Wonder Child: The ECE Lab

Hello to all my wonderful parents and fellow educators! One thing I often notice in toy stores is how overwhelming the shelves can feel for parents. Bright lights, flashing buttons, sounds, music, and endless promises of “educational” benefits fill nearly every aisle. I still remember one mother at our  centre  asking me, “My two-year-old has so many toys, but they only play with them for five minutes. What should I buy for her?” My answer was simple:  sometimes the toy is doing too much, and the child is doing too little. In our programs, we explore many different themes and activities throughout the year, but one area I never grow tired of watching is block play. When a variety of blocks are placed in front of children, something remarkable begins to happen. One child creates a zoo, another builds a road to go home, while someone else carefully designs a tall tower for dinosaurs or a tiny house for their family. What looks simple to adults is actually rich with creativi...

Hello to all my wonderful parents and fellow educators! One of the most common moments I observe in early childhood settings happens during transitions or moments of frustration. A toddler suddenly throws a toy, refuses to clean up, or cries harder the moment an adult says “No.” In those situations, many parents instinctively respond with firmer commands, only to find themselves pulled into an exhausting power struggle. I still remember one little child at our centre who became deeply upset during clean-up time. The more adults repeated “No more toys,” the more overwhelmed the child became. Instead of continuing the back-and-forth, I calmly offered two simple choices: “Would you like to put away the cars first or the blocks first?” Almost immediately, the child paused, looked carefully at both options, and quietly chose the blocks. I can still remember the mother’s surprised expression as she softly said, “That actually worked?” The truth is, positive redirection is not a complicated p...

Hello to all my dedicated parents and fellow educators! One situation I occasionally observe in early childhood settings happens during mealtimes. Sometimes, a child who has little interest in eating suddenly becomes willing to finish an entire meal the moment a favourite song or video appears on a screen nearby. Many adults immediately feel relieved because, for a few peaceful minutes, the child is finally sitting still and eating. Moments like these are incredibly understandable. Busy mornings, long workdays, and exhausted evenings can make screens feel like a helpful solution during stressful routines. In many families,  screen time often begins not from laziness or neglect, but from simple survival and practicality.  At the same time,  repeated screen use during meals or emotional moments can gradually shape how children relate to comfort, boredom, eating, and self-regulation. Young children are still developing the ability to tolerate frustration, wait patiently, and...