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[00:00:00] Welcome to Stories That Stick with me, Laura, as your resident storyteller. I'm here to show you how oral stories inspire and captivate minds young and old. Tune in each week to hear a compelling story and join in meaningful conversations. I'll be digging deep into the heart of storytelling, connection, and listening.
So whether you're a kid, teacher, caregiver, grandparent, or simply a lover of stories, This podcast is for you. Join me as you get lost in another world and discover how stories shape our lives. Here's to the next page in our story.
Welcome to today's episode of Stories That Stick. Today I have here Nyetta from the Activity Playhouse on Instagram. And she and I virtually met through an online digital course about being an entrepreneur and selling our knowledge that we have in the [00:01:00] early childhood field and have a lot of the same passions around early literacy.
And it just so happens right now we're also both homeschooling our children. So I thought it'd be awesome to have her on and talk a little bit more about what the science of reading is and ways that we can build children's skills before they turn five or six and maybe go into a traditional school setting.
So I'm going to let you introduce yourself and I'd love to hear a little bit about what brought you to the work that you're doing, , a little about your story. Okay. Well, first of all, thank you for having me. Thank you for inviting me. It's a pleasure to be on your platform. I'm Nyetta, the mom playologist self renowned, I know, but I'm the founder of the Activity Playhouse and at the Activity Playhouse, we help other stay at home moms learn to teach and build bonds with their little ones in a fun and engaging way through our play.
So about me, I'd [00:02:00] never dreamed of being a stay at home mom. I never dreamed of homeschooling my kids. I'm just being honest. God had that planned for me and I kind of went against it for a couple of years. And then you know, It was, it was kind of forced upon me, but it was something that I embraced and something that I do love.
I love it. I never thought I would. So I didn't grow up with my mom. My mom left us when we were about nine or 10. She just decided to like up and leave. So I was raised by a single dad. And I knew that when I became a mom, that I would give it my all. That still didn't. Resonate and stay at home to me, cause I didn't know what that was.
But that, that kind of drove me into like, I was in the army in my early, pretty much all of my twenties from 19. Like I went to college, my first year college. Finished up my finals and then I went into the army. And I was in the army for nine and a half years. [00:03:00] During that time I had my first child.
So I got off active duty, I had my baby and I was like, well, you know, this working thing isn't going to work trying to feed a child. So I went back into the army active duty. And then I got pregnant with my second child and I said, you know what? This is not a lifestyle for the kids because this is not the vision that I had for me being a mom.
So I got off active duty and I became a stay at home mom and it was like, oh my God, what is this? Like what do I do? I have a four year old and a newborn that I'm breastfeeding. What is this? And then on top of, you know, a new experience having two kids just coming off of active duty. Like all of this happened in the same year.
Coming off active duty, having a new kid, moving to a new state because my husband got a job out of state. So we were, my baby was five weeks when we moved. Our baby was five weeks when we moved. Class reunion, high school class reunion. It was just [00:04:00] a lot. Shopping for a new house in a new state that we know nothing about.
No family. So it was just crazy. So, my son was, I was scared of the school system and my son was like, I don't know. So we tried it. We tried it for two months for pre K and I pulled him right back out. So, that's how we got into our journey of, the first journey of homeschooling. Because he was just there and he didn't like it.
He came home super hungry, like super hungry. And it was still like, mommy, I want to do this. I want to do that. And it wasn't like go outside. So I think it's like, I want to paint. I want to do this science experiment. Cause that was things that we were already doing. So it's only two things. He wasn't been stimulated enough mentally and he definitely wasn't eating like I think he was starving.
So, so we pulled him out and that's how I got into my journey. Just him being into science and math and [00:05:00] having to learn in the way that he learns being hands on, it led me down the rabbit hole of play. But back then, that was 2017. I didn't know it was play. I was just doing what my kid loved and going into his interest, like I knew at, or he didn't want a pencil and a piece of paper, so we did the chalkboard and the chalk or I knew that he didn't want to color on his worksheet.
He actually wanted to paint. So that's kind of around the world how I got into play, so to speak, and how I got into homeschooling. Wow. And so then would you say. Most of what you have learned to share with your audience and with others comes mostly from your own research and your experiences and kind of trial and error.
through working with all three of your children because as you know each child's gonna, you know, maybe you do have a, your daughter likes to do pencil and paper and wants to do a [00:06:00] worksheet versus, you know, your other child maybe is not into creative arts and a blank page is not interesting to them, nor is, , something that has one clear answer.
So having to kind of work through that, is that how you You know, over the last 10 years, got to yes. Yes. That's why I say the mom playologist because, you know, most certified like not necessarily cause there's no, quote unquote certification, but like occupational therapists, pediatrics, and things like that, they're like play therapists.
So that's why I'm a self renowned mom playologist, because I'm a mom that, that plays, and we do play at home, and it kind of just, it's something I stumbled upon, but when I realized exactly what it was, I was able to clean in, and like you said, my first child, so Different from my second and my third child is just different from everybody.
But doing my research, I did want to get into a center, a play based center. So, because I kind of [00:07:00] felt like a hypocrite on Instagram, if I'm telling moms how to do things, but it's like, does it work for just your child or does it work for other kids? So, you know, I had to test my framework and it just so happened.
There was a play based Learning center in McDonnell, Georgia that didn't use curriculums, but they needed they were they were kind of stuck creativity. With the creativity of the activities and stuff. And that came natural to me. So we kind of partnered up a little bit and I was there for six months helping out in classrooms, doing story time with the community and just doing those hands on engaging getting down at the level with the little ones and communicating with them.
And it was kind of like a test, the theory also, but it was also like Helping the kids like they just, they just needed, you know, someone that could think outside the box to them and create a more engaging invitations to play, so to speak. [00:08:00] So yeah, so most of my experience is at home. That's awesome.
And I'm have no doubt that when you went and tried these things with other children, what you were doing was following that your own Children's lead and following their interests and allowing them to make their choices. And then, providing the environment, the freedom, maybe the nudge or the language or the vocabulary.
And so I'm sure it was successful because that's what , that's how Children learn. So that's pretty awesome. That's awesome. I mean, I also did not yeah. Ever envisioned myself falling into this, this role that I'm in as well, because I was in a public school. I mean, , I wanted to be a teacher since I was in second grade.
And so it was like, there was no, there was no other option. . I went to like a school that was for teachers and got hired right out of my undergrad. Like I was a teacher at 22 years old with 22 four year olds.
[00:09:00] Yeah. I look back now and I'm like, Oh my goodness. But that, that was what I wanted to do. And I loved it. And I loved it for the time that I did it. And it wasn't until , as like many say, like until the pandemic, when things just started to shift, priority started to shift for everybody. My family life started to shift.
And and then, yeah, I just started to, realize more about the way children needed to be learning and how I was or was not able to facilitate that within my classroom and within the constraints of what was given to me. And it became a real internal challenge. Struggle because can only do so much behind closed doors when all the other mandates are being pushed down on you because I was always in a public school classroom teaching and that financially.
That's what I needed to maintain because that was where I started. So yeah, it's been a it's been a it sounds like it's been a journey for both of us. And now, just continuing to grow and learn. And [00:10:00] I mean, the most exciting thing for me right now is seeing it. the spark for literacy that starts to just naturally unfold with the kids, right?
Like noticing there's a new stop sign, a new street sign that's out there and like asking or, , my daughter will overhear me, , doing some more explicit letter sounds with my son. And then she'll hear me say something and she'll just start making letter sounds because she knows letter sounds, but she doesn't have that correlation yet.
So she knows when I'm asking him something, she'll just start being like, cause she knows what, right. And so it's just those. Or like the other day we were all just singing a song with silly rhymes and just hearing them start to play around with words and be silly and think of like how many different ways they can rhyme with fart and poop because , that's what's funny to three and five year olds, , and that's those moments I love to see.
And those are the things that I miss from the classroom when you're seeing all that unfold. And so I'd love to [00:11:00] chat some, because I imagine you've brought your children through, all the realms of, learning to read from, , just an awareness of what language and Oral language and print is to reading.
As you said, you have a 7 year old and an 11 year old. So,, to you, what is the science of reading? And, , what, do you understand and what do you think about when you think of the skills and the way to use the science of reading for young children?
So I'm a very honest person, so I'm going to be honest and say that the science of reading was something that was identified to me within the last year. even though it's not a new concept. It's almost like play, like we are doing it, but I didn't know that there was a name for it, quote unquote. So I identified the science of reading and what we were doing as that within the last year.
But prior to that I understood it as system or steps to getting your child [00:12:00] to be interested in reading, but not necessarily reading. Like I didn't push my kids to read. And honestly, I don't feel like I taught them to read because you can teach a kid how to read, but if you're doing the pre reading Skills is kind of like, do you have to teach them?
So I go back and forth with that a lot. Mm-Hmm. So to answer the question, the science of reading for me now is the steps to get your your child or your students reading a level of proficiency and it's going in a certain order to make sure that they get those foundations. And I think that's why.
The school systems are going back to the science of reading because we're missing those steps of the kids getting the foundation. Yeah, I honestly, , my understanding of it and the way I think about it is that it's this body of research, right? This shared research based knowledge that's now being shared about [00:13:00] how we now understand the brain.
Develops and understands reading and processes the English language and what it looks like to take these symbols on paper that they're seeing and transposing them in their brain to come out and that the way to achieve it is through these steps, right? This systematic, explicit instruction, right?
where you are able to identify what each child needs, right? So if a child is already proficient at manipulating phonemes and blending them together, yeah, they can keep practicing it, but that you're going to be starting to work on maybe some other skill that's going to help them make more sense of language.
And you really can't go from A to Z when you're teaching reading. You can teach. A, B, C, D, E, F, G. You can teach and expose them to all of it at the same time, but they're never going to get to the, if they don't have exposure to all of it. And I actually didn't, it [00:14:00] wasn't, I was one of those teachers, like in the, I don't know if you are familiar with the podcast, sold a story, but I, it's, you should listen to it.
It's phenomenal. But I was that teacher that had this, mask over my eyes and I was teaching five year olds how to guess. Basically, that's how I was taught to teach children how to read. Through a predictive text that said, This is a cow, this is a clown, this is a house. And words that they could not read, they were literally memorizing, This is a, and then they were looking at the picture, And saying something that started with it.
And I might draw their attention to the first letter. I might not. And when it was finally pointed out to me, I like, just died because I couldn't believe how blindly I was doing it. And the problem with it all was that, yeah, 30, 20 to 30 percent of my students were leaving and getting it and going beyond that [00:15:00] because they were getting all these other things, but the majority of them were not getting it because they were giving nothing, no keys to unlock all those things.
And it was like, as soon as I became aware of that, I was like, Whoa. And that's when I just started a deep dive into it and realized what was happening and what shifts needed to to be made and I think that's such an interesting way that you said and that you thought about , are we in fact teaching the children to read or if we're giving them all of these foundational skills.
Then they're just putting it together. And again, we're giving them the space, the time, the environment, the interest, right? Like if your, your child is a chef, a cook, you're giving them recipes versus if your child is really into Legos, you're finding some way to build in reading and writing simple words through Legos or, whatever it might be and giving them a purpose.
[00:16:00] Because to just say to five year olds, read because I'm telling you to read, like there's no internal, there's no motivation. No natural love for it, no excitement or anything. And that's what I think sometimes as a parents, we kind of get sidetracked because there's all this pressure, this, especially going as a kindergarten.
My child needs to read. My child needs to read. My child needs to read. There are steps, many steps that you do before your child is actually reading. And like you said, you can't skip those steps because by the time they get in the third grade, It's gonna catch up to them because no one's reading those tests that they're taking to them anymore.
There is no more listening to the questions they have to read it. And if they can't read it, they're not going to do good with math, science or anything else. And I like that you said, Putting things like the recipe cards of their chef or the Legos like my child is for he can't read. And I'm pushing him to read.
No, but [00:17:00] I do put a recipe card in front of him just so that we can still go hand on hand. So that's that background knowledge. That you said 20 to 30 percent area kids had so that they We did get the skills to read without memorizing it because it's the background knowledge. And that's why I say the classroom is our world.
And while you, you know, you lead with, you follow the child and let them lead because whatever they're interested in, Keen in on that. And that will give them, like you said, the keys to unlock them to reading. Like I, we read for fun. We love to read, but we also go to the library every week. They see me read, they see their dad read, like they pick out their books.
You would think my four year old can read, but he can't, but that's just how into the books that he is. He can pick out what book he likes. So I think it's, I think the world is true. Majority of the world is truly missing that background knowledge and those pre reading skills. Skills that we need for our [00:18:00] little ones to set that foundation.
I truly, truly do like it. It's beyond memorizing the alphabets, it's it's, I don't know, like it's just summarize our alphabets and then now we're reading like you just get so many things and that's why I love that. It's nice to read and it's like coming back to do a step by step. Well, I love it and I hate it.
So I love that it's coming back for the kids, but of course our system makes everything about money. So I don't believe that it should take. 8 million to introduce this concept that has already been like you said, research and research and research is not that new. Yeah, it's it's not right. And I think what's hard is I, I don't know where the money is going beyond.
The publisher and, you know, the curriculum creators, but it's not I'd like to think that that it's going to the teachers because I was in one of those schools. I was in Massachusetts and one of the writers [00:19:00] of one of the curriculums that, is not being used anymore, was from Massachusetts.
And the, study sample, was from a town in Massachusetts. And these people, , went to Lesley University, were mentored by some of these people that wrote the curriculum. And they couldn't see it like refuse to see it because they had seen some ways that there was success.
And yet, we were continuously looking at our third and fourth graders and saying these kids have been with us since four. We had them when they were four because we had a universal pre K. So they were with us at four, at five, at six, at seven. This is nobody's fault but our own. And so I would love to think that that is where the money is going to help those teachers educators that have been teaching how to read in a certain way also have to unlearn a ton, a ton of money is so called for is to reframe all the teachers.
But again, I don't, I don't see how that like because I don't know if you know, in the news, like, a lot of [00:20:00] states are now coming down to where it'll be all. Almost all 50 usually get about 46 states that jump on a bandwagon. But right now I think it's about 15 to 20 days signed bills to implement the science of reading for their whole state and just looking at the charts of like some states are 16 16 million, some states are three, some states are eight is.
It doesn't take that much to teach our kids to read or get them reading. It doesn't take that much. So yeah. Yeah. So I think something that I heard you speaking on is this idea of this building this background knowledge. Right. And so it can be really easy when we think about the science of reading to focus on just the systematic and explicit instruction in phonics.
and phonemic awareness because we do know that phonemic awareness is a huge predictor of later literacy reading, right? And we know phonics is necessary. They can play around with sounds all they want, but if they don't know the letter sound patterns, they're [00:21:00] never going to, build it. They're never going to put it, put it all together.
But there are three other things that fall into the science of reading being comprehension, fluency, and vocabulary. And they are just as important as those ones that are building their word recognition. So, if these 3 and 4 year olds are not having the opportunities to construct their own knowledge about the world through play, they are not building vocabulary, they are not comprehending, and they are instead rote memorizing.
Something that will come right and I'm not saying the wait and see I know there's there are places and there are times and everything and also we cannot let this children being able to play and construct their own knowledge and make sense. They're going to learn the terms ingredients measurements tablespoon teaspoon directions and what the difference between directions and ingredients are.
If [00:22:00] they're interested in cooking and want to. Find out that. I mean, we know kids can name, I mean, my son, since he was four, could name every dinosaur, and the difference between a Brontosaurus because of where the nose holes were and whatever because they're interested in it, right?
And that's building that vocabulary. It's building their comprehension. So now if I know I need to teach them the life cycle of something, I'm going to teach the life cycle of hatching from an egg and I'm going to relate it to dinosaurs. Right? And then I can play around with the word. Oh, how many parts do you hear in dinosaur? I'm going to throw in a few of those things where we're building phonemic awareness. I'm maybe getting an ABC book about dinosaurs to talk about the different dinosaur types that start with letters, but they're building that because they are capable.
When we let them find their own interests, but if we're that one shoving it down their throats, because we feel that pressure. I get it. As, [00:23:00] as a stay at home mom, a mom that's home with our kids and, and we're solely responsible for what they're growing and learning and that's what happens in the play based preschools, right? They start to feel this panic right now,, Oh my gosh, I'm sending him to kindergarten, and what is the kindergarten teacher going to expect?
, I have just let them play. Just let them play, you know? It's so frustrating. It's, it's very frustrating and mind boggling because if I'm honest, I had the same worries just slightly though, because we look at play as like you said, just playing, but they're learning so much more, so I always give the example of, if I put a worksheet in front of a child, like apples and airplanes and stuff like that, that's the only thing that that child is learning.
Yeah. But if I put a bucket in front of the child and they just happen to explore and stumble upon things, they're going to say, Oh, this is an apple. It's red. [00:24:00] It's kind of round. It's a fruit. I think it starts with the letter A. They're learning so much more just from that one item out of a bucket and there's many more things in that bucket.
So it's. This is going beyond the pressure because the things that we're putting in front of them are already preparing them for these standards, like most of the states in the U. S. go based on the Common Core. For the people listening, if you haven't noticed, the Common Core standards aren't high at all.
They aren't high. Like your kid or kindergarten standards, they need to know, be able to recognize the upper and lower case letters. That's a sensory being if we're relaying that back to play. That's literally a sensory being full of different letters that they can pull out. It's, it's just that simple. So it, it's frustrating for me and you because, We know [00:25:00] what play does and the beauty of it, but for someone that may be listening, it's, it's really just that simple of putting it in front of your little one and seeing the magic happen.
You don't, you don't have to force like, okay, look at this worksheet. This, this, this, this, and this. It's beyond it. And we can't wait for it. We can't wait for them to get it. Like we, we have to just, Hey, what do you want to learn today? Or Hey, what do you want to do today? Not even learn. What do you want to do today?
Like my son, we were driving and he said, mommy, can we, and this is my four year old. Can we learn about police cars next? And I was like, well, what do you want to learn about them? And he said, well, I want to learn about the inside of the car, the outside of the car. And I want to learn what the policemen do.
Okay, cool. Like, I, I, and people are confused. I don't use a curriculum. I don't need a curriculum. They are the curriculum. Like, I'll make sure, because in North Carolina, we are testing for my first grader and my fifth grader. So I do go through the standards for what North Carolina requires, and I put that back into play.
Not so much for my [00:26:00] sixth grader, but definitely for my first grade. And then my four year old, I really just follow his lead. Like, yep, follow his lead. Yep, we were out on the swings today. And my son was like, What do you think is the life cycle of a wildflower? And I was like, How beautiful is this? , well, what do you think?
And sure enough, he knew he applied what he had already learned about life cycles and when seed sprout flower, I added in that there was a bud in between there, and then it went off to seeds. And then he started asking how to seeds get planted. And I talked about how seeds disperse in different ways.
And then I turned to my daughter and I said, You remember what these are? And she said, yeah, butter cups. And I was like, that's right. Remember, that's a compound word. That's two words that go together. Wildflower is also a compound word. What two words you hear in wildflower? She said, wildflower. I'm like, bam.
Done. You know what I mean? It it, it can be those small moments. They add up, they add up, and they just become curious [00:27:00] and. We follow them and I think I agree with you so much about, you know, I say what you will about the Common Core, at least it is something that we can all many people can refer back to and I also agree that those standards are not scary, like, like I'll pull them out sometimes if I've got you know some of the naysayers in my life, and I'm like, Oh, Can count to 100?
Like, that's a game outside, walking along, jumping, you know? Can, yep, can make groups, yep, can make groups like there's a couple different walkways that we have and my children love to like count how many, you know, rocks are there in a certain shape and then a different shape, you know, like, okay, can you make groups of 10, you know what, how many more do you need to make three, like, and that's it.
And that's it. And when you are able to be one on one with a child and not in that classroom where you're managing transitions, behaviors you [00:28:00] know, unengagement, and you're trying to, you're, if you're not allowing play. It's like, it takes so much more effort on everybody's part, everybody's part. And the kids that are really struggling, they're gonna fall even more behind because it's 22 something kids in the classroom from one to maybe two teachers, you know?
So it's, I don't know, it's a cycle that I, I, I don't like and that's kind of where the activity playhouse came from because it's like, There's a disconnect between the schools, the parents, and the CDC, and I just feel like the parents are caught off guard a little bit, as well as the teachers, like, it's beyond the teachers and the parents, and I'm just tired of people placing a blame game between the teacher and the parents.
It's neither. It's the system. So we either deal with the system, or we figure it out on our own, and I'm here to help parents figure it out on their own. Like you said, people think that the standards are so scary. It's [00:29:00] not. Like. Let's find the standard. Let's actually read it. Let's read the standards so you can see what's required.
Yep,
like there's just so many other ways to do it. And I think what's also important for, for caregivers at home to hold on to is you can do all this outside of the hours of school, right? School works for some and is necessary for some. And you can still bring them home and play and put out paint and the playing and inviting your children to make messes and, and play and follow their lead is going to be easier for you as well, right?
It's going to create less, you know, way easier child, you know, hanging on you and needing you, you know, as, as, as they build up that independent play muscle. But I think , what we're both trying to say here is children are innately. Learners and curious and you can as the adult in their lives become [00:30:00] familiar with some of those foundational skills that they need and vocabulary and how to comprehend and ask questions and then just in, you know, just invite.
Just follow where they're going, and it's, you know, it can be a beautiful thing when everything starts to fall together. Yes, it can. It can. It really can. And just like, like you said, the letter, letter recognition is not as important as, like, nursery rhymes. Like, a lot of people don't even do nursery rhymes anymore.
Like, that is so important as a pre reading skill, you know, like, it's just simple stuff that we don't, not weed, but simple stuff that the system doesn't use it, use any more that's really necessary. Yep. I agree. So many songs like children's songs, it's a bitsy spider.
Down by the bay, you know, all those songs. They have rhyming in it [00:31:00] They are quote unquote have been around for as long as they've been around for a reason And I don't mean playing it from your phone because children respond differently To when they're listening to somebody else sing it, versus you singing it.
Often, like, I find, in my house, we're big Swiftie fans. So, you know, we've been listening non stop to Taylor Swift's newest album. And I'll see my daughter watching me sing. Because she's watching my mouth. That's how she's figuring out the words to the song. She's not, she's picking it up by what the singer is saying over the, the speaker, but she's really looking at my lips and she's noticing what's happening with my lips and she's lip reading at the same time to make sense of the words.
So there's a difference between singing the itsy bitsy spider and playing it from your speaker or from your phone. I think as much as we can be reading those books that are rhyming or have alliteration. Telling oral stories, just telling stories, even if it's Goldilocks and the Three Bears, whatever. [00:32:00] You, telling a story to your children, and then to the children in your lives, and singing songs.
Like, that's That builds that kind of passion like no other, like, oh my god, so as you know we just finished testing my first grader for North Carolina and it's required and we had to give her a second grade test. So, naturally, I was a little nervous because you have to give them the test for the grade that they're going to.
So, what truly surprised me because we, we played a lot, you know we don't do a lot of hearing or reading for questions to see if you comprehended what you were reading.
We don't do a lot of that. Her comprehension is on 4A level. And I was completely, like, shocked. Because, again, it's not something that we intentionally work on. We play, we read, we have discussions. Like, our books, when we read our books, we do a mini podcast, because they want to be like mommy and do a podcast. So we pass around a fake [00:33:00] microphone for us to talk about the book after we've read it, whether we like, dislike, and whatever they just want to do.
But, little things like that, Build that reading comprehension. Like you said, the singing and your daughter watching your mouth. That's her building her comprehension, understanding because she's seeing it and she's hearing it. So that's, that's the fun part about play. They're tapping into two different senses so that they're still learning.
Like that's the best way for them to learn. It's a two for one. So absolutely, absolutely right. And that's where that that multisensory piece comes in as well, right? When we're singing things as well as let you know, they're playing in something and they're experiencing it. You know, it's the neurons and the connections are getting stronger and stronger rather than if we're just doing something in one way or exposing it to them in one way.
So as much as we can bring in multisensory, you know, experiences for them. And that's why, you know, a lot of what's coming out. Now, when it's like, okay, if you are really focusing [00:34:00] on, you know, letter sounds like you can be showing the lip mouth, the, the, the mouth shapes as well, right? Like, because it's going to look different than, right.
And so some child may. Make that connection a lot quicker than looking at the letter M and knowing it's but maybe seeing the letter M and knowing my mouth goes like this. My mouth goes like this, right? Like just giving them all those different entry points to be able to really access the information that we're giving them for sure, I think is so important and and play is the best way to find out, what type of, sensory learner your child is.
Yes, for sure. Yeah. Well, it was so great to have you. I really appreciated this chat. It was so nice. I'm wondering if there's anything that you want to tell us about that you have going on. I'll put it in the show notes and let people know. I know you've already said it, but where can they find you? And Thanks for coming.
Thank you for having me again. So right now we're in the middle of doing our second [00:35:00] annual summer fun fest in McDonough, Georgia. It's just a fun event to encourage parents to get outside and play with their little ones this summer. So we do hands on activities, simple activities to show them, but we also cater to the big kids.
We'll have bubble shows, foam and all that stuff. . And you can find me on all social media platforms at The Activity Playhouse. And you can also go to our website as well to get different tips. We put a lot of stuff on IG as far as what I do with my kids. It's hilarious sometimes. So you can find me on The Activity Playhouse everywhere. Awesome. Well, thanks so much. I really appreciate it. And I hope your summer, summer fest you have, I hope you have good weather and I hope it goes awesome.
Yes. Yes. We, we always fingers crossed for good weather. Thank you.
The end. But really, that's it for today's episode of Stories That Stick. [00:36:00] Inspiring and captivating minds, young and old. Remember, stories have the incredible ability to spark conversations, ignite imagination, and create lasting connections. If you loved what you heard, be sure to subscribe to the podcast and leave a five star review.
It really does make a difference. And, if you have a story to share or a topic you want me to explore, reach out to me on Instagram at LittleStoriesThatStick. Until next time, keep working that storytelling muscle and tell stories every day.
