Little Star Preschool

Little Star Preschool Reggio Emilia Inspired Play Based Education

08/05/2026

Toddlers are still learning how to communicate, so their behavior often speaks louder than their words. Between ages 1 and 3, they're learning to express emotions, test boundaries, explore their world, and become more independent. That's why it's completely normal to see:

- Frequent use of the word "no"
- Big reactions to changes in routine
- Tantrums when they're tired, overwhelmed, or can't express what they need
- Clinginess during separation or in new situations
- Defiance as they learn where the boundaries are

These behaviors aren't signs that something is wrong. They're part of healthy brain development.

Explore the Baby Brain Map, our interactive guide to the science of early brain development, and discover how everyday moments help build a strong foundation for lifelong learning and well-being: https://bit.ly/4w3j4jg

We are really looking forward to the winds shifting this evening and having some clean air outside!
08/05/2026

We are really looking forward to the winds shifting this evening and having some clean air outside!

Some updated photos of our environment. 🌞
07/16/2026

Some updated photos of our environment. 🌞

A little bit of our tie dye activity. This is one we love to do through summer. You can really dye any clothing. It does...
07/16/2026

A little bit of our tie dye activity. This is one we love to do through summer.

You can really dye any clothing. It does not need to be new, and can be a great way to repurpose older stained clothing!

The blue shirt is a "glitter" dye kit we got at Michaels Stores.

We have a few spots remaining for summer, for ages 2-6. "Summer school" option is 830am-3:00pm! We also have daily rates...
07/16/2026

We have a few spots remaining for summer, for ages 2-6. "Summer school" option is 830am-3:00pm! We also have daily rates, and we are accepting applications for fall!

Infant space available in April 2027.

-Located in NW Corvallis

-Played-based, child-led, and Reggio Emilia inspired

-ERDC Accepted

-Organic foods

-Stainless steel dishware

-Diapers Supplied

-Certified in-home care

Please reach out for more information if you are interested. We can set up a phone interview and then a tour to see if we are a good fit for your family.

07/16/2026

Sometimes children become louder, sillier, more hyperactive or seemingly unable to stop.

And sometimes what looks like “being naughty” is actually a nervous system struggling to cope.

Silliness can be a way of releasing tension. Movement can help a child manage overwhelming internal sensations. Laughter can sometimes appear when a child is uncomfortable, anxious or unsure what to do with big feelings.

This doesn't mean every silly behaviour is a sign of distress.

But when the silliness is sudden, intense or seems out of character, it can be worth asking:

“What might be happening underneath this behaviour?”

Rather than only asking:

“How do I make it stop?”

The behaviour is still communicating something. We just need to become curious about what.

07/16/2026

Stress doesn't just change how children behave—it changes what their brain is able to notice.

When the nervous system senses danger (whether the threat is real or simply perceived), the brain shifts its priority from exploring to surviving.

A child who was happily learning, playing and connecting may suddenly seem clingy, rigid, avoidant or overwhelmed. They're not choosing a smaller world. Their brain is creating one to help them feel safe.

Understanding what's happening beneath the behaviour helps us respond with curiosity instead of frustration.

Have you noticed your child's world becoming "smaller" when they're stressed?

📖 If you'd like practical, research-based strategies to better understand your child's emotions and behaviour, you'll find them in Guidance from The Therapist Parent.

Find it here: www.thetherapistparent.com

07/13/2026

It’s time to move beyond the “functions” of a behavior.

The traditional four functions: attention, escape, tangible, and sensory, offer a surface-level view of a child’s behavior. They identify what a behavior accomplishes in the moment but often miss the deeper context. Each child’s experience, state of regulation and personal history shape behavior, and these antiquated, broad categories can overlook individual needs. In fact, by reducing behavior to categories like “attention-seeking,” we risk ignoring the emotional, sensory, or cognitive realities that drive behavior. This over-simplification can lead to generic behavior management or behavior modification rather than providing meaningful support to the child.

Modern neuroscience, trauma-informed care, and research on interoception have taught us that behavior is a signal, a clue that a child is either dysregulated, unable to solve a problem, or lacking a skill. That’s why a shift to the PENS lens is necessary and honors all that we’ve learned about the brain since the original four “functions” were considered generally acceptable.

This re-frame guides us to understand the problem a child can’t solve, an emotion they can’t handle, a need that’s not being met, or the skill not yet developed. With this new lens, the PENS lens, we don’t just label or simplify behaviors, we use them as entry points to offer individualized support. While the original four functions ‘blame’ the child for the observable behavior, each component of the PENS lens offers an opportunity to HELP the child: HELP them solve a problem, HELP them manage an emotion, HELP them meet a need or HELP them learn a skill.

So grab your pen and write this down next time someone analyzes or assesses behavior. With the re-frame of the PENS lens, we’re not just identifying a function of a behavior, we’re offering the right support so that every problem, emotion, need or skill finds the care it deserves.

Please share this so that we can better support kids who are having difficulty meeting expectations and communicating this difficulty through their behavior, as kids often do.

07/12/2026

Emotional dysregulation rarely comes from just one thing.

A child who seems "fine" one moment and falls apart the next isn't necessarily overreacting. Often, their nervous system has been working hard for much longer than we realise.

Sleep, hunger, sensory overload, disappointment, anxiety, social demands, transitions, and feeling disconnected can all quietly accumulate until even a small challenge feels like too much.

When we ask, "What might be contributing to this?" instead of "What's wrong with my child?" we shift from managing behaviour to understanding it.

Which puzzle piece do you think is most often overlooked?👇

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Corvallis, OR

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