Allied Perspectives

By November, many Early Childhood Educators have a clear picture of how children communicate in the classroom. Some children are talking constantly. Others use very few words or none at all. In busy group care settings where language demands are high, it can be hard to know how best to support children who communicate differently. This article focuses on communication beyond spoken words, why behaviour often shows up when communication is hard, and how educators already suppo

December is full. Long days, heightened emotions, schedule disruptions, illness, and increased expectations all land at once. Many Early Childhood Educators and Teachers describe this time of year as holding everything together with very little left to give. When energy is low and demands are high, it can feel harder to show up with the patience, flexibility, and calm presence children need. This article names the impact of educator capacity on classrooms and why caring for e

By October, many Teachers and Early Childhood Educators feel worn down. The year is underway, routines are established, and yet behaviour often feels bigger, not better . This can be frustrating, especially when you’re being consistent, following plans, and doing everything “right.” October is a common time for behaviour to escalate, not because children aren’t learning, but because demands increase faster than regulation skills can keep up . This article explores why big beh

Transitions are a constant part of learning environments, but in the spring, they often become harder. April brings more change than we sometimes realize: more outdoor time, shifting schedules, staffing changes, and upcoming room or program transitions. For some children, these changes show up as big feelings, resistance, or behaviour that feels out of proportion to what’s happening. In reality, transitions place a heavy load on developing nervous systems especially in busy c

From the outside, summer in early learning environments can look like the easiest season: more outdoor play, flexible routines, special activities, and a lighter vibe. Inside the classroom, though, July often feels chaotic. Behaviour increases, skills seem to slip, and children who were doing well suddenly need much more support. If you’re feeling that shift, you’re not imagining it. Summer changes the load  on children’s nervous systems and when load increases, regulation of

Spring often brings a noticeable shift in early learning environments. Children may seem more capable, more regulated, and more independent during the day yet educators hear from families that evenings and drop-offs are suddenly much harder. For Teachers and Early Childhood Educators, this can raise questions. If a child is managing well in the classroom, why are they melting down later? And what does that mean for how we support them during the day? This article explores why

Behaviour challenges in early learning environments can feel especially heavy as the year progresses. By late winter, many Early Childhood Educators describe a familiar frustration: “Nothing is working anymore.” Charts, reminders, visuals, consequences; you’ve been consistent, thoughtful, and intentional. And yet behaviour feels bigger, louder, and harder to manage. When strategies stop working, it’s not a sign to get stricter. It’s a sign to look underneath the behaviour. Th

In early learning settings, March is often when language differences start to stand out more clearly. You’re hearing who is talking constantly, who follows group directions with ease, and who seems to get lost in the noise of a busy room. For many Educators and ECEs, this is the point in the year when you start comparing children more closely; not out of judgment, but because you’re seeing patterns. And it can be hard to know what’s typical, what’s a concern, and what simply

By August, differences between children often become more noticeable in early learning environments. Some children thrive with summer flexibility, while others struggle more with regulation, transitions, or group expectations. At the same time, conversations about “readiness,” room changes, and next steps tend to increase. For educators, this can create tension: how do we support children’s needs without jumping to labels, assumptions, or conclusions about what those differen

As the year winds down, many Teachers and Early Childhood Educators notice a familiar pattern: behaviours resurface, regulation seems harder, and children who were doing well earlier in the year begin to struggle again. This can feel discouraging especially after months of progress. But end-of-year behaviour is rarely regression. More often, it’s load . This article explores why regulation often becomes harder at the end of the year, what children are responding to, and how e

September brings new children, new families, new routines, and new expectations all at once. Even children who have been in care and school before may struggle more than anticipated. Big feelings at drop-off, increased clinginess, and behaviour changes during the day are common signs that children are still settling. If your mornings feel more intense this year, you’re not imagining it. This article breaks down what’s really happening during separation, why drop-offs can take

Winter is a challenging season in early learning environments. Shorter days, limited outdoor time, heavier clothing, and increased illness all place additional demands on young children’s nervous systems. In group care settings, these changes often show up as increased reactivity, difficulty with transitions, and more frequent emotional outbursts. Many Early Childhood Educators (ECEs) notice that their rooms feel louder, harder, and more reactive during the winter months. If