Category: Pedagogy

Stressed by planning? Write it all down to free your brain…

~ Storykate ~ Leave a comment

If you’re an educator balancing program planning, observations, emails to families, urgent PDs, documentation (oh, the documentation), and the occasional behaviour curveball, you’re not alone. That scattered, scrambled feeling or burden of stress – I know it too well. As a person with attention issues and a highly demanding study/ family life/workload, I had to learn to do ONE thing that helped me massively throughout my working life. It still helps me along with daily walks.

I call it BRAIN DUMP. THIS IS WHEN I TAKE A PEN AND MY DIARY AND START WRITING EVERY SINGLE THING THAT I HAVE TO DO. WITHOUT EXCEPTIONS. WITHOUT TOO MUCH THINKING.

More than a random scribble or to-do list, brain dumping is an evidence-informed, educator-friendly strategy that helps you think more clearly, focus more deeply, and feel more grounded in your day.

I have my writing tools available for any sorts of brain dumping!

🧠 So, what is a brain dump?

It’s simple: I write down everything swirling in my head—tasks, worries, questions, reminders, creative ideas, without trying to organise or solve them. It’s like clearing my mental inbox. I focus on just getting it all out so you can breathe a little easier.

Learn more about the Getting Things Done approach here https://www.youtube.com/watch?v=ls52RtK_0jo

✅ Why does it work? According to science?

1. It reduces cognitive overload. Cognitive Load Theory (Sweller, 1988) tells us that our working memory has limits. And when it hits capacity, clarity disappears. Writing things down helps to clear that mental clutter, freeing up space for focus, reflection, and better decisions (Chandler & Sweller, 1991).

2. It improves focus and productivity. Ever felt clearer just by naming your to-dos? Research on externalisation (Scaife & Rogers, 1996) backs that up. In one study, participants who wrote down unfinished tasks performed better on unrelated tasks afterwards (Masicampo & Baumeister, 2011). The brain likes to know you’ve acknowledged what’s there; it can let go more easily. To capture looming tasks, I often use “tasks” app on my phone on the go.

3. It lowers anxiety and overwhelm. There’s powerful research behind expressive writing and wellbeing. Pennebaker & Beall (1986) found that writing about your thoughts can significantly reduce stress. Wow! I am on board with my reflective journal to fight the stress. A 2018 study (Schroder et al.) even showed that writing before a task reduced physical signs of stress and improved performance. Pretty relevant when you’re navigating emotional labour and curriculum deadlines.

4. It supports metacognition. Brain dumping isn’t just about getting things out. In my experience, it is about reflecting on what is happening. Metacognition (thinking about your thinking) is linked to better judgment and more intentional decision-making (Zimmerman, 2002). In the early childhood profession, this means sharper critical reflection and more thoughtful pedagogy.

💡 So… How educators can use it

  • Start-of-day reset: Clear your head before the children arrive. Grad the one-pager and write it all down.
  • Before planning/documentation: Start with five minutes of free-writing to help you focus.
  • After tricky moments: Use it as a reflective tool to unpack what happened.
  • Before bed: Offload your thoughts so you’re not mentally writing learning stories at 2 am. It helps me to also be grateful for the best moments of the day
  • Team meetings: Try a collective brain dump to surface tensions, issues or insights.

📝 A brain dump isn’t about being more productive for productivity’s sake. I always feel better and more focused after that. I feel just a tad more under control.

What about you? Have you tried this technique?

Storykate đŸȘ‡

The Method of Natural Consequences: Gently Guiding Your Child

~ Storykate ~ Leave a comment


Ever notice how children’s books are full of little mischief-makers? Kids are born explorers—testing boundaries and checking to see just how far they can push before hitting a limit (often ours!). But here’s a comforting thought: there’s really no such thing as intentionally bad behaviour. Children often just don’t know any better yet. They’re not “good kids” or “bad kids”—they’re simply growing, learning, and figuring things out. Our job as parents and educators is to help them on this journey.

I love how psychologist Rudolf Dreikurs puts it: “Just as a plant needs water, a child needs encouragement.” And let’s not forget, kids also need clear boundaries and gentle guidance from us adults.

Setting Clear, Positive Rules

Effective parenting starts with clear, positive rules. Every family will have their own version, like: “We run and play outside, but inside we walk calmly,” or “When playtime is finished, we tidy our toys together.” Kids naturally behave better when they feel valued, listened to, and clearly understand what’s expected of them. It’s essential to be consistent and fair. For instance, it might be unrealistic to expect your two-year-old to sit perfectly still in a restaurant. Maybe leave her at home with a trusted caregiver instead. But a two-year-old can grasp that biting hurts, and we don’t bite our friends.

It’s our direct responsibility as adults to set and talk about these boundaries. If kids cross them, they experience natural consequences—simple and immediate outcomes directly linked to their actions.

Consistency here is key. Natural consequences allow kids to make conscious choices and understand clearly the outcomes of their actions. Unlike punishment, this method doesn’t provoke resistance; it’s much calmer and easier for kids to accept.

Bubbles meditation

Why Natural Consequences, Not Punishments?

Back in the day, the common response to misbehaviour might’ve been spanking, grounding, or taking away privileges. Kids were sometimes viewed as inherently naughty or mischievous. Thankfully, advances in psychology and neuroscience have helped us see children differently—as individuals who need guidance, not control.

Punishments can damage a child’s sense of self-worth and hinder their social development. Trust, the cornerstone of any healthy relationship, is often eroded by punishments, which tend to be about authority rather than understanding. Punishments are often unrelated to the misbehaviour, leaving kids confused and resentful.

Natural consequences, however, encourage cooperation. They help kids learn responsibility and make informed decisions. The consequence directly relates to what happened, and it’s immediate, not something threatened and postponed.

This method fosters inner motivation rather than relying on external control. While it’s most effective for kids aged three and up, younger children can benefit too. For example, if your toddler draws on the wallpaper, calmly guide them to paper instead. Setting gentle, firm boundaries even for very young children is essential.

Staying Calm and Consistent

Stay calm, friendly, and consistent when setting limits. Make sure the consequences are logical and immediate. Avoid threats like “no more trips ever!” Instead, make realistic choices clear: “If you throw rocks, we have to leave the playground.” Then follow through gently and consistently.

Natural consequences may not always feel good to the child, but they’re always safe, respectful, and directly connected to the behaviour. If your child throws their ball over the fence after being warned, simply explain that now there’s no ball to play with—no need for criticism, just a calm acknowledgment of the result.

Both parents need to agree on these consequences. It might take some patience at first, but trust me, this method works beautifully over time. Consider writing down clear consequences for specific behaviours and adjusting as your child grows. You’ll find it becomes second nature!

What do you think? Drop a comment 👇🏿

Lilly Pilly: How to use bush tucker to connect children to nature and Country.

~ Storykate ~ Leave a comment

Lilly Pilly (sometimes written as “Lilly Lilly”) — the native Australian plant often mentioned in bush tucker and Indigenous knowledge – is growing in my garden. It is fruiting at the moment and all ground is covered with bright pink berries that are not only beuatiful , but edible as well.

Activity Ideas for Children: Learning with Lilly Pilly

Blueberry Lily (aka. Blueberry Flax Lily) produces edible blue berries with tiny, nutty seeds, and firm, strappy leaves that were traditionally used for cord and string. Dianella is a popular genus for modern domestic gardens. Chances are, you’ll have seen this plant, or ones just like it, growing throughout temperate and sub-tropical suburbia. But in the wild, you’ll find it in the sclerophyll forests, woodland and the bush.

  • Bush Tucker Tasting (if appropriate and safe): Taste washed, ripe Lilly Pilly berries or jam. Discuss how First Nations people used this fruit.
  • Nature Sketching & Sensory Description: Children observe the leaves, berries, and bark using magnifying glasses and sketch what they see. Use descriptive prompts like smell, texture, and shape.
  • Seasonal Charting: Create a wall chart showing when the Lilly Pilly fruits and how it links to seasonal change. Introduce six Indigenous seasons if appropriate. For example, now we are in Wombat season on Bunurong people land.
  • Eco Art Collages: Use fallen leaves and berries to make mandalas or collages. Emphasise respectful collecting.
  • Storytelling Circle: Sit near a Lilly Pilly tree and invent a story. Include imagined animals or people living in the tree.
  • Cooking Together: Prepare jam or syrup and taste with damper. Discuss traditional sharing and community.

I also grow mulberries and use them for painting activities (they have a nice purple pigment)

a plant that is looking like wild strawberry is actually a weed. But it is ok to consume, it is just tasteless

Black currant – a garden plant that is hard to grow in Australia, but you can try

Edible red currant – the berry of my childhood

This will help you to support maths learning

~ Storykate ~ Leave a comment

Did you know that large studies across several countries found that mathematics skills, such as knowing numbers, predict later academic success (Pan et al., 2019). Early mathematics scores predicted later mathematical scores and pre-reading, which was surprising.

Zaitsev’s Method for Teaching Mathematics

Nikolai Alexandrovich Zaitsev’s method is a unique approach to teaching children reading, writing, and mathematics. It is most commonly associated with Zaitsev’s cubes, which help children learn to read. He also developed a method for teaching mathematics. I am a certified Zaitsev teacher and have tutored children using this method since 2007.

What is Zaitsev’s Mathematics Teaching Method?

Zaitsev’s method is based on a playful, visual, and intuitive approach. Unlike traditional ways of learning numbers and arithmetic, it helps children grasp mathematics through visual, auditory, and tactile perception. The primary tools include tables, cards, and number games.

Key Principles of the Method

Learning through movement and play

Children do not simply solve problems but actively move, use cards, tables, and even rhythmic exercises.

    A number is not just a symbol. It is a real object.
    For example, a child uses tables to understand addition. Numbers are grouped by place value. This helps instead of just memorising them.

    A table-based approach instead of linear learning
    Instead of learning numbers sequentially, children use number tables (similar to multiplication tables). This helps them see not just individual digits but relationships between numbers.

    Mastering mathematical operations as a whole, not in sequence


    Instead of studying addition first, then subtraction, and later multiplication, children see how these operations are interconnected. For example, they learn multiplication while understanding its link to division.

    Minimal explanations, maximum practice
    Children do not memorize rules but observe patterns and draw their own conclusions through play.

      Main Materials and Tools

      • Zaitsev’s mathematics tables (with numbers, place values, and arithmetic operations).
      • Number cards and cubes with examples.
      • Games and physical exercises to reinforce mathematical concepts.

      Advantages of the Method

      ✅ Learning through play—children stay engaged and remember concepts better.
      ✅ Uses multiple sensory channels—visual, auditory, and kinesthetic.
      ✅ Helps children grasp complex mathematical relationships intuitively.
      ✅ Suitable for different learning styles and skill levels.

      This method does not necessarily replace traditional approaches. However, it can be a great addition. This is especially true for children who struggle with abstract numbers and rules.

      Jack Shonkoff: Why His Work Matters for Early Childhood Education

      ~ Storykate ~ Leave a comment

      If you work in early childhood education, you’ve probably heard about brain development in the early years. But how much of what we do in practice is actually backed by science? That’s where Jack Shonkoff comes in.

      I’ve heard about Jack Shonkoff at uni back in 2010 and it changed my view of childhood brain development and the importance of early years forever.

      Jack Shonkoff

      Shonkoff is a pediatrician and leading researcher in early childhood development. His work explains why the first five years of life shape everything that follows. They influence learning, emotional well-being, and even long-term health. He’s also been instrumental in translating research into policies and strategies that directly impact early childhood educators and programs.

      Here’s why his work matters for early childhood education.

      1. Early Experiences Shape the Brain

      Shonkoff’s research reinforces what many educators already believe—children learn best through warm, responsive relationships. But he goes further, showing that these early interactions literally shape brain architecture.

      A key concept from his work is “serve-and-return interactions”—the idea that when a child babbles, gestures, or expresses emotion, and an adult responds, neural connections in the brain strengthen. This back-and-forth exchange is essential for:

      • Language development (talking and listening help build strong neural pathways).
      • Emotional security (consistent, responsive interactions build trust).
      • Cognitive skills (problem-solving and critical thinking develop through engaged conversations).

      What this means for educators:

      • Talk with children, not just to them—even infants benefit from conversations.
      • Acknowledge and respond to children’s cues—eye contact, gestures, or words all count.
      • Create environments that encourage interaction—group discussions, storytelling, and open-ended questions all support brain development.

      2. Toxic Stress Can Disrupt Learning

      Another major takeaway from Shonkoff’s work is the impact of toxic stress on young children. Some stress can be healthy, like frustration when learning a new skill. However, prolonged, severe stress—such as neglect, abuse, or chronic instability—can disrupt brain development.

      Shonkoff’s research shows that high stress levels in early childhood can make it harder for children to regulate emotions. It also makes it difficult for them to pay attention. Additionally, engaging in learning becomes more challenging. Stress hormones flood the brain, weakening the connections needed for higher-order thinking.

      What this means for us, as early childhood educators?

      • We need to recognise the signs of stress in young children—withdrawal, difficulty focusing, or heightened emotions.
      • We build a calm, predictable environment—consistency helps children feel safe.
      • We have to support self-regulation—teaching breathing techniques, offering sensory experiences, and modelling emotional responses can help.
      • We need to be a stable, positive presence—strong relationships with educators can buffer the effects of stress.

      3. Science Should Shape Early Childhood Policies

      Beyond the classroom, Shonkoff’s work has influenced early childhood policies and funding. His research has led to many things since it was first published 25 years ago.

      • Governments increased investment in high-quality early learning programs.
      • We see a greater focus on early intervention for at-risk children.
      • Around the world, we provide more training for educators on trauma-informed care and emotional development.

      For early childhood educators, this is a reminder that our work is backed by science. What we do every day—engaging with children, providing stability, and fostering learning—has a lifelong impact.

      Why do I think it is an important research?

      Shonkoff’s research reinforces what early childhood educators already know: the first five years matter. His work gives us the science to support what we see in practice. Strong relationships set children up for lifelong success. Responsive interactions also contribute. Reducing stress is crucial too. Set children up for lifelong success.

      You may be in a classroom, mentoring educators, or shaping policy. It is important to understand the research behind what we do. This understanding helps us advocate for high-quality early childhood education. Such education truly makes a difference.

      In my next article, I will share some practical strategies. These strategies are based on Shonkoff’s research. You can use them in your early childhood setting. Stay tuned!

      To learn more:

      https://developingchild.harvard.edu/founding-director