Anastasia “LaLa” Jankowski

How Creative Programming and Parent Education Strengthen Early Childhood Classes

Anastasia Jankowski—known to her students as Lala—brings a uniquely creative perspective to teaching young children. As a musician, yoga educator, movement teacher, and leader of the children’s band Sunny Train, she specializes in designing experiences that capture children’s attention while also reassuring parents that what their children are learning has real developmental value.

Lala’s experience highlights what can happen when classes feel both imaginative and intentional.

Sunny Train performances combine music, movement, and playful exploration, from shaking instruments to twirling hoops to experimenting with large-scale props. Lala and her fellow musicians perform for schools, festivals, libraries, and families throughout Connecticut.

“I’ve figured out this way to bring the joy of really good music to children. The band are all professional musicians, so the level of musicality is really fun.”

Programs That Appeal to Both Children and Parents

In addition to leading Sunny Train, Lala teaches Music Together classes and works with young children in yoga and movement settings. Much of her work involves parent-child classes, where she sees firsthand how important it is for parents to understand the value behind what their children are doing.

“It's parent child work, so I work with a lot of parents and kids together. That piece is so special, it's really beautiful.”

Lala found that one of the most valuable elements in the teacher training within the Little Dancer Program was the way the training explains not just what to do in class, but why those activities support child development.

“The training sparked my world so much, Lala told us, “I loved everything about it. It was a really great experience. I think it's set up so well and it’s so easy to follow. I really liked Ashley a lot, right from the beginning, her presence was really authentic.”

She was particularly drawn to the way the program integrates developmental science alongside imaginative teaching.

“Ashley has pieces of information in there like the brain science of jumping, and the brain science of moving… I love not only the imaginative pieces that she brought in, but the science of movement.”

For studios, this kind of parent-facing knowledge can strengthen trust and reinforce the value of early childhood programs.

Creativity That Extends Beyond the Studio

Lala has even incorporated what she learned into her Sunny Train performances, using movement science as part of her parent engagement.

“We jump all the time, and I was able to just plug that piece in for the parents and the audience and say: This is what’s amazing about jumping. We know that singing makes you happy, we know the science behind that, now I’m going to tell you the science of moving.”

As a songwriter and storyteller, she also appreciates how the curriculum uses narrative as a framework for learning.

“I think using stories as a springboard with kids has so many benefits, because there’s so much value in a story. I love that about the Once Upon a Ballet [materials]. I love stories… so that particular piece is super inspiring and so fun to work with.”

In both her classes and performances, Lala intentionally creates space for children to participate creatively and feel ownership in the experience.

“I’m really playful. I try to extend that and give them opportunities to create within this space. The empowerment for children to create and lead—I can see that it inspires them, and it inspires me. It's kind of like we're all in it together.”

For studio owners, her approach demonstrates how programs that balance creativity, developmental understanding, and parent communication can create classes that feel meaningful to both children and families.

When asked what she loves most about teaching, Lala summed it up simply:

“It’s so much fun. It’s pure joy. It really puts me in the moment with them. And moving with kids, creating with kids, is uplifting and such a great exchange of energy. As much as I teach them, they’re teaching me. I follow their lead.”