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“Simplicity is the ultimate sophistication.” Leonardo da Vinci

The Importance of a Simple Environment

Think about how you feel when your home is a mess—unmade beds, toys strewn everywhere, dust on the floors, grimy dishes in the sink. Compare that to when your home is clean and tidy, with everything in its place. Does one scenario bring on stressful feelings, while the other makes you feel calm and settled? Even if we don’t consciously realize it, our environments affect us. Children are no exception and are in fact more sensitive to what’s around them than adults.


Believing that the student, the teacher, and the environment all work together to form a “learning triangle.” When an environment is set up appropriately, it can help a child develop independence, coordination, concentration, and an internal sense of order, as well as support well-being and social and academic achievement. Teachers should take great care in the preparation of their classroom environments, guided in large part by the idea of simplicity.


Everything in the classroom has a purpose and a place where it rests when it is not in use. There is an intuitive sense of order that makes it easy for the children to navigate the space and to clean up after themselves successfully. Teachers keep the environment fresh and engaging by observing how children respond to the environment and changing things as needed.



Less is more: Children have a chance to enjoy what they have when there is less of it around. When you tuck away 30%–50% of most children’s toys (in a closet, garage, or other storage system), you may find they actually become more interested in what is on their shelves. This leads to longer periods of concentration, easier cleanup, greater independence, and less tension. Think about quality rather than quantity.


Practice letting go: Paring down may be easier than you think. Regularly throw away toys that break and donate gently used items. You can model nonattachment on a regular basis, you may find that letting go becomes normal behavior.


Rotate: What to do with the half of the children’s toys have been tucked away? One way to delight your children while also simplifying is to create a toy rotation system. Every few weeks, rotate the toys that are “out” in the space, replacing them with the ones you put in storage. This creates a burst of new interest in the things that are available, even when they have been around for years. Follow the child’s cues to know when it is time to switch.


When you notice your child losing interest in or getting restless with the “new” toys, it’s time to rotate again. Once you get into a rotating routine, your child will likely let you know when she wants to rotate for some fresh items! Your child will let you know if a certain toy or activity needs to be available all the time.


Choose toys mindfully: Choose toys that will engage rather than entertain. If we want our children to develop concentration, we need to surround them with things that encourage concentration. In general, anything with batteries or a screen is grabbing your child’s passive attention. He can play with these things all day and still not develop one iota of concentration (Palladino, 2015, pp. 18–42). Even toys with batteries that claim to be educational will do far less for your child’s academic success than some good old-fashioned analog toys and activities.


Seek out toys, games, and activities that are open-ended and invite curiosity, creativity, voluntary attention, and problem solving. Blocks, puzzles, water works, pegboards, books, puppets, and natural objects that can be counted and sorted are a few options.


Focus on beauty and order: Think about how lovely it is when you enter a place that is simple, orderly, and beautiful. Something in you relaxes. Adults seek out these kinds of places to help them access creative flow and spiritual insights, or to rest and rejuvenate. Bring a little of that wonderful energy by displaying toys and activities in a way that is enticing and has a clear sense of order. Your children will respond to this simple beauty.



An effective learning environment encourages learning through play with a rich set of materials and learning opportunities. An effective environment will also be responsive, containing features that involve all five senses and provoke thinking, open-ended outcomes, and creativity. For example, consider a nature table, an indoor fixture with branches, sticks, leaves, and perhaps some simple dolls or figures. There are textures, smells, things to see, and things to compare and play with in such an environment. A rich mixture of these textures and different objects creates a valuable play experience.


The social nature of the environment is also important. Does the environment contribute to social interaction between children or does it inhibit it? A preschool room should have more open space, collaborative activities, and stations or areas of interest. Social interaction between children gives them access to different perspectives while playing and gives them the opportunity to learn to interact.


So, why is this all important? The answer lies in the concept of brain plasticity. The brain is a complex organ that is constantly physically changing itself. Throughout our lives, the brain re-wires itself based on experiences and different environments. This is why rich environments in these early stages of development are so important. Not only are children learning new things in new environments, their brains are constantly applying knowledge of past experiences to newer ones! This is why the concept of not using learning spaces that are simply a background for learning, and instead creating responsive environments that generate interactive experiences, is so crucial to early learning.

Understanding the Importance of the Environment

*Remember to share photos on the Platinum Learning Link and send home evidence of Learning for special events like Bunny visits, egg hunts, special parties and unique Stepping Stone School curriculum implementation, like the Atelier! *

Using Puppets in Child Care


Puppets provide a wide range of benefits

for children in a child care setting. Child

care providers can use puppets,

whether they are purchased at the store

or homemade, to enhance almost any

area of the child care curriculum. Children of all ages can enjoy using puppets in child care.


Download the Puppet Use PDF

Additional Transition Resources

Outdoor Classrooms

Download the PDF for over 30 Outdoor Classroom Activities you can try today!

Download the Outdoor Classroom PDF


 The Executive Skill Lending Library

The rapid rate of development during early childhood provides adults with an important window of opportunity to scaffold executive skills in young children.

Executive skills are crucial building blocks for school readiness, academic and social success, even more so than early literacy or math. These skills begin developing shortly after birth, and require nearly two decades of caring, attuned relationships and prefrontal lobe lending from adults.

Research shows that the rate of executive skill development increases significantly from birth to three years of age, and advances even more dramatically from three to five years of age. The rate of development slows significantly after age six, but continues steadily through age 25 The rapid rate of development during early childhood provides a critical window of opportunity for executive skill scaffolding. 

Children’s challenging behavior communicates to adults that the child does not feel safe, does not feel connected, and/or needs help with a missing or emerging executive skill: attention, time management, organization, prioritization, working memory, impulse control/emotional regulation, flexibility, empathy, metacognition, goal persistence/achievement and task initiation. 

The Executive Skill Lending Library for Infants and Toddlers provides developmentally appropriate examples of specific ways to help children with each executive skill. To use the Executive Skill Library effectively, adults must follow the ABC process:

Access your executive state through active calming.

Be willing to perceive children’s misbehavior as communication or a call for help.

Coach new skills as necessary.

The Executive Skill Lending Library for Infants and Toddlers will help you determine which interventions are most likely to be helpful in scaffolding the development of essential skills for our youngest children.


 Four Elements of Connection


All learning begins with connection! Connections on the outside (with other people) actually create and strengthen neural connections within the brain.


Eye contact, presence, touch and a playful setting are the four core components required to truly connect with others. Learn how to provide all four essential elements (and why) with this helpful guide.


Connection Require Four Critical Elements

  1. Eye Contact - Get down on the child’s level to achieve eye contact for a brief moment. When eyes meet, a wireless connection is created between the orbital frontal areas of the prefrontal lobes. From this connection, we download inner states into one another. The eyes contain nerve projections that lead directly to key brain structures for empathy and matching emotions. As soon as you have eye contact, download calm, “There you are. You’re safe. Breathe with me. You can handle this.” “Mirror neurons ensure the moment someone sees an emotion on your face, they will at once sense the same feeling within themselves.” -Daniel Stern
  2. Presence - Being present in the moment means your mind and body are in the same place. Your mind is free from chatter. You are still enough to see the beauty in the child. Presence is about acceptance as we join together to share the same moment. The present moment is where joy lies. Relax into it. 
  3. Touch - Touch is the only sense we cannot live without. The skin and brain are made up of the same embryonic tissue. The skin is the outside layer of the brain. Touch creates a hormone that is essential to neural functioning and learning. If we want smart, happy kids, then we need to provide more appropriate, caring touch. 
  4. Playfulness - Playfulness helps build bonds and creates a biochemistry in the brain for dopamine. Dopamine says, “Pay attention, stay focused.” Playful situations strengthen the dopamine system, increase attention spans and boost social development. 
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A teacher's vitality or capacity to be vital, present, positive, and deeply engaged and connected to her/his children and students is not a fixed, indelible condition, but a state that ebbs and flows and grows within the context of the teaching life. Stepping Stone School is committed to a program of professional development devoted explicitly to nourishing the inner and external life or core dimensions that are increasingly important for our educators on their journey.
-Rhonda Paver
The Educator Vitality Journey is a program designed to help our teachers to make a daily, conscious effort to be positive, self-aware, passionate, and fully engaged in their roles, while deepening their understanding of their true potential.