Earthshinekids

05/12/2026

We learn through our play, interactions, and experiences here at Earthshinekids 🥰

We enter education with a belief that learning needs to be made appealing. That without the right hook, the right energy, the right spark from us, children will disengage. So we perform. We decorate. We incentivize. All in service of something children were already born with.
The young child doesn't need to be convinced to learn. Curiosity isn't a behavior we cultivate in them. It's what they arrive with. The drive to explore, to figure out, to understand, to master — it's wired in, as natural and insistent as breathing.
What steals the joy isn't a lack of effort on our part. It's the weight of external expectations, the pressure to perform, the narrowing of what counts as learning and when and how fast. When we remove those obstacles and trust the child, what we find underneath isn't apathy. It's wonder.
Our job is not to manufacture joy. It's to protect it.

02/02/2026

Learn to play-play to learn-love to learn

A child’s brain learns through repetition, but how learning happens matters just as much as how often it happens. Research shows it can take around 400 repetitions to form a new neural connection through instruction alone. That number drops dramatically when learning happens through play.

Play activates multiple brain systems at once. Movement, emotion, curiosity, and attention work together, making learning feel safe and engaging. When children are playful, the brain releases chemicals that support memory and motivation. This allows new connections to form faster and with less effort.

From a neuroscience perspective, play reduces stress while increasing focus. A stressed brain is busy protecting itself. A playful brain is open and flexible. This is why skills learned through games, pretend scenarios, and hands on exploration often stick after only 10-20 repetitions.

For parents, this changes the approach to teaching. Learning does not need to feel serious to be effective. Turning practice into play strengthens memory, confidence, and enjoyment. Whether learning words, routines, or emotional skills, play helps the brain wire faster and deeper. When learning feels joyful, the brain learns better.

01/31/2026

Couldn’t have said it better myself.

A flyer arrived in my mailbox this week, announcing the opening of a second location of a child care center.

The photo used to capture the attention of parents?

Three very young children in graduation caps and gowns. 🤦🏻‍♀️🤦🏻‍♀️🤔

WHAT ARE WE DOING?!??

WHY are early childhood programs marketed with GRADUATION CAPS AND GOWNS?

Parents! Please listen to me:

The early childhood program you want to be seeking should be marketed with:

❤️❤️❤️❤️❤️❤️
It should contain the words
"your child belongs here"
or
"your child will be welcomed, just as they are" or
"we look forward to meeting each child where they are"

Look for the words:

"open ended opportunities"
"child-led" then ask "How will my child be allowed to lead?"

The schedule should contain at least 2-5 hours of complete child-led play (depending if it is a 1/2 day or full day situation). This does not mean "learning centers".

The absolute least important points to look for are:

ABC's and 123's
Academics

Look for words like:

perseverance
independent thinking
curiosity
ownership of discoveries
open-ended
unfenced
emotionally-healthy
safe space
dirt!!!
mud!!
sand!!
grass!!
fresh air
outdoors
confidence
empowered
cozy
meets needs
risk
loved
belong
child-led play
child-led play
child-led play

Get your free copy of my new guide: "Denita's Top 5 Play Opportunities Every Child Needs":
https://mailchi.mp/1b5fecf26f42/denitas-top-5-play-opportunities

01/27/2026

💡 Kindergarten readiness isn’t just about academics—it’s also about emotional readiness and self-regulation.

We believe in this so much that we wrote a blog post with a free printable detailing the foundational skills kids need BEFORE academics. You can find that here:

https://theinspiredtreehouse.com/the-kindergarten-readiness-skills-your-child-really-needs/

🧠 Skills like managing big feelings, following routines, and calming down when upset are just as important for success in school as academics. Helping kids build these skills early sets the stage for confident, happy learners! 🌟

Image via Planning Playtime - Learning Through Play

01/23/2026

Play is enough. ❤️

If you forget everything else, repeat this: play is enough! 🙌

Thank you! Janet Lansbury

01/20/2026

01/19/2026

Our teachers care so much about our children and families.

Things I wish people knew about early years educators…
🌈 We notice the tiny details that others might miss — the wobble in a voice, the brave attempt, the quiet kindness.
🌈 We celebrate your child like they’re part of our own world — because, for the hours they’re with us, they absolutely are.
🌈 We remember their favourite stories, their fears, their quirks, their comfort objects, their passions.
🌈 We think about your children long after we close the door for the day.
🌈 We carry their wins home with us — and sometimes their worries too.
🌈 We care deeply, not by accident, but because that’s who we are.

Early years isn’t “just childcare”.
It’s relationships.
It’s development.
It’s heart work and brain work intertwined.
Because what we give in the early years doesn’t end when childhood does — it becomes part of who they are 😍.

If no one has told you lately: your work matters more than you know. 💗

Early years changes lives — please tag or share this with someone who gives their heart to it 🌈🫶🏻❤️

01/19/2026

Every moment is a new opportunity to absorb information.

01/16/2026

We have a wonderful outdoor space and a nature school classroom. Come visit today.

So important! Outdoor time is vital, enriching, invigorating.

Let's make it happen!

01/14/2026

Mattel released an “autistic Barbie.” Here’s how I’m talking about it in my home and community:

Representation can be powerful — and it needs context. This Barbie doesn’t represent all autistic people. It represents one possible experience. Autism is a spectrum, and no single doll (or person) can capture that.

When we talk about this Barbie with kids, here are a few things that matter:
✨ Start with brains, not labels: Some people’s brains work differently — and that’s part of being human.
✨ Say it out loud: one doll ≠ all autistic people:
Some autistic people use headphones or AAC. Some don’t. Some make eye contact. Some don’t. All are valid.
✨ Reframe accessories as tools, not deficits:
Headphones, tablets, and fidgets aren’t “because something is wrong.” They’re tools — like glasses or sneakers — that help people access the world.
✨ Normalize differences without turning autism into the “lesson”: Different people communicate, play, and connect in different ways. That’s normal.
✨ Teach empathy, not pity: The goal isn’t “feel sorry for.” The goal is “respect what helps others feel safe and comfortable.”
✨ Especially for autistic kids: You don’t have to be like this Barbie to be autistic. And you don’t need to explain yourself to belong.

This doll can be a conversation starter — not a definition.
A doorway — not a box.
Inclusion isn’t about getting representation “perfect.”
It’s about how we talk, listen, and make space for real people.

Different brains belong here. ❤️