At first, play didn’t come easily. The girls begged for TV, claimed boredom, and looked to me for direction. But the less I intervened, the more they problem-solved, communicated, and created on their own. I had to unlearn my impulse to structure every moment—because real learning was already happening. From building stronger structures to sketching observations and mastering train track connections, they were growing through play. Doing less didn’t mean disengaging; it meant observing more, guiding gently, and trusting the process.