Teaching Girls Prosocial Skills Can Start Early: Here’s How With Danielle Lindner

Author Danielle Lindner discusses how to teach prosocial skills as early as preschool and how to help forge a lifelong love of learning in children.

For more information about Danielle Lindner and her resources: http://www.daniellelindner.com/

Danielle Lindner’s book: Parent’s Pocket Guide to Surviving the Preschool Years: One Challenge at a Time

Dr. Jordan’s site with show notes from this podcast: www.drtimjordan.com

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Listen to the podcast here

Teaching Girls Prosocial Skills Can Start Early: Here’s How With Danielle Lindner

Introduction

I appreciate you stopping by every episode to read about what’s going on for girls, get some ideas, some suggestions, and some awareness about how to support your daughters along the way. It’s not an easy job being a parent. I talked to lots of parents in my counseling practice in different ways, and we focus a lot on how much anxiety there is in our daughters, but there’s also a lot of anxiety in parents, I find. I hope that the information you get in these episodes helps alleviate some of that for you so you can come from maybe a place of understanding. I’ve invited an author to our discussion. Her name is Danielle Lindner. First of all, Danielle, thank you so much for coming on.

Thank you for having me.

She does a lot of interesting things. She’s a parent coach. She’s written children’s books and is the Founder of The London Day. It’s a preschool and kindergarten enrichment academy. It’s been recognized among the most innovative preschools in the country. We’re going to ask her about that. She does a lot of stuff in her schools that I think I’ve done also in our camps, retreats, and things. She’s focusing on her school and pro-social behaviors. I guess you could label it social-emotional learning kinds of things, not just academics, also hoping to encourage kids to become lifelong learners. We’re going to ask her about her school. We’re going to ask her about that. She is a children’s book author so she also can give us information about those because the themes in those books are also pro-social themes. Am I on target there?

You got it.

Becoming An Innovative Educator

Tell me a little bit about how you got to become an innovative educator that you are starting your own school. How’d you get to that?

I started out as a preschool teacher and then I went back for my Master’s in Elementary Ed and I went into the public school system. I left when I had my kids. I wasn’t that enamored with the public school system because I felt there was a lot of red tape and a lot of people making decisions about the curriculum that weren’t even educators. It bothered me. One of the straws that broke the camel’s back for me was I had a parent who worked for Berlitz, the language company.

He was fluent in Italian and he said, “I could come in once a week during snack and do 5 to 10 minutes of Italian with the kids.” I said, “That’s amazing.” It was free. He was willing to do it. I’m like, “This is great.” He started coming in at snack and doing 5 to 10 minutes and they’d learn 2 or 3 words. They were enjoying it. They were loving it. It was enriching for them, and then about two months in, I got called into the principal’s office. I was reprimanded because Italian was not part of the approved curriculum.

I’m half Italian so I’m taking that personally.

I was like, “This is can, can’t, or something. It can’t be real. I’m not using school funds. It’s a parent. It’s a volunteer. They’re loving it. It’s snack time. We’re not taking away from anything else,” and I said, “This is not for me because they don’t have the best care in mind for these kids. It’s about, ‘This is the regimented way that it has to be done,’ and that’s not me. I want to do things that I feel are going to be good experiences for the kids and adjust the curriculum based on the types of kids that you have. One way of learning isn’t always the best way for everyone. It wasn’t for me.” I left and I went into corporate. My husband has his own company and I was the head of operations for fifteen years while my kids were growing up.

Finally, I had my youngest one in preschool or daycare because I was working from 8:00 to 6:00. I went there one day to pick her up. It was snowing out and they were indoors watching a Disney movie. I have nothing against Disney. I am working on children’s television. I love animation, but it’s for home and movies. It’s not for the preschool day, and it’s not the time to do a two-hour movie with these kids. I said, “Why aren’t they bringing in snow and teaching about melting and freezing?” There are a million other things that they could be doing.

I said to my husband that night when we went out for Chinese food, “I should open up a preschool in the way I think the school should be because it shouldn’t be like this. It should be enriching and there should be science going on all the time and foreign language. These kids are sponges.” He said, “If you want to do it, go ahead.” He was just joking, but twelve months later I had my CO and I was open.

I think a lot of parents have said what you said, which is, “I don’t like the way my kids are being educated. They’re missing out on many enriching things.” Ninety-nine percent of people don’t take action to do what you did, which is good for you for saying, “I’m going to do something different.”

Thank you. It was right during the first recession when I had the idea. It was 2008. Everybody said, “This is a bad idea. You don’t start a business in this climate.” That’s what made me feel like this is a good idea. I don’t know why but everyone’s telling me to don’t do it.

I want to ask you about the kinds of things that you thought were important to incorporate into your different kinds of school. I want to say something quick about your story, which is, God forbid the kids would go outside and play in the snow, even though it’s cold outside.

I paid the snow people to clear all the snow off our playground so that the kids could get out because, like the New Jersey winters, it could be two months sometimes, but not anymore. It seems now we don’t get any snow, but back then, it could be weeks and weeks that these kids aren’t getting out. I said, “Come shovel the playground. We got to get out. Leave enough snow so that they can play with it,” just not, “Get lost.”

Incorporating Social-Emotional Learning

In pro-social emotional learning, what were some of the most important aspects of that you thought you wanted to incorporate into your school?

I started off focusing a lot on curriculum and making sure that there was a lot of STEM involved in the everyday, in the everyday schedule, making sure that we have an actual science room in our school with a lot of things that the kids can explore, bird’s nests, shells, dinosaur toys, and space things. I was focusing a lot on that also the building, engineering, and giving them that experience. Then we had a library so that kids could go and feel and smell real books, because now more than ever kids are using tablets, and they’re barely going to libraries anymore. It was exciting to take my kids to a library and look at the size of the spine to decide like, “Is this a commitment I want to make? Was this big or this big?”

We had a library. We had, at the time, computers, which kids weren’t learning, and then I noticed that these kids that were with us all day weren’t necessarily getting character education. They weren’t learning about transitioning and knowing how to self-soothe themselves and how to have good conflict resolution amongst their friends. I saw kids feeling bad about themselves for different reasons. Maybe they had a lot of separation anxiety or they were shy, or they just got a new pair of glasses and they were embarrassed. I started writing kids’ books to address these various issues, caring and sharing, anything social and emotional that I saw happening within my school.

Sixteen books later, we wrote an actual curriculum that we use now on a regular basis to teach kids about being kind and having good sportsmanship and caring for others. One of the books is about doing a toy drive and also teaching kids in this story, they all talk about what they want for the holidays. One says, “I want a science kit.” Another one says, “I want a bike. I want a ball.” They say, “I have an extra one that I’m not using. I have a science kit I never opened.” They all also are learning about recycling and reusing, and not always needing something brand new and shiny, but because there are a lot of kids that don’t have anything. They learn in the story about recycling, reusing, and giving to others, caring for others and knowing that you’re very fortunate, and about gratitude. Those are the things that I’m trying to instill in these little young minds.

I think this is true. If I’m off, then tell me. With young kids and this is also true for big kids or teenagers, I think there’s so much grist for the mill. You don’t need to have some prepackaged thing. It’s like they open up your mind, “I’ll shove this information.” Everyday stuff happens that is food for learning. It’s an opportunity to learn. They’ll bring you all kinds of things so you don’t need to necessarily have a structured thing, although I know you do, which is good. I think more probably through play and through everyday stuff, I guess there’s more than enough to bring up enough things for you to impart lessons.

There are many things. One good example is one year we planted pumpkins and we were excited because the stalks were everywhere. They were all in front of the school, the vines all over the place and we got one pumpkin. I was like, “You got to be kidding me. These vines are everywhere, and we got one pumpkin,” but it was a nice pumpkin. I said to my director at the time, Deanna, I’m like, “Let’s bring all the kids out tomorrow and make a big deal about this. We’re going to show them our pumpkin.” The next morning her and I got there and a squirrel had eaten the whole thing. There were seeds everywhere. I was like, “This is terrible.” She said, “No, this is learning. This is science. This is amazing.” I was like, “I guess so.” We’re like, “We’re going to make it about science.” We can make a learning out of most things.

I’m talking to Danielle Lindner. She’s a preschool educator. She started and owns her own school. It’s called The London Day School, Preschool, and Kindergarten Enrichment Academy. Are there more than one of those, by the way?

Only one.

Teaching Conflict Resolution

Only one more than enough. You don’t have to have more than that. She’s a children’s book author. She has a whole series of books, a lot of them with prosocial kinds of themes. I’m curious about how you teach kids about conflict resolution. You mentioned that before. It is one of the things that’s important because I think a lot of the kids I work with in my counseling practice, my retreats, my camps don’t have those skills. They’re not learning them at home or in school. I’m curious about how you approach it.

It is tough. Sometimes I would look at my own kids screaming and scratching each other, two girls. They were pretty competitive when they were little. The little one didn’t have what the big one had. I could see them pulling on a skirt. Sometimes it’s easier to teach conflict resolution to kids that aren’t your own because they can listen and absorb it more. A lot of the emotions are taken out of it. For the kids in our school, we teach them a couple of things. 1) For themselves, when they feel they’re getting antsy or they feel something’s starting to bother them, we say, “It’s okay to remove yourself from what’s going on right now and go into the quiet corner.”

There’s a basket of little games and things they can play with and fidget things. We say, “You take the time you need, and when you feel you’re ready to come back, come on back.” A lot of adults need to realize that too. Sometimes if you’re feeling angry, now’s not the time to write that email to someone that you’re angry at. Now’s not the time to start an argument. Remove yourself and take some deep breaths. Remove yourself from the situation. Do something else for a little bit until you can calm yourself, and then you’re much better at coming up with resolutions that make sense for both parties.

We teach them how to use the clock. If they’re arguing about a toy, we say, “Look at the clock. When Lisa can have it from 5:00 to 5:15, and then Johnny can have it from 5:15 to 5:25, and you self-monitor it. You watch the clock.” They enjoy that. They enjoy having control. They enjoy feeling almost like they’re the boss in a way or the teacher. We give them tools. The other thing that we use that I think is great for parents to use at home is a normal egg timer. Set your egg timer. I would say to my youngest daughter, “You can use this iPad until the timer rings, and then you reset it and then it goes to your sister.” It takes the fighting out of it or the anger. Simple little tools that we give our kids help them.

Kids can start learning these kinds of things when they’re young. You don’t have to wait till they’re fourteen or in middle school. I had some sisters in my office recently who were not getting along and they’re a little older than your preschoolers, but one was in middle school and one was a couple of years younger. One of the things that I’ve learned that is helpful besides calming down is for them to learn to listen, to mirror each other, and try to understand what’s going on because there’s always something below the surface like this situation. The older sister was being snarky with the younger one, and the younger one was upset by this, and then she would be annoying to the older sister and then they’d go at it.

The younger one was talking about how she looked up to her older sister. She would come to her and say, “I did this thing. I accomplished this thing.” The older sister would be sarcastic, like, “Really? Do you think that’s so great?” or something that hurt her feelings then she would be more annoying. Then she talked about how hurtful it felt to her when her sister did that. Her older sister talked, then got a chance to listen and hear that out.

She talked about, “We’re different people. The things that you’re interested in, I’m not, and the things that you find funny,” they have a whole different sense of humor and all that. My point is that they both learn about each other and where each other was coming from. That also is a piece of contrast is that sometimes we don’t give the time to allow them to hear each other and understand where this is coming from. We’re triggering stuff in each other.

Especially with girls, they’re often very different. I am surprised at how different my two daughters are being raised in the same exact house by the same parents, but they are totally different. As they’ve gotten older, they have learned more to listen. I have to remind them, “Listen and don’t react right away. Think about where the other person’s coming from.” In a school environment too, it’s 26 different personalities. It’s hard. It’s just reminders all the time.

Also, practice. My wife and I have a school program called Strong Girls, Strong World. We go into schools and we work with the classrooms of girls. Sometimes we work with boys and girls, but usually girls. We’ll teach them some conflict resolution skills, some words to use to mirror and all that, but then we’ll ask, “Does anybody have a real conflict that they’d like to solve so we’ll support you so that everybody can learn how this goes?” The teachers are like, “They’ll never do this.” In the many years we’ve been doing this, we’ve never had someone not say, “I would like to handle something with somebody.” They ask permission. They get in the middle and we support them in learning how to talk it through.

When that’s done, they’re both sighing with relief. They hug each other. They resolve it. They understand each other more deeply. They go back in a circle and then every hand in the circle raises. I have something I want to handle. My point is that they want these skills. They want to learn how to resolve things and there’s stuff that happens continually because they’re kids. They step on each other’s toes. They keep making “mistakes.” They’re playing with their social power. It’s not like you teach them a lesson and then they’ve got it. I’m sure this is not your school, but in my experience, a lot of times schools have a hard time giving that time because it takes away from reading and writing the arithmetic.

I do find that we’re blessed in that in the preschool environment, we can take that time because it is part of our curriculum. It is important. If they don’t learn it when they’re with us, then they’re going to go through middle school and they’re going to have these conflicts with no tools and no way to resolve anything. I’m happy that we do get them a little so that we can take the time.

I say to my teachers all the time, “If it was supposed to be Science now, but there’s something that a child needs to work through, or there’s a lesson that they’re loving, do it tomorrow. This isn’t the public school system where you’re on a schedule and there are assessments and testing going to happen. This is their time. This is the time to work on these things.” We’re blessed that we can be more flexible in that. I know once you get into the higher grades, all these other things come into play. The testing, the SATs, it’s a college and it’s a rush. Everything’s a rush.

I think that’s true, and if preschools and grade schools would take the time to teach the skills continuously throughout the school year, not just conflict resolution, but all kinds of skills like that, then they’d be prepared to handle things when they’re older. Even if they hadn’t had all that, which most kids have not, do you think they’re paying attention when they’re sophomores in high school when they’ve got some huge drama going on and all this?

They’re not. It pays sometimes to take twenty minutes aside to handle a class issue or something because then they’re more focused and there are all kinds of studies under social-emotional learning that say that kids’ grades go up, their focus gets better, and they get along better. It’s not like we don’t know that. It’s that as a society we’re focused on grades, test scores, and all that.

My one daughter was taking a test and she did terribly on it. They called me and they said, “Why do you think she did so badly on this test? She seemed to know the material.” I said, “There was a big birthday party that was coming up that she didn’t know if she was going to be invited to or not, and that’s all she could focus on during this test. Anxiety. Give her the test after the party if she’s invited, and she’ll probably get 100.” There is so much drama and noise that happens. The older they get, the more noise they get.

I think two things, 1) Schools need a principal or an owner like you who gets it and who says, “This is important. If we have to push this lesson aside until tomorrow or whatever, it’s worth it. I get it. I’m willing to have these programs and do these things.” 2) For parents who are reading this, you can go up to your school and talk to the principal and say, “We value this too. It’s okay if you take time out of your day to do these kinds of things. We support that,” because I think the education system says, “Parents are so into their grades and things that they would never let us do that.” Parents have a responsibility in saying, “We want this.”

I think parents want it. They just don’t know that they can take that control and voice their thoughts about it. They think it’s set in stone, and it’s not because if you look at most school boards, it’s mostly made up of parents. It’s not even educators. It’s definitely worth taking the time to advocate for your kids and for these social-emotional skills. We see now in our country, and in the world, that things are a mess primarily because people are not talking to each other. They’re not listening to one another. They don’t have conflict-resolution skills. I wonder what would happen if some of these leaders had been in my preschool.

People might say, “That’s ridiculous.” It’s pretty true that adults a lot of times today lack those skills as well, which is why sometimes it’s hard for parents to teach that because they may not have had those skills themselves. I talk to lots of moms. I give talks and things to audiences, my wife and I, and I’ll ask them, “How many of you have a hard time going up to somebody who has done something you don’t like? How many of you can handle that directly with them and have a conversation?”

Encouraging A Lifelong Love Of Learning

There are no hands raised in the room. It’s not just preschoolers, eighth graders, or middle school kids. A lot of moms and dads never learn those skills as well. It’s hard to impart what you don’t know. Two things. 1) I want you to talk about how parents can encourage or help their kids develop a lifelong love of learning. I’m saying that even though I know that kids inherently love to learn, but there are things that we can do to foster that.

One of the biggest things is to try and take the pressure off a little bit. I see parents who are asking me if they should hire a tutor for their two-year-old because they’re not reading yet, or a parent who wants them to get into a private school and they’re putting on the application that the child’s favorite thing to do is look at neoclassical architecture. It’s not true. I say, “Take the pressure off a little bit. Let them be kids. Let them enjoy the experience of learning rather than feeling like everything has to be perfect. You get a snowman from your child that comes home from school and the snowman looks like it’s melted and the carrot nose is in the corner and the eyes are in the other corner and it looks like a disaster. Praise the child’s creativity because they made it, but the teacher didn’t make it. It’s not perfect, and that’s what you want. Don’t say, “This looks like a mess. Why do it this way?”

Praise their creativity. Allow them to explore things as much as you can. I know that lessons are expensive, but if a child starts in dance and they don’t like it, and they say, “I think I’m more of a baseball person,” don’t force them to stay in something that they don’t like because then they’re going to shut down and they won’t want to learn anything. Sometimes it’s a good thing to go and ask for a trial of different classes because these things do get expensive. Our school logo has a butterfly on it because I felt like it represented myself as a child. I wanted to try everything until I landed on the flower of the thing that I loved. A lot of parents don’t have the tolerance to let their kids try things, but if you do, they end up loving something and they find their passion, and then they love learning. That’s my biggest takeaway.

This is true for all ages. It’s probably true with young kids, but I think it’s true all the way. I think a lot of their learning comes through unsupervised play, not through some fancy-schmancy, extracurricular enrichment class. It’s more like, “Let them go outside and dig. Put them in the sandbox, eat dirt or something.” You work with preschoolers. I’m sure a lot of your learning is allowing kids to learn through their play.

It’s water tables. Our playground does not have a ton of big, heavy climbing equipment. Sometimes parents will say, “Why don’t you have all that?” I say, “Because they can get that at the park.” We want them to run around, be creative, make up stories, make up a play, and use their imagination. They don’t need to climb necessarily while they’re here. Take them after school to the park and they can climb a 50-foot story slide, and then you be responsible for whether they fall or not. It’s about their imagination, running, playing with water tables, and things like that.

I’m sure you find this too. I think parents have bought into this thing. It’s got to be structured. It’s got to be like this, as opposed to saying, “You bought that refrigerator. Put the box right in the playroom. It is so much more fun with that empty huge box than any $100 toy that you buy them.”

To the parents’ dismay, always.

I think we’ve lost that lesson. We don’t value play as much as we need to. We don’t value boredom as much as we need to and imagination.

That’s a chapter in my book.

That was going to be my next question. Tell people about your book.

By working with many parents over the years, they’re always asking me questions about potty training, tantrums, behavior management, and being bored. I wrote a book called Parent’s Pocket Guide to Surviving the Preschool Years: One Challenge At A Time, which you can find on my website or Amazon. One of the chapters talks about the gift of boredom and how we need to give our kids the opportunity to unplug and the idea to take apart the couch cushions and make a fort because I never see kids doing that anymore. That was always the greatest thing. When my brother and I could get up early enough to do that without our parents knowing, it was the best. Blankets and pillows and trying to make it so it doesn’t fall down on you.

It was the coolest thing. We’re not seeing enough of that anymore. I think when kids have a few minutes to be bored because now everything’s instant gratification. If it doesn’t ding, ring, bing, or bong, they can’t handle it. Give them the gift of quiet time and say, “Here’s a box, make something. Here’s the couch, make a fort. Go outside, pretend you’re camping. Here’s a pot. Pretend you’re camping and you’re being chased by animals or whatever,” all these things that my brother and I did because we didn’t have computers and iPhones. We had our imagination and a stick, and that was it.

People ask me, “Are kids different?” I say, “I don’t think that kids are different.” I’ve been running summer camps. This is our 33rd summer and weekend retreat. Camps are a week long. When the girls come, there are no phones, electronics, and all that stuff. It’s a hard sell sometimes to get those teenagers, especially to hand over their phones. Part of the work we do in our camps is we value unstructured downtime. We don’t schedule every hour like, “When the buzzer rings, you move.” That’s too much like school. We’ll have dinner at 5:00 or 5:30, then there’s an evening activity that the whole camp does together, which may not start until 8:00.

What we do is nothing. We do whatever they want to do. That may look like the older kids sitting around the big tables talking and laughing. It may be they decide, “We want to do a creek walk.” It may be that they go out and, “We’ve made up games.” They’ve made up games because they have the time to do that and they love it. Once you get them away from the busyness and all that and you take away the electronics, they’re no different than we were. They just need the opportunity.

I almost wish I could go back to summer camp because it was that freedom. I was in Wyoming, in Yellowstone, and we had no service for four hours. In one sense it was a little nerve-wracking because you always worry, “If the kids need me,” or whatever, but in another sense, it was like, “This is freedom. I can be in nature. No one’s emailing me. No one’s texting me. No one’s calling me.” It rejuvenates you. For kids to have that camp experience and that time without their electronics, those are the times they remember as being the best times of their lives.

They’re most connected with each other because they’re not walking around looking at their phones. Parents can create that home by making their conversations with their kids. Once kids get a chance to experience that like you did at Yellowstone and our kids do a week of camp, they love it. It’s like, “I feel so relaxed. I feel there was no pressure to check on things. I was with people I was eating dinner with. We’re laughing.” They haven’t had much chance to experience that. Once they do, they get the sense of, “This is nice. I like this. I want to have more of this in my life.”

My daughter, the younger one, goes to High Point University in North Carolina. She’s going to be a sophomore. They have these fancy restaurants. They can go to these restaurants, but there are rules. The rules are you must dress as if you were going out on an interview or a business dinner. There are no elbows on the tables, and there are no phones. You must converse during dinner. My husband and I were there visiting one weekend and we were able to eat in one of these restaurants. We were the only ones with the phones on the table and our elbows. We looked around and we were like, “This is terrible.”

“I’m from the East Coast. I should be leading the way, not these Southern people.”

We need to learn from these kids. This is amazing what they’re teaching them in college. This is great.

Danielle’s Children’s Books

Tell my readers about your children’s books and how they can find them.

They’re all based on various animal characters. I did that purposely so kids around the world could relate to them. There’s Betsie Bee, Koby The Little Blue Kangaroo Who Worried All Day, and Sofia the Snail – The Little Snail That Was Afraid Of The Dark so she doesn’t want to go in her shell. They’re a whole host of characters and they’re all on Amazon. You can find them on Amazon under Danielle Lindner’s books. You can find all those books and my parenting books at my website at DanielleLindner.com.

Parting Words For Parents

Any parting words for parents?

I know you’ve had a lot of experience.

Just breathe. When you think you’re the only one going through whatever it is, you’re not. There are millions of us and don’t hesitate to ask for help from a parenting coach, a psychologist, or a family therapist. You don’t have to struggle, get help. All you’re going to do is make things better for you and your family. It doesn’t mean that you’re going to be in coaching or therapy forever, but sometimes you need a little outside help and a little reset. It helps your family dynamics. I think more families need to look into that for themselves.

Dr. Spock’s famous quote was, “Relax parents, you’re probably doing a better job of parenting than you think you are.” I think that’s probably true. As stressed out as we get and as perfectionistic as we think we need to be. The truth is that parents do the best they can. I think it’s usually good enough. That doesn’t mean that they can’t learn, like with your book Parent’s Pocket Guide to Surviving the Preschool Years. It doesn’t mean they can’t learn some tools and skills that they can add to their repertoire. Thank you so much for, first of all, being on the show, for writing the book for parents and having that series of books for little kids about pro-social behaviors. You’re doing a good thing. I think we need more schools like yours.

Thank you for having me. This was nice.

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Wrap-Up And Takeaways

I appreciate Danielle coming on. She’s a very interesting woman. I love what she’s doing. Her book is called Parent’s Pocket Guide to Surviving the Preschool Years. Her book series for Kids is called Miss Danielle’s Preschool Buds Collection. You can find her on her website for the services that she provides. Thank you so much for stopping by. She’s a preschool teacher. She works with younger kids, but everything that she talks about applies to kids in grade school, middle school, and high school. All kids need a chance to learn those skills for resolving conflicts peacefully. All kids need to have that unstructured playtime. Even kids who are in middle school and high school need that time. They do learn better.

They learn a lot when they’re bored and when they have to use their imaginations. We have to create our own fun. In those moments when they’re oftentimes the most bored, the most creative thoughts pop up for them, and all of us for that matter. Make sure you’re providing your kids that time. Make sure that you don’t allow the culture, you don’t allow the school system, and you don’t allow what other people are doing to cause you to not give your kids that time. I think the learning they’ll have when they are outside playing in the backyard is more valuable than sitting someplace in a lesson and in an academic enrichment program. I think they need those skills. Make sure you provide the opportunities for those. I’ll be back here with a new episode. As always, thank you so much for stopping by.

Important Links

• Danielle Lindner
• The London Day
• Parent’s Pocket Guide to Surviving the Preschool Years: One Challenge At A Time
• Amazon – Parent’s Pocket Guide to Surviving the Preschool Years: One Challenge At A Time
• Betsie Bee
• Koby The Little Blue Kangaroo Who
• Sofia the Snail – The Little Snail That Was Afraid Of The Dark
• Amazon – Danielle R. Lindner
• Miss Danielle’s Preschool Buds Collection

About Danielle Lindner

Danielle Lindner is a revered educator and an acclaimed children’s author. As an educator, Danielle is noted for having founded London Day School® recognized among the most innovative preschools in the country. In addition to her distinguished career in childhood education, Danielle is a recognized businesswoman and was named a Top 25 Leading Women Entrepreneur by the New Jersey chapter of Leading Women Entrepreneurs & Business Owners (LWEBW).