How One Preschool Owner Found Her Second Calling Writing Books That Teach Through Laughter and Love
An exclusive interview with Lori J., a former preschool owner turned author, who shares how laughter, love, and real moments shape stories for young children.
Introduction
Lori J. is a children’s book author who spent years inside a lively preschool, teaching, listening, storytelling, and observing beautiful moments. She worked closely with toddlers and watched how they explored the world. She saw how they learned through play, emotion, and connection. These moments stayed with her even after retirement. Today, she brings those memories to life through her books. Her stories are warm and filled with real experiences. They come from her time with children and her life with her grandchildren. In this exclusive interview, Lori J reflects on her years in early childhood education and her new path as a writer. She shares how laughter can teach, how play can guide, and why the smallest moments often hold the deepest meaning.
Q1: After years of leading a preschool, when did you first realize the stories you shared with children could live far beyond the classroom?
Lori J.: I am a registered E.C. Educator in New Zealand and owned a successful preschool, as I lived there well over half of my lifetime. The Dept. of Early Childhood Ed. requires every student, regardless of age, to have their learning documented through short stories, photos, and other means of showing their learning and growth. I took this requirement to heart and wrote cute and funny stories about the children’s learning. I had eight to ten children under my care on a daily basis at the preschool. I made sure each child under my care felt respected, nurtured, and loved as well as all the other children in the preschool. I would ask one child at a time if they wanted to share what was in their learning scrapbook (they came in all sorts of sizes, so very big and bulky). Usually, one would say yes, as the children love to show off their work.
As a teacher, I learned a few lessons as well, such as how to be ‘strong.’ Sometimes, one has to “suck-it-up” and get used to being handed things that are cold, wiggly, and move. This one time, a young man handed me a cold, long, wiggly worm in my bare hand. I learned NOT to throw the worm up into the air and scream, which the children thought was gut-splittingly funny. The laughter went on for a long time, I may add. Finally, I was able to handle all things handed to me, and I found a ton of stuff about worms.
The loving and respectful connections between the child and adult are far more rewarding than the lessons on worms. I would have the privilege to open their learning “book” and read the story I wrote. Showing the photos around the short story, I would elaborate to the children in more detail as I read their story. I would praise the child about what he or she discovered and then give him or her a chance to tell their side of the story, which was always very entertaining for all. I often think about the many children who went through the preschool in the 14 years, some just babies, even at 6 weeks old. Where are they now? How are they doing? Having such an important job to help lay a good foundation for learning and growth in such young children was and still is a privilege. I hope the “learning books” I have created for each student will be looked upon with fond memories and as a tool for future growth.
Q2: You spent years watching toddlers explore the world in their own wonderfully unpredictable ways. How did those daily moments shape the humor, characters, and heart behind your books?
Lori J.: I had to learn to take a quiet step back and just watch, no interruptions, no noise, just watching, taking notes in my mind on what made them laugh, how they study the object, bugs, their own work of art, in the sandpit or painting. I have a ‘child-like’ heart, I like to make little ones laugh and be playful with them. In saying that, I believe I can guess what will capture their attention in a story that is based on true adventures. I can see the characters doing and reacting to each adventure. That is because the Squeak stories are written with a lot of true happenings, and these characters are my family: me, my Mum, all of my grandchildren, and of course, Squeak and his family. I also have a vivid imagination, and with a memory of a fun time with the animals and children, the stories just spill out.
Q3: Your stories often teach through laughter rather than instruction. Why do you believe joy and playfulness can sometimes deliver deeper lessons than direct teaching?
Lori J.: I believe I witnessed lessons learned through playing. I work hard at getting to the child’s heart. This involves building trust and connection through consistent, unconditional love and dedicated time. How does one do this?
1. Unconditional Love: Showing the children who they are, regardless of their behavior.
2. Quality Time: Dedicated, focused, and undivided attention.
3. Affection and Honor: Show affection openly, treat them with respect.
4. Consistency and Fairness: Be fair and consistent in discipline and rules across the board, showing no favoritism.
5. Humor and Fun: Be playful and silly and laugh; this creates memories and fun experiences together.
6. Last but not least, apologize: Show humility to children when you have made a mistake.
7. Intentional Instruction: Shaping a child’s heart by teaching them how to approach life.
One example: In the sandpit, two young boys were fighting because one of the boys broke the building made of sand with a truck in his hand. I asked if they needed any help. Of course, the one with the broken building complained, cried, and got mad. I asked, “Can I play with you? We can build buildings and roads.” The two boys and I made all sorts of buildings and roads. I wasn’t paying attention as we were playing rambunctiously. I had my toy truck and I accidentally drove it into the side of the boy’s building (the one that broke his mate’s building in the first place). The young boy burst into tears.
I asked, “Why are you so upset?” while cuddling him. I proceeded to apologize for running into one of his buildings and gently explained, “The way you are feeling now is how your mate felt when you broke his building, which he made out of sand.”
He snuggled into the cuddle and nodded in understanding. We finished with rebuilt buildings and roads. Children learn through emotions (their hearts). If one can get to the heart of a child, the day goes more smoothly in every way.
Q4: Many of your stories grow from simple backyard adventures and family moments. What is your process for turning an ordinary moment into a story that feels magical for a child?
Lori J.: I look at the scenario through a child’s eyes. Their innocence and humor in the simplest things make it easy to write what I see with charm and humor. I have to remind us adults that we may think things are simple and maybe not the most interesting to us, but to the child, it is the most wonderful thing ever. So, I look through their eyes to see the learning. Children learn through play and what they see around them in the present; this is how they make sense of the world around them, navigating through with simplicity.
Q5: Having worked closely with young children for years, what do adults most often misunderstand about how toddlers learn, image, and absorb stories?
Lori J.: I believe adults misunderstand children through their imaginary play. The children are making sense of the world around them in that play. It is a magical place for children, and when an adult interrupts that play, immediately the magic is broken, and the children will come back to the present, wondering what you want. They play ‘mommies and daddies.’ They have imaginary babies in their arms, an imaginary house with a kitchen only they can see, a living room, etc. Children absorb stories through their mind’s eye, picturing their experiences with squirrels themselves. After I read Squeaks stories some children share and chime in with their own experiences with squirrels. With understanding comes learning and growth. It is important to me that my stories stay true to the world around us. Children mimic the world around them in their play. This is how they make sense of their surroundings.
Q6: Looking at your journey today, do you see your writings as a second career or simply another way you are continuing to teach?
Lori J.: As I look back on my journey up to today, I realize it has been a wild ride of a lifetime, with many valleys and mountain tops. I am happy to be back in Canada, where I have family. I cannot believe I have done so many things: moved from New Zealand to BC, Canada, got divorced, wrote two story books that are published and a colouring book, moved from the lower mainland BC to Vernon BC, in the Okanagan, with high mountains and lakes all around the area. And yes, I see my writings as a second career, and also a way to continue to teach through story writing. I have a few stories written ready to be published; one is about a little red jeep named Cheeky and a mountain lion named Theodore, but he prefers to be called Theo. With ‘fear and trembling’ and a little excitement I look forward to the future as I want to do so many things, not knowing what is in store. I am a bit of a risk taker, and every endeavor I take on I think is risky business. I will continue in my style of writing, and the teaching will carry on.
Conclusion
Lori J’s stories reach young minds and speak to their hearts. She does not rush children. She watches, listens, and responds with interesting narratives to teach valuable lessons. It is why her books feel gentle and real. Children can see themselves in them, and parents can learn from them. Her journey has not been easy. She has moved across countries, faced personal changes, and taken risks. However, she continues courageously. Writing has become both her second career and her way of staying close to what she loves most. She reminds us that children need time, attention, and a little bit of laughter, which are real tools to shape their lives.
