Example experiences:

Practice for adults who teach children:

For educators, parents, caregivers, healers, facilitators, developers, and leaders. Practice explicitly geared for your application with children to support their development of slow attention.

Small is enough

Explore ways to incorporate small materials and small invitations that open space for children to experience fullness of wonder, play, imagination, daydream, and intrinsic motivations for learning.

Less is more

Slowness requires the less of things. What are ways we can say less, scaffold less, offer fewer choices, and limit materials in ways that invite children into the more of themselves?

Deeper engagement

You may already use simple, ordinary materials and know how to create conditions for open-ended play. How do we support children to go deeper with their explorations, sustain attention when things feel “hard” or “boring,” and stay attuned to their inner knowing while playing alongside others?

Spaciousness design

Opportunities for children to go slow, play without interruption, and connect with their inner worlds don’t expand from more time. They expand from intentional shifts in how we invite materials, questions, limits, groupings, silence, and other small nuances of practice.

Analog play

We live in a digital and analog world. Digital and AI-driven products/experiences have the potential to distance children from themselves and loop them into external, corporate driven motivation models. It’s also possible for children to engage in analog play alongside such experiences—explore functions beneath the glossy forms, find new kinds of questions, and follow their intrinsic motivations for learning and expression.

Noticing mixed messages

We may say we want slowness for children, but we often sabotage our efforts through the assumptions, vocabulary, habits, and routines we’ve embraced for so long we can’t see them. Exploration to: expand awareness about what we communicate (in words and actions), notice hidden understandings and beliefs, and create small, transformative shifts in our practice with children. (Especially powerful for school/organization teams.)

Leading for slow and spacious learning

Explore ways to design professional development for educators to engage their own ways of attention as they also attune to how they nourish children’s attention.

Developing with deep care for children

For those who are in the process of creating a new kind of product, program, service, or experience for children and want to bring generous care and loving attention to how children may experience the offering and the ways it may nourish (or impede) their development of slow attention.

Practice for adults:

For those who feel called to nourish their ways of attention; for teams within an organization or community who want to take a closer look at their investments of attention. Practice designed to deepen connection and reflection within yourself (before thinking about application with others; “put your oxygen mask on first”).

Foundations of attention

Spacious and easeful invitation to slow down and notice what we do with our attention, how this feels, what we wonder and wish and worry about, and how we might bring more intention to our attention.

Deepening presence

What does it mean to be present in a moment? How can we do this amidst the busy and too muchness of the world? Layered, playful practice to explore slowness as a space and frame small moments as opportunities to deepen presence of interaction, relationship, and wholeness.

Protecting attention

How do we create simple, everyday practices to stay grounded and protected from external tugs of distraction? Exploration of boundaries, containers, ways to work with intention and frequency, the roles of community, lineage, ritual, and reverence.

Honoring not-knowing

What is our relationship to wonder and curiosity? Where do we let questions linger and where do we reach to our phones for answers? A rigorous and playful exploration of how we experience uncertainty, control, internal/external knowing, judgment, boredom, silence, busy, empty, and more. How might we allow ourselves to listen in the spaciousness of not-knowing?

Slow listening

Heart-opening practice for groups who want to listen beyond divisions and the terrain of ideas. How might we listen to each other with slow, spacious tenderness, curiosity, and love?

Experiences for children and adults:

For children ages 3-10 with an adult or for multi-age groups. Adults are encouraged to participate alongside children, connecting with the child within themselves.

Although I work both online or on-site for adult programming, for experiences with children, I prefer to work face-to-face, standing on the same soil (locally or with travel).

From Nature Walks to Button Play to Writing Workshops to Move Your Feelings to Altar-making to Storytelling, I trust children and trust that we as adults must learn from children.

I prioritize small, ordinary, and natural materials alongside simple frames for exploration. I design for both collaborative and parallel engagement with opportunities for multi-modal expressions and generous space for silence, daydream, listening, and multidimensional connection.