Early Experiences Play School LLC

04/15/2026

At EEPS, you’ll notice something pretty quickly… we are outside a LOT.

And it’s not just because the kids like it (although they do)… it’s because they need it.

Outside, children move their bodies the way they were designed to. They run, climb, dig, balance, lift, and carry. They build strength, coordination, and confidence without even realizing it. No worksheet can replace that.

Outside, their imaginations open up. Sticks become magic wands. Dirt becomes a bakery. A pile of rocks becomes a whole world. There’s no “right way” to play out here… and that’s where real creativity lives.

Outside, behavior improves. Big feelings have space to breathe. Loud voices aren’t a problem. Energy isn’t something to “manage”… it’s something to use.

Outside, they learn real life. They problem solve. They take safe risks. They learn how to navigate friendships without constant adult interruption. They get messy… and they learn that messy is okay.

And honestly… outside is just calmer. For them and for us.

We still do art, reading, math, and all the important early learning skills… we just bring as much of it outside as we can. Because young children were never meant to sit inside for most of their day.

They were meant to explore, to move, to get dirty, to wonder.

So yes… we’re outside most of the day.

Because childhood should feel like childhood.

04/10/2026

Four years of digging, hauling, dumping, scooping, and building… and this is what it looks like.

Every bucket of sand moved by little hands… every rock carried from one spot to another… every “construction site” and “mud kitchen” moment… it all adds up. What started as grass has slowly, naturally transformed into a playground shaped by play.

No machines… no big renovation… just kids doing what kids do best.

Creating.

Exploring.

Working hard in the most playful way.

And now here we are… a yard mostly covered in sand and rock, with just this little patch of grass holding on.

I can’t help but wonder… will summer 2026 be the year it disappears for good?

Either way… this space tells a story. And it’s one I wouldn’t change for anything.

04/05/2026

Families!!! What a cool opportunity! If you do this, please share with me!!!

Babies and Toddlers under three and their caregivers are invited to put on their favorite outfit and join us at the BCPL Tiny Prom! We will dance, play, and take prom photos! This is a drop-in event, feel free to stay for as little or long as you like! This program is geared towards babies and toddlers under 3.

04/02/2026

Grounding—also known as “earthing”—is one of the simplest, most powerful things we can offer young children… and it looks just like play.

When children walk barefoot in the grass, dig in the dirt, splash in puddles, or lie in the sunshine, they are connecting directly with the world around them. These moments aren’t just fun—they are deeply regulating for their growing bodies and brains.

Grounding helps children:
• Calm their nervous systems
• Reduce stress and big emotions
• Improve focus and attention
• Strengthen sensory processing skills
• Build a natural connection to the outdoors

For little ones especially, learning doesn’t happen best sitting still indoors all day. It happens through movement, touch, exploration, and real-life experiences. The feel of cool grass, the texture of mud, the warmth of the sun… these are all meaningful sensory inputs that help children feel safe, centered, and ready to learn.

At EEPS, we believe in giving children plenty of time outside—not just for fresh air, but because it supports their whole development. When children are grounded, they are more regulated, more engaged, and more open to learning.

Sometimes the best thing we can do for a child… is simply let them take their shoes off and be a kid.

This is also a benefit to ‘home-based’ small child cares and preschools.

04/02/2026

What does engaged learning actually look like in preschool?

It looks like this.

A child sitting closely, completely focused as a story is read… listening, watching, connecting.

It looks like children working together to build something… figuring out space, problem-solving, learning how to navigate each other’s ideas.

It looks like a child carefully turning puzzle pieces, concentrating, trying again when it doesn’t fit the first time.

It looks like a child curled up with a book, independently exploring pages, developing a love for reading in their own way.

It looks like small hands sorting, creating, and examining materials at the table… building fine motor skills and independence.

It looks like sensory play… scooping, digging, exploring, and making sense of the world through touch and movement.

It even looks like sitting on the floor, lining things up, matching pictures to words, and quietly making connections.

None of this is random.

This is focus.
This is curiosity.
This is problem-solving.
This is confidence being built in real time.

At EEPS, engaged learning doesn’t always mean sitting still or being quiet. It means children are involved, thinking, exploring, and actively participating in their environment.

It’s messy at times.
It’s busy.
It’s real.

And it’s exactly how young children learn

03/30/2026

There’s just something about springtime… the sunshine, the fresh air, and the way it seems to wake up curiosity in every child.

Today was filled with busy little explorers… asking questions, making discoveries, getting messy, and soaking up every bit of the beautiful weather. The laughter sounded a little louder, the imaginations stretched a little further, and the joy was just everywhere.

Moments like these remind me how incredibly blessed I am to do what I do. Owning EEPS and getting to spend my days with such kind, funny, curious, and truly cool kids is something I never take for granted.

This is childhood… and I’m so thankful to be a part of it.

Parents: You may want to check little pockets before you wash those shorts and shirts. Lots of pockets filled with rocks today!!!

03/30/2026

One of my favorite parts of owning a child care is my relationships with parents.

Sure, sometimes I have a parent or
two that we just don’t mesh and it is a struggle. Sometimes
those relationships have to be severed because the working relationship just isn’t healthy, but I’ve learned over time… it’s OK, every family isn’t the right
fit for EEPS… and that’s OK.

But, 9/10 times the relationship is amazing. Parents share pictures, triumphs, concerns, etc. We work seamlessly together.

This weekend, I had a parent message me about a little one pooping on the potty
for the first time. We celebrated together.

I have been to 4 adoptions in the last year, for the kids in my care!

Last week, we had another little one acting odd… I was sure it was an ear infection… and when taken to the doc, no infection. Yet, two days later, the symptoms intensified and sure enough, it was now a double ear infection.

A long while ago, we had a kiddo vomiting a few times a week. Between mom and me, we thought we would remove egg from the diet. Vomiting stopped.

Friday I suggested a visit to the
doc to explore allergy meds.

Sometimes, I don’t see the parents, but I do the kids and I have bonds with every one. Text messaging and checking in with families goes a long way.

I believe that pouring into each child is what makes me one of the best child
care providers. I believe that my philosophy of play and connection first, makes me
stand out.

I have amazing staff. None of us are perfect, but we love our kids and families hard and we show up every day.

May 11 is ‘ A day without child care ‘

It’s the day we are supposed to
close to show the impact of child
care providers. I support my fellow providers who participate.

However, EEPS will not. We show up
for our kids and families. Not because this movement isn’t important, but because my families show up for us.

We are so blessed for what we have. However, I do encourage families
to contact our state and federal representatives and senators, along with our governor to let them know that child
care is essential and should be supported and funded to ease
the burdens of families and providers.

Please join with us to change our
child care climate.

Don’t know who to contact? Text me!
812-344-2482

03/28/2026

At Early Experiences Play School, LLC, we believe in letting kids… be kids.

Childhood isn’t meant to be rushed. It isn’t meant to be spent sitting at desks for hours at a time. It’s meant to be filled with movement, imagination, fresh air, and the kind of play that builds strong, capable, confident children.

At EEPS, our days look a little different than a traditional preschool… and that’s intentional.

Our children spend hours outside each day… exploring, climbing, running, digging, creating, and learning through real experiences. They engage in rough-and-tumble play, imaginative play, and hands-on discovery that supports not just their physical development, but their social-emotional growth too.

And yes… they are absolutely getting ready for Kindergarten.

Through play-based learning, structured activities, and meaningful interactions, our children build the skills they need… early literacy, problem-solving, independence, and confidence. The difference is how they learn. We don’t rush it… we let it develop naturally, in ways that actually stick.

Because the reality is… children will spend the next 13+ years inside a classroom. Sitting. Listening. Waiting their turn. With limited time to move and explore.

They don’t need more of that at 2, 3, or 4 years old.

They need space to run.
They need mud on their hands.
They need time to pretend, to build, to fall and get back up.
They need joy in learning.

At EEPS, we give them that foundation… not by holding them back, but by allowing them to grow in the way they were designed to.

A different kind of preschool.
A different start for a lifetime of learning.
A more organic approach that is a different, but not inferior.

03/09/2026

As many of my EEPS community knows, I have a 12 year old with Autism, PDA, ADHD, and PANDAS.

As she navigates into her teen years, Kaila will need to have more independence. A Service dog can help Kaila with nervous system regulation by doing a number of tasks , such as deep pressure, circling Kaila to give her space when she gets overwhelmed, leading her out of large crowds, closing doors behind her to make her more safe in her space, and other tasks to help her when her nervous system has low tolerance, such as retrieving items, closing cupboards, etc.

If you are inclined to donate, we would appreciate it. If not, if you could share, I would appreciate it.

Thank you all so much!

My daughter Kaila is 12 years old and was adopted through foster care. She has faced more… Kaley Douglas needs your support for Help Kaila Get Her Service Dog

02/27/2026

There is something really special about a small, home-based preschool… especially one that serves a mixed age range like 2–5 years old.

In a family-style environment, younger children learn by watching older peers model language, independence, and problem-solving… and older children build confidence and leadership by helping those younger than them. It mirrors real life… like siblings growing up together.

With smaller group sizes, teachers truly know each child… their personality, strengths, sensitivities, and needs. Learning isn’t one-size-fits-all… children are free to grow at their own pace without pressure to meet a rigid academic timeline.

Social-emotional development comes first… instead of simply managing large groups, teachers can slow down, coach through conflict, and build emotional intelligence in meaningful ways.

And let’s talk about outdoor time… many public school preschools have limited recess windows… sometimes 20–30 minutes once a day, depending on schedules and weather policies. At EEPS, we often spend hours outside. Children run, climb, dig, create, regulate their nervous systems, and strengthen their bodies. Outdoor play isn’t a quick break… it’s a core part of how young children learn.

Most importantly, childhood is protected… play, movement, imagination, and hands-on exploration remain central… because that’s how young children learn best.

This isn’t about criticizing public schools… they serve an important role. But for ages 2–5, a small, relationship-based environment can offer something powerful… security, belonging, time in nature, and a strong foundation for lifelong learning.

And that foundation truly matters. You will find that at EEPS!

We are now enrolling for August… and space is limited. If you’re looking for a relationship-based, play-centered environment for your child, we would love to connect with you.

02/26/2026

Two-year-olds are still very new at being little humans.

They are learning:
• How to share space
• How to communicate
• How to wait
• How to regulate big feelings
• How to function in a room full of other active children

That is a tremendous amount of growth happening at once.

In group care, when a child does not yet know how to play independently, we often see behaviors such as hitting, scratching, grabbing, or pushing. These behaviors are not because a child is “bad” or intentionally hurtful.

They are often signs of overwhelm.

When a 2-year-old does not know what to do with their body, their hands become their language.

This is why teaching independent play in short, supported stretches is so important.

Independent play builds self-control.
When a toddler focuses on a simple activity—stacking blocks, dropping objects into a container, pushing cars, or turning pages—they are practicing impulse control. Their brain is learning that their hands have purpose.

Independent play reduces peer conflict.
When children are intentionally engaged, they are less likely to drift into another child’s space out of boredom. Many toddler conflicts occur during unstructured moments or when materials are unclear.

Independent play builds confidence.
At two years old, “I did it myself” is powerful. Independent play allows children to feel capable without competition or comparison.

Independent play supports emotional regulation.
Group care environments are busy and stimulating. Short periods of focused, independent engagement provide toddlers with a sense of control in an otherwise highly social setting. For sensitive children, this can significantly reduce overstimulation that may present as scratching or hitting.

At this age, independent play does not mean isolation. It means:

• Short, intentional activities
• Clearly defined spaces
• Simple, purposeful materials
• Teachers nearby for support
• Gentle coaching and modeling

We do not expect two-year-olds to automatically know how to play independently. It is a developmental skill that must be modeled, scaffolded, and practiced.

When toddlers are intentionally taught how to engage with materials independently, we often see a decrease in physical behaviors. Their bodies are regulated. Their hands are busy. Their brains are learning.

Connection first.
Structure second.
Independence grows from both.

02/22/2026

At Early Experiences Play School, we are always working on building strong foundations — and that includes strengthening little hands!

For our 2-year-olds, small motor (fine motor) development is such an important part of their growth. These are the skills that help children eventually button coats, zip jackets, hold crayons correctly, use utensils, and one day… write their names.

Here are a few ways we intentionally build small motor strength in our classroom:

Knobbed Puzzles
Large wooden puzzles with k***s are perfect for little hands. When children grasp the k**b, lift the piece, turn it, and fit it back into place, they are:
• Strengthening finger and hand muscles
• Developing hand-eye coordination
• Practicing problem-solving
• Learning spatial awareness (in/out, turn, flip)

Dropping Sticks into Containers
Simple activities like placing craft sticks into a spice jar, coffee can lid, or small slot container are powerful! This helps children:
• Practice controlled hand movements
• Develop wrist rotation
• Improve focus and concentration
• Strengthen the pincer grasp (thumb and pointer finger)

Using Tweezers to Pick Up Objects
Picking up pom-poms, cotton balls, or small blocks with child-safe tweezers challenges little fingers in the best way. This activity:
• Builds finger strength
• Encourages bilateral coordination (one hand stabilizes while the other works)
• Supports the early skills needed for holding a pencil
• Promotes patience and perseverance

For two-year-olds, these tasks may look simple — but they are BIG work for little hands. Every squeeze, drop, twist, and grasp is building neural pathways and strengthening muscles needed for independence.

Small motor work also builds confidence. When a child successfully fits that puzzle piece or carefully drops the last stick into the container, you can see the pride on their face.

Strong hands today lead to confident learners tomorrow.