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Ep #72: Yoga and Mindfulness for Kids with Giselle Shardlow

Raising Healthy Kid Brains | Yoga and Mindfulness for Kids with Giselle Shardlow

Yoga encompasses mindfulness, being of service, breathing practices, physical postures, and character education. There’s so much in the practice of yoga that parents and teachers can use to help kids have amazing experiences, and this week, I’m speaking to an expert in this field whose mission is to bring education, health, and happiness to young children everywhere.

Giselle Shardlow was a figure skating coach, day camp leader, and elementary international school teacher who is now a children’s author and the founder of Kids Yoga Stories. She combined her passion for education and yoga to spread the message of integrating learning, movement, and fun, and she’s here this week to introduce us to the world of yoga for children.

Join us on this episode as Giselle walks us through the five C’s of kids yoga, and why play and yoga work so well together. She’s showing us how yoga empowers children of all ages to self-regulate and manage big emotions, and some of the biggest benefits that come from practicing yoga and mindfulness. 

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What You’ll Learn:

  • The 5 C’s of teaching kids yoga.
  • How curiosity is the bridge to connection.
  • Why play and yoga go hand in hand.
  • The science behind taking a pause to breathe.
  • Giselle’s tips for practicing a breath audit.
  • How to begin inviting your kids to practice yoga.

Listen to the Full Episode:

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Full Episode Transcript:

Welcome to the Raising Healthy Kid Brains podcast where moms and teachers come to learn all about kids’ brains, how they work, how they learn, how they grow and simple tips and tricks for raising the most resilient, kind, smart, compassionate kids we can. All while having lots of grace and compassion for ourselves because you know what? We all really need and deserve that too. I am your host, Amy Nielson. Let’s get ready to start the show.

Amy Nielson: Giselle, welcome to the show. I’m so happy to have you here today.

Giselle Shardlow: Thanks so much, Amy. So good to be with you again. We were talking recently, so it’s exciting to be back together.

Amy: I know, so fun. I got to come and chat with you. I’m so happy to have you here for us, because today we are talking about kids yoga and all the amazingness around that. I am so excited. I have been a fan of yoga. I remember one of my kids had a teacher that brought yoga into the classroom, and my child loved it and I loved some of the things I saw from that. So, I’m so excited to get into all of that today.

But before we get started, I’d just love to find out a little bit about you first, and just how you got to where you are now. How did you get to this space of sharing yoga online for kids?

Giselle: Thanks, Amy. Like you, I have always worked with children. So, since I was a little I was a figure skating coach, and then a day camp leader, and then I became an elementary international school teacher. So, I traveled around. At the same time, I’ve always practiced yoga. So, as a little one in the middle of Canada, I used to practice yoga with my mom when I was a baby. And then, we used to go to classes together when I was growing up.

And then, I took yoga teacher training back in 2005, in Sydney, Australia. And then, when my daughter, about 12 years ago when she was a baby, I brought those passions together; of my education background, my yoga, my travel.

And so, I brought it all together in Kids Yoga Stories, and never would I have imagined… It’s kind of similar to your story… never would I have imagined we’d be here after all these years doing what we absolutely love, on this mission of helping children to self-regulate, to manage their big emotions, to be ready to learn so they can be happy, productive, healthy human beings.

Amy: Oh, my goodness. Oh, that’s so cool. Now I’m like, can we just go to lunch? I want to hear more about that figure skating coaching and all your international travels. These are things we haven’t talked about. This is fascinating.

Giselle: Yeah. I’ve been very fortunate. When we spoke about your background, I thought, “Oh, my gosh, we have some similar and yet totally different backgrounds. Cool.”

Amy: Yeah, it’s very cool. Yeah, I love it. That’s so cool. Alright, well let’s talk about yoga. So, you told me that there are five C’s around yoga. Can you tell me the five? I love having numbered lists of things; that just works for my brain. So, let’s talk about that. What are the five C’s of teaching kids?

Giselle: Yeah. So, I’ll tell you where it came from. My yoga practice was my own initially and then I had a little person, and she was difficult, I’m not going to lie. I’m quite honest about this with my community, that I thought, as a teacher, my background, that I’d have some good things to do as a parent. I was not expecting this child, the child that came to me. So, I struggled, Amy. I really struggled for many, many years.

My yoga practice was the thing, that was the thread, that really got me through it. And so, what I also did was research. I read books and took webinars and talked to friends. I mean, I went to therapists; I did it all. And what I realized after everything, maybe when she was about 9 or 10, was that the main thing is me. No kidding.

My own self of being calm and organized, it wasn’t so much what strategy I was using, anything like that. But it really was about ‘how do I look after myself?’ I’m not talking about doing bubble baths or going for massages, because as a young mom there isn’t really time for that. But it’s really about ‘how do I pause instead of reacting?’ No kidding, how do I respond in a way that’s healthy for both of us?

And so, that’s where the meditation… There are a lot of myths and misunderstandings of meditation, but it’s literally just sitting silently. When I sat silently in the morning, Amy, that changed everything. It was this ripple effect.

We’re not the family where my daughter is a yogi. No, she wants, definitely, nothing to do with it. But if I am, myself, emulating calm and organized, that has a ripple effect. So, the first C, I realized, was Calm. It’s up to me to be in charge of taking deep breaths and regulating myself. Because we know that dysregulated adults can’t regulate a dysregulated child, right?

Amy: Oh my gosh, I feel like this is the thing I hear again and again and again and again, across all of the different neuroscientists and psychologists and everyone that I talk to, is that it starts here. This is the thing we have the most control over, I would say, right? Because these humans come to us, and we don’t know exactly what we’re getting, so we have to learn how to be that space. And then, we model it for them and we help them co-regulate.

And so, yes, oh, my gosh. When we can be calm it just brings everything kind of down, and then we can start from there. So, yes, oh, I love that.

Giselle: I think it’s about simplifying, too. I go back to all the books I read and all the strategies, which are amazing. And for neurotypical children maybe that would work, but I just felt like a failure. I felt like a failure, honestly, like nothing was working.

And I think that when you can kind of close off everything for a moment and come back to your own intuition, come back to yourself, come back home, that’s what yoga is, right? It’s about coming back to yourself, and allowing yourself that pause to be intuitive.

Amy: I recently had a conversation too, here on the podcast, where we talked about that, helping children learn how to come back into themselves and start to feel in their bodies again. Because when they start to lose, or getting into emotional dysregulation, they’re really not using their brain anymore. They’re really not almost even in their bodies anymore.

And so, before we can even start to do anything with all of that, we have to help them find their way back into their body, right? I love that you’re talking about it. For us too, how do we help ourselves find our way back into our body? And then, we can help them find their way back into their body. And then, we could do something there.

Giselle: Right, exactly, that’s the second C, it’s about being Curious. This is the practice of mindfulness, is being curious. So, as you say, every child is different, right? Same and different. But how do we get curious about what’s underneath the dysregulation? What’s underneath the tantrums or the big behaviors? What is really going on there?

And then, get curious about yourself. What are our triggers? What are their triggers? What do we notice? Where are some patterns? Write things down, whatever works for you. But that curiosity is so important, right? And it is part of the yoga and mindfulness practice. It’s about ‘how do I see the world differently? How can I change my perspective? How do I change the channel on this? What’s really going on?’

Amy: Is there an aspect of that, of asking him to… I don’t know. When I do yoga, I don’t know, I’m not the most faithful yoga person but I love it. So, whatever that qualifies me as?… I feel like, sometimes, in the practice I’m encouraged to pay attention to my body and how am I feeling right now, what’s happening, and where am I feeling things and all that. I think we talked about that, and helping kids come back into their body and getting curious.

I wonder, too, if that, as you’re talking about that, it’s making me think, “Oh, my goodness.” It allows it to be okay that you’re having big feelings, and they’re not too scary for us to handle. They’re a thing, and they’re real, and they’re happening. It’s not like, “You can’t be upset about this or don’t be mad, or why are you yelling? This isn’t a big deal,” or whatever, right?

It’s like, “This is happening. Oh, my goodness, I wonder why that’s happening?” It allows it to be safe to feel that way, and then we can talk about it. I love that idea. I love that concept.

Giselle: Oh, that’s so beautiful. And you think about your experience is on the mat. So, life is reflected on the mat. And so, just that, having a stop and be curious about our own bodies, even to the extent of ‘how does this feel in my muscles?’ Even to that extent, if that’s where you want to start. And then you start to drop into, “Okay, how am I feeling? Am I feeling that my tension?” Then, you think about in life, in general.

So, we grew up; I had an amazing childhood, Amy, I was very fortunate. But I didn’t have a breadth of feelings and emotions, right? And so I kind of, our family, kind of was playing in the sandbox of, ‘let’s have a great time. Everyone’s happy go lucky.’ Right?

And so, when I had my daughter who had these extreme emotions, I felt really ill equipped. So, that’s where the curiosity came, thinking, “Why am I so triggered by my daughter’s big feelings? Is there anything wrong with it, really?” Like you said, to normalize that it’s okay to have these big emotions, and I needed to build a thicker skin, right?

Not that I got louder, the opposite; I got quieter. I got more into my own voice and I stopped listening to people telling me I’m too accommodating or it’s because she’s an only child; all the negative, right?

Amy: Oh, I’ve heard those. Yep.

Giselle: Yeah. And so, that’s where the curiosity comes through. And then, the third C is about Connecting. It’s really about taking those moments, now that you’ve gone through your curiosity and thought about what’s under the surface for that child. But the connection is, what can we do when they first come home from school, or when they’re having the big behaviors, or whatever it is? Connecting with them is so important. For me, forget the strategies, forget the “we’re bored’s” and all that. It was just about, ‘how can I just be with my daughter?’ That’s it.

Amy: It’s such a big deal. I use this quote regularly, because it’s one of my favorites from Dr. Becky. She says connection always increases cooperation. I love that. When you just said that, you spoke about that, we’re doing it around the big behaviors, outside of big behaviors, which I think is where so much of it happens. And then, sometimes, when we’re able to come through the big behaviors as well, there’s this really good foundation for it, if we’re building it all the time.

And then, when those big moments happen there’s something in the bank for us to draw from to help them get there a little bit easier. Because that’s maybe not when they’re feeling the most connected to themselves, or to us.

Giselle: Yeah, that’s it. For us to model being connected with ourselves, we can start to… depends on the age of the child… we can start to say, “I need to go take a deep breath. I need to go for a walk so that I can regulate myself.” So, you’re modelling it with language. It allows them the space to think, “Okay.” And now my daughter will say to me, “Mom, you need to go take a deep breath.”

Amy: I love it. My kids would be like… I guess it’s less my kids… But I’ll hear, “I think you need to go for a bike ride.” I’m like, “I do. I need to go for a bike ride. I just need to get it all out.” And then I just come back… Okay, can I ask you a question? Because sometimes I feel like I tend to be a very calm person, this is just the way that I respond. I don’t know if it’s something I’ve built over time, or if it’s naturally gifted, I don’t know.

But I tend to stay really, really calm. So, one of the things that I’ve noticed is, when I have a kid having really big emotions, sometimes I feel like they almost think that my calmness means that I’m not listening well enough or engaged well enough, or something. Like I’m not meeting them where they are, to some degree, because I am so calm.

So, I’ve been working on this idea of how do I make that connection? Between “I can see where you are. I’m not going to come to where you are because I’m going to be calm. But I am listening,” and try to build that connection? And I kind of think that the curiosity piece might be the bridge between that, so that that I can stay calm but also help feel connected.

“I see you. I see your distress. I see the extremeness of this for you. Let’s talk about that. How did we get here? And how did…” and whatever? Does that feel like a true thing? I’m trying to make that connection.

Giselle: Yeah, I love everything you said. I do think that, yeah, it comes in communication. To connect and say, “Oh, really? Tell me more about that.” I mean, on a personal note, I noticed that my husband can experience quite low emotions. So, he gets upset because I’m not down there with him. So, I guess sort of similar-ish, right?

But we have to get curious about, ‘okay, why are they thinking that way about me?’ Also, it’s an opportunity for us to express why we are the way we are, right? And what feels comfortable to you. Because I was opposite. When my daughter had huge tantrums, I would get all anxious and upset. And that wasn’t helpful for anybody. So, I think the fact that you can stay calm inside those big emotions, I think is a beautiful thing. But I think you’re right. It’s in the curiosity, the connection; it’s a dance. Right? It’s a dance.

Amy: It is a dance. I love that.

Giselle: Yeah. And the fourth one, I think this will resonate too. The fourth one is about being Creative.

Amy: Ooh, I like that. Tell me about that.

Giselle: Yeah, so it’s really about thinking what you said there. Getting creative about how can we communicate differently? “There’s something you’re trying to tell me?” Getting curious about ‘is it about you? Is it about me? Is about us? How can we find our way back to each other? And how do I find myself back to myself? How do I help them find themselves back to themselves? Because they’re not going to go through life…

Well, you could talk to them. But I mean, if the big behaviors just escalated… The big behaviors which I see in a classroom… I see a few big behaviors, and then it escalates to the entire classroom, and then the teachers are dysregulated; everybody is. Right? It almost sounds like a pattern interrupt, right? Somebody has to come in there and be like, “Okay, we need a group hug here. Everything needs to stop. Curriculum, put it aside. Parent demands, aside. Let’s learn how to just be together.”

And so that is the yoga part of it. It’s being mindful, taking the pause, taking our deep breaths. Yeah, that’s about being creative. What’s needed here? What does the child need? What do I need? What do they need? What practices within yoga…? Because remember that yoga encompasses mindfulness, meditation, Karma Yoga; which is a service, being of service; breathing practices. And then you’ve got the physical postures and character education.

So, there’s a lot there that you can work with as grownups and teachers. So, which of those pieces would be the most beneficial for what we want to target? For example, your young ones, you might just want to work on strength and flexibility, with the little kiddos who are sitting at the desk all the time. Whereas maybe your middle schoolers are working more on self-regulation and selfawareness and self-empowerment. And that will look possibly different, right?

Amy: That is so fascinating. I love that there’s so many pieces of it. It works on so many different levels, and I love things that work in different ways. So, that’s the most bang-for-your-buck kind of situation. I really like that, and getting them comfortable with it.

And then, okay, so the pattern interrupt you talked about, and I love that and using this as potentially an option of saying, “You know what? I really feel like we both need to take a big breath right now. Maybe we should just do a little bit of yoga together for a minute or something?” It almost seems like a way of connection, too.

Or you say, “I feel like I need to do some breathing, and maybe just a minute of yoga right now. Would you like to join me? This might help you, too. It helps me.” or something like that. Make it almost like a connection piece when you’re working through things.

And then, in a classroom, I can see the value of that too, because it kind of brings everything back in. When we’re talking about, when we’re trying to help kids learn how to function, we’re not trying to take away emotions, we’re trying to help them be able to come up and down, and navigate through. We want them to go up and down. This is a healthy thing, to have some fluctuation.

But what we want to do, is help them learn how to move in and out of those, and be able to get themselves up and down a little bit. And so, I feel like yoga is a way to kind of…. You know I love to play, right? So, I walk into a classroom and I’m like the hype woman, “We’re going to have a party,” right? But then they bring it back down.

I talked with one of our music artists about how they do that in music, and bringing up the energy and then bringing it back down with the different rhythms and tempos and things. But I feel like yoga is a way to do that as well, maybe.

Giselle: Yeah, I was thinking just earlier today. Thinking how much artwork is so similar. That there’s this… Exactly as you said, how play and yoga really go well together. Because exactly all the strategies that we use within yoga and mindfulness is the same as what you do at play. Right? You’re coming in thinking creatively, getting curious about what’s needed, right? How do we make a difference in this space with these children? How do we take them up to have a really interesting, amazing experience? And then, how do we bring them down so they’re ready to learn? So very, very similar. Yeah.

I would say too, if I would say the one thing, of all the years we’ve been doing this work in our community, the one thing that makes the biggest difference is the most simple thing, teaching us how to breathe well. So, if you’re to take anything from this conversation, Amy, what you said there about the breathing, is just taking a moment. Just taking a pause. You can put your hand over your heart, or both hands, and just take a deep breath.

You can have your eyes open, you can [inaudible] down, and you can feel your shoulders come down. It’s just taking that, and you can teach the children… You could do a “candle breath.” You bring your two first fingers together and just blow; children love that. Or now that it’s coming on spring, it might be a flower, or you might be blowing hot chocolate, or whatever it is.

But the exhale, if we extend our exhale twice as long as our inhale, that has been scientifically proven to calm our nervous system. So, in the classroom, at home, wherever it is, whatever is going on, or maybe you’re rushing out the door or trying to get places, but just take a moment. It’ll change your entire experience. And for the children, too.

Amy: This reminds me of… I was listening to Jay Shetty. I’m not sure if you’ve listened to his podcast On Purpose, but I was listening to his, and he was talking about he had finished, completed, university and instead of kind of going into career-land, he decided to go be a monk in India.

And so, he was there, and he says he arrives and one of, I believe, his first classes or something, is that he was sitting there and there was a very young, I think it was a child, almost, teaching the class or something. If I’m remembering right. Anyway, so he was in this whole class that was just around breathing. And he was like, “This feels like a waste of time. I’ve been through school, did university and was very successful student,” whatever.

And he’s like, “I’m sitting here, just spending all this time learning how to breathe.” I think he brought it up, asked about it, and the teacher said, “But when you think about it, isn’t this the most important thing? This is the thing you do the most in your whole life, is breathing. And so, giving it some attention and focus, isn’t it worth it for the thing you do constantly for the rest of your life, all the time?”

That really resonated with me, because I thought, “Yeah, do I really want to do a class on just breathing? I see how that could feel like a little bit of a waste. Like, “I’m pretty sure I’ve been doing that since I was born.” There’s so much value to how to breathe, and the impact it has on you. And yeah, that breathing out twice as long, exhaling twice as long as you’re breathing in. That’s just so good.

Giselle: I think, to that point, you know we have a free breathing course on our website. We talk about doing a breath audit for the for the next few days. If you’re someone who’s a little skeptical, like, “Yeah, whatever, I breathe every day. It’s fine,” just start to notice. Just bringing notice your breath. How much, when we’re stressed or busy, whatever, we’re breathing, quite shallow up in our chest. So, you don’t even realize how short your breath is.

But when you take that moment to take a pause and breathe, if you can get your breath down lower, and you put your hand on your belly and one on your chest, even that… We do that in yoga too, right? You can do that all day long, through bits and times throughout the day. But when you start to deepen your breath and make it slower…

That’s the kind of thing where you think, “Okay, it’s like a surfer,” right? I love the idea; I used to date a surfer. And so, we’d go out… and 100 waves… then you get that one wave, and it changes your life. You’re out there waiting for the one wave; you’ll do it 100 times to get the one wave. It’s the same, like that, with a yoga practice.

Whether you’re sitting silently or you’re taking a breath, or you’re in a yoga class doing postures, when you have those moments, those miracle moments, life isn’t going to be the same for you anymore. And, you want the children in your life to have that same experience. You want to plant that seed so they can take that throughout their whole lives, right? And it’s as simple as taking a longer slow breath. Noticing. Noticing what has you… During the day are you holding your breath? A lot of us, we’re holding our breath a lot, right?

Amy: You’re making me think, “I need to go do the breath audit, all of us.” Let’s go do the breath audit so we can kind of notice this. Because I think I’m going to learn some things about myself if I do the breath audit. And while it does seem like something I knew, I’ve been doing since I was born, maybe there’s some value into learning how to do it more effectively, in a way that would serve me.

So, I love that. Thank you for sharing. We’ll include a link to that down in the show notes so everyone can go try that out. But I think we’re on to… I want to hear this fifth C.

Giselle: The fifth one is Commit. The number five is commit. And so, that is about where we’ve got all these ideas, we’re curious, we’re connecting with our students or our children, we’re being creative. Now, commit to one idea. Just one idea, and do it. Don’t do it for two days or three days, do it. Do it… They say habits, in Tiny Habits, BJ Fogg, can take six weeks, or whatever, to make it a habit. But just make it a habit throughout the day.

So, Dalai Lama says it’s better to do five minutes a day than it is an hour once a week, or whatever. He says when he gets up really early in the morning, if it’s a busy day he’ll meditate for twice as long. But that is a kind of idea, that you just do little bits. So, if you do this breath audit, commit to doing it. Just put a little sticky note on your car, on your fridge, whatever. And tell people, tell your family members, “Hey, we’re just going to notice how we’re breathing,” and do that.

And then, after the audit, after a few days, think, “I’m going to commit to just lengthening my breath.” That’s it, “I’m just going to bring notice and lengthen my breath when I’m brushing my teeth/ after my brush my teeth/ when I’m doing the dishes/ when I’m waiting in the car.” All of us are driving around our kiddos, right? Or before the students come into the class.

That’s the commit. Commit to trying it out. If you already practice yoga, try twice a week. Just add something more to your schedule, that incorporates yoga and mindfulness, that you can start to share with your children.

Amy: So good. Okay, we are almost out of time. But I just want to ask you this, for parents or for teachers who see the value in this and who are wanting to incorporate that, do you have some simple tips or ideas on what that commit step could be like? What’s the first? That five-minute goal? Whatever the smallest thing is right for busy moms with a lot going on, right? Or for a teacher with a classroom full of children that have all their own things going on? What could that look like for us, as a start?

Giselle: Right. We do have another little course about how to teach yoga, and it has the C’s but they’re fewer. I think there are three C’s. It’s similar but different. That idea, just very quickly, is what are you interested in? So, are you someone who is interested in breathing practice, mindfulness practice? Whatever that is, what do you like?

It sounds like, Amy, you like to practice yoga in a traditional physical posture sense, so I would do that with your students. But do something that you’re enthusiastic with. And then coupled with, what are your children, what would they need? So, like I said about self-regulation or flexibility.

Bringing those two things together, because that’s how you’re going to get buy-in with your children. It’s both your own enthusiasm, and something that’s needed or relevant and meaningful for them. That’s where you start. Keep it small, little things.

Little children love themes, we have loads of themes on our website. So, if it’s a holiday or a season, if it’s spring, then we’ve got lots of little posters. You can download five posters on all different kinds of themes. So, animals or springtime, or whatever it is that you’re studying in your preschool classroom, for example.

Amy: Oh, that’s so fun. I love that you’ve incorporated that. That makes it so playful, and it’s like an immediate buy-in. Okay, I love too, what you said about finding something that actually interests you, right? Because we know that the more barriers we can remove, the more likely we are to make that a habit. So, finding something that’s already close.

That’s something you just sandwich in into our brains and into our schedule, right? Because Atomic Habits is one of the ones I’ve read. We just kind of sandwich it in with something we’ve already done, make it easy. And then also, I think when there is a need, it brings more up to the front of our brain. So, paying attention to what those needs are, both for ourselves and for our kids. I love that piece.

And then, do you recommend… In a classroom it kind of becomes something that everyone kind of needs to do at home. Do you recommend making it an invitation? I kind of feel like… I do my yoga in my room before my kids wake up, because it’s kind of my “me” thing, right? But I’m rethinking that now. I’m thinking, is this something I should do more in front of the children during the day? As a way of an invitation of, “Hey who wants to join me?” Because sometimes they will, if I do that.

Giselle: It depends on your child, for sure. My kiddo was very reluctant. Now that she’s a middle schooler she doesn’t want to be known as the daughter of a yoga mom. But when she was little, we’d sit silently in the morning and she’d come onto my lap for a couple of seconds… But it was enough… and then she take off. But it was this moment, and like I said, it would have this ripple effect throughout my whole house.

So, I felt like the tantrums started later in the day when I meditated in the morning, instead of right away. Because I was probably calm, and it just had this ripple effect. So, there’s that. Or we’d be at the zoo, and we would just act out animals. So, we would do a giraffe pose or an elephant pose or whatever. So, we just made it a part of our life.

And then, in terms of doing a physical practice, I did that when she was little, when she was a baby and would be kind of crawling around me. But the other day, she was doing her homework on the couch and I had a YouTube and I was just doing it in front of her.

So, I think you’ve got to kind of play around with it and feel like… I think the main thing was, for me, to do my practice and she’ll fit in when and how it works for her. As you say, it’s an invitation. It’s not like, “Alright, we’re going to sit down and do yoga right now.” It has to be their idea, too. And to your point about yoga in classrooms, they’re already seeing it a lot more in schools right now. So, it’s something that’s become more mainstream.

Amy: Which, I love. I think it’s so valuable in so many ways. And as I’ve said, I’ve had some children that had teachers that brought that into their classrooms, and they would come home and they loved it. They would actually show me poses. This was before… I remember one of my older kids was doing it. It was when she was very young, and I hadn’t gotten into yoga yet. This was all new to me.

And so, she was coming home and teaching me her warrior poses and things, and it was so fun that I got to kind of… It was interesting that the teacher was influencing the children, who were then influencing the parent at home, right? It was like this beautiful circle of learning these things together.

And having this additional tool. Because parenting is quite the gig, it’s quite a thing, and so all the tools we can have for understanding and learning more about ourselves and regulating ourselves and then being able to model that and bring that to our children…Anyway.

Giselle: Yeah, I love that. And I love the way you said about having them lead the teaching process, and not have it be like we’re telling them what to do. But it’s just a way of life. It’s just how we be. We like to be outside, in nature, and we like to eat healthy food. It’s just another piece of the puzzle, that’s it. It’s not like it has to be a big deal, and I love that.

I remember one time, when she was little, I was lying next to her and she was telling me about what she learned at school. That her principal taught her the five-finger breathing, and she said, “When I do that at night time, I actually fall asleep better.” I just said, “Oh, really? Tell me more about that.” And inside I was like, “Oh, my goodness…” But having her teach me and tell me about it was so much more empowering for her during that experience.

Amy: That’s amazing. All this has been so good. We are out of time, so I’m going to let you all go and on to your amazing things you’re doing. But can you tell us how we can find you? If we want to come and see what you’re doing, and get more ideas and inspired… And oh my gosh, I’m so excited about the seasonal yoga poses and the animal yoga poses. All that sounds so fun. So, how do we find you, to kind of have more access to those things?

Giselle: So, our website is And if you search “printable” there’s loads of little five-pose posters in all different kinds of themes there. So, you’ll find that. On Instagram, @kidsyogastories; On Pinterest and Facebook. Reach out to us at We’d be happy to work with you all. It’s an exciting time.

Amy: Amazing. Okay, we will include links in our show notes, so we can all come and find you, and learn more and get some ideas. It’s going to be amazing. Thank you so much for coming on and chatting with me today.

Giselle: Of course. Thank you so much, Amy.

Don’t you just love all the fun things we’re learning on this show together? Well, we wanted to give you a chance to practice a little bit of it at home, and so we made you a special freebie just for being a listener here. You can grab it at

So what this freebie is, I’ll tell you, it’s an amazing alphabet activity that you can start using with your kiddos. It is based in play and is so fun. You can use dot markers with it. You can use Q-tip painting. You could use circle cereal. There are all kinds of options that you can print out today and get started. Just head over to and we’ll send that to you right away.

Thank you for hanging out with me today for this fun chat on Raising Healthy Kid Brains. If you want to see more of what we’re doing to support kiddos and their amazing brains, come visit us on our website See you next week.

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