentine’s Day, pumpkin seeds around Halloween, or glass gems that are so inviting for young children to hold.)  Language & Penmanship Welcoming children to the world of reading is an exciting opportunity for educators. Using visual discrimination exercises, sound games, alphabetical symbols, and tiny objects, our goal is to make language learning playful. We rotate the options frequently so that materials are fresh and exciting, with a variety of things to try. Preparing this part of the classroom can be tricky since there is a wide variety of skill levels in an Early Childhood environment, so we need to have many different materials available. We try our best to minimize clutter and highlight hands-on experiences with letters and sounds. In Montessori, we use tiny objects to help children break down words into phonemes. As they begin to memorize alphabetical symbols and their correlating sounds, we introduce blending and offer them tiny objects to spell with the Moveable Alphabet. Encoding words often comes first, followed by the ability to sound out phonetic words, and decode the messages all around them!  In this curriculum area, try separating language skills from penmanship skills. Some children have the hand strength to copy over anything with beautifully legible penmanship, but they struggle to remember letter sounds independently. Other children begin reading seemingly effortlessly but get frustrated holding a writing utensil to write their names. When we isolate these two skills, we can focus on the child’s biggest challenge. Do they need to scribble and draw more often with rock crayons and stubby chalk to get in the habit of using a proper pencil grip? Or do they need to repetitively trace the sandpaper letters, (studying 3 at a time)  to memorize what sound each letter makes? Assessing the child through observation is our job as educators. As we pin down which skills the child needs to master next, we prepare the environment in a way that calls to the child: making it inviting and fun, accessible and within reach, and of course, functional for them to continue their growth and learning.  A Few Final Thoughts As you prepare your own child-centered space, it might be easy to feel overwhelmed. Remember that you can keep it simple, sort things by function, and make adjustments as you observe your child! Don’t be afraid to change materials or activities to better meet their needs. Observation can guide decisions as you prepare a space for children that invites exploration, concentration, and most of all, meaningful play.  Preparing the environment is my first task as a Montessori guide, and it gets easier. I love curating spaces to be accessible to young children, functional for their little hands, and most of all, inviting to their curious minds. Email me at annie.hays.tinyhumans@gmail.com to book a consultation in your classroom or your home environment, and follow along with my journey on Instagram @tinyhumans___. Happy preparing!

This video takes you on a tour of the Orlando Montessori Bilingual Academy, highlighting their use of Sprout furniture. It highlights their experiences and insights on outfitting their school with this specialized furniture, and getting customized furniture for their space. 

Why Cook with Kids?  Learning to cook teaches many different lessons such as learning to do things in a certain order, weighing and measuring, fractions, time management fine motor skills, and an introduction to various new foods. Beyond that, though, including kids in the kitchen can provide opportunities for bonding and connecting, which can be powerful influences on their security and development.    How to Cook with Toddlers In any new environment or situation, teaching and modeling consistently is important. For children, everything is new, and as the parent you get to choose what boundaries to set.  Set your child up for success by providing a way for your child to reach the counter. Whether you use a step stool, or an item like the Toddler Tower, ensure it is on a stable surface that cannot easily tip over. Read more about Toddler Tower Safety Tips!  Kitchen Safety for Kids As you prepare to cook with your child, teaching them kitchen safety is just as important as teaching them how to cook, and many injuries can be prevented by following safe practices.  If your child tends to grab things off the counter, you might consider preparing the space so that they have a few safe items within reach, and other items have been moved out of the way (think of mixers, blenders, adult knives, etc).  The Toddler Tower can be helpful as children practice hand washing, especially after handling raw ingredients. Other things to consider are proper knife usage, being aware of the hot stove and/or oven, and handling breakable materials carefully. If you're looking for tips on introducing breakable materials to small children, our breakable materials blog has some helpful ideas!  Teaching Kids to Cook When you start to include your child in the kitchen, plan for things to take longer than they would if you were to do it yourself. Remember, it's more about the time invested and skills learned than the actual outcome of a recipe. As you introduce your child to various aspects of cooking, it can help to start with basic skills and then build upon them over time. When they are trying something new, recognize that they will likely not get it the first time or two, but that does not necessarily mean you need to step in. You can observe and wait for them to ask or slowly show (not tell!) them how to do it again.  Tasks for Kids New to Cooking: Pouring or dumping pre-measured ingredients Stirring Scooping ingredients out of their containers Sprinkling cheese Shuck corn Mashing bananas Put liners in a muffin tin Wash fruit and veggies Observing   Cooking Tasks for Children with More Experience: Cracking eggs Buttering bread Peeling fruits and vegetables Shredding ingredients such as cheese  Peeling garlic Cutting soft fruit with a kid-friendly knife Juice fruit Set a timer Mash avocados Supervised cooking on the stove, such as flipping pancakes  Easy Toddler Recipes  Looking for a few simple recipes to make with your little one? Here are some of our favorites! Nachos (Melt shredded cheese on top of tortilla chips and let your little one add toppings!)  Muffins Banana Bread Pizza Smoothies Pancakes Lasagna (Let them layer the noodles or sprinkle the cheese!) Cookies Waffles Simple bread dough Following a checklist or sequence of steps can help children follow directions and remember their next task. Introducing a new recipe might sound like, "Today, we are making muffins. First, we will gather our ingredients, then make the batter, then scoop it into the muffin tins, and then bake them in the oven." For children who can't read yet, visual recipes can help them follow along! You might try pictures of each ingredient, images of actions like mixing or pouring, and the sequential steps in the recipe. For older children, cooking is an opportunity to practice reading and math skills as they read through and follow a recipe.  No matter their prior experience, including all ages of children in clean-up is an important part of learning to cook! You might have them wash dishes, wipe the countertop, or sweep spilled ingredients off the floor. Establishing cleaning up as a part of the cooking process helps reduce messes and is a task that many adults are still learning!  Other Ways to Include Children in the Kitchen:  You may have times when including your child in the kitchen isn't practical or supporting your needs. Here are a few ideas for when your child wants to help:  Ask them to set the table for the meal. Inviting them to make name cards or find a special centerpiece for the table can be a fun way to accomplish the task if they need a little encouragement.  If a timer needs to be set, you can let them be the one to start and/or stop the timer.   Let them wash the dishes in the sink after you use them. A scrub brush, soap, and some water can be a wonderful time! Keep food safety in mind when you do this, and maybe save items like cutting boards with raw meat for an adult or older child to clean.  Ask them to gather ingredients for you. Set them up with a separate activity so that they can still be next to you but engaged in something else. The Weaning Table can be a helpful place for arts and crafts, reading, or sitting with a snack while they stay close to you.   

If you struggle with guilt when you read parenting books, it can help to approach it like a mood board or advice from a cool aunt who has many beautiful ideas about kids but doesn’t have any themselves. Many books have a lot of good intentions and beautiful ideas but are meant to inspire and support YOU, not make you change everything about who you are. It is probably for the best to not view parenting books as how-to books. If a book is not serving you, you can give yourself permission to stop reading 📚With that in mind, here are some parenting books that we got some good ideas from!  Why we love Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage with Life:   It shares insight on staying calm and reducing stress in an overstimulating world Why we love this series: It provides pedagogically-based activities and ideas if you want a more Montessori-inspired home Why we love Good Inside: It provides actionable tips from a child and family clinical psychologist Why we love Simplicity Parenting: Using the Extraordinary Power of Less to Raise Calmer, Happier, and More Secure Kids:    Practical strategies for a less-is-more approach to parenting (Waldorf-inspired) Why we love Hunt, Gather, Parent: It highlights parenting techniques from indigenous cultures from around the world Why we love Simple Happy Parenting: It provides actionable strategies for simplifying parenting, reducing stress, and building connection Why we love How To Talk so Kids Will Listen & Listen So Kids Will Talk: It provides simple ideas of things you can do and say during challenging moments Why we love The Whole-Brain Child: It provides practical strategies to help children navigate their feelings as their brains develop Why we love Balanced and Barefoot: It shares statistics and insight about the impact of nature and outdoor play on a developing child Why we love The Montessori Home: It’s a visual guide with ideas for creating a Montessori home environment Why we love The Joyful Child: It offers practical activities to support different milestones in a child’s life Why we love Playful Parenting: It offers insight and playful activities that encourage a child to feel safe and understand new things Why we love Differently Wired: It encourages deeper thinking and reframing for parenting children with neurodifferences with practical advice Why we love Raising Good Humans: While this book is titled 'Raising Good Humans', it focuses a lot on exercises to better yourself first before bettering your children   Modeling reading is a great activity to do in front of your child! Children are constantly learning by observing the world around them, and by picking up your own book and reading, you are showing them that reading is important and fun. Looking to encourage your little reader more? A book shelf with covers facing outwards can help encourage interest.  Do you enjoy any of these? Help us learn and share some of your favorites below, too ⬇️

Sprout Floor Beds were designed to be low and accessible for children as they learn to regulate their sleep and learn their body cues. Now that your child has gotten used to their floor bed, you might be wondering when is a good time to raise their bed off the ground.

Heavy work utilizes many senses and parts of the body, all of which respond to the brain with the appropriate information. It can help provide grounding and sensory regulation for children, and can be achieved through practical life activities. 

By providing furniture that supports a child's ergonomics at home, you can nurture good habits that will last little ones well into adulthood. But what can you do when you have two different ages of children that are two completely different sizes? There are a few different things to consider when making this decision. First, take a look at our Height Recommendations for Tables and Chairs to see what size leg length and chair height might be ideal for each child. Keep in mind that the recommendations below are made based on the average size of a child in that particular age range.   Age  Leg Length  Chair Height 6-18 Months 12 inches 5 inches 12-24 Months 14 inches 7 inches 1-3 Years 15 inches 7 inches 14-32 Months 16 inches 8 inches 24-48 Months 18 inches 10 inches 4-6 Years 20 inches 12 inches 6-9 Years 22 inches 14 inches 9-13 Years 25 inches 16 inches 14+ Years 28 inches 18 inches   Leg lengths and chair heights are recommended to promote proper posture and ensure that a child's feet are able to sit flat on the floor. This can support healthy skeletal development for little one's as they grow. If your children happen to fall into separate chair and table height categories, you might be wondering how to make it so they can sit at the same table together. Below are a couple of ways to approach this:   The most common option that caregivers consider is purchasing a table that aligns closer to the needs of the older child. In this scenario, if you provide a chair that is high enough so the younger child can comfortably sit level with the work surface, their feet will likely be left hanging or swinging above the ground. To ensure that their feet remain on a flat surface, it can be helpful to place something sturdy under their feet; such as a large book or small stool. Alternatively, the younger child can use the table as a "Standing Desk" to stand during different activities.   View this post on Instagram A post shared by Wooden Children’s Furniture (@sprout_kids)   Another option to consider is purchasing a table that better aligns with the size of the younger child. While this option is considered less often, it can be helpful for the developmental growth of the younger child. The older child can utilize a floor cushion or use the work surface as a "Kneeling Desk". Unfortunately, this option can cause a shorter lifespan for the product as your children may grow out of it faster. At Sprout, we recognize that ergonomics for children comes with the added challenge of accommodating them while they are constantly growing and changing. That is why Sprout Tables were designed to use the same table top and brackets but are compatible with different sizes of legs which ultimately enables them to grow with your child. The Adjustable Montessori Weaning Set is a great option to consider as it includes three different sizes of legs.    Another valuable resource to consider is a Chowki Floor Table. A Chowki is a stackable, child-sized floor desk originally designed by Maria Montessori that can help children comfortably write, draw, or work while sitting on the floor. This product can be helpful with children who have a larger age gap or for smaller spaces.      Depending on your space and what the work surface will be used for, some caregivers opt to purchase two different-sized tables that align with the size of each individual child. This will allow your children to have their own work surface sized for their needs but can be pushed together for any collaborative activities.    Check out the Tables and Chairs in our School Collection to see the full list of available options. Ultimately, you know your children and what will work best in your own space!