Different resources that can be brought into our classroom to help our teachers teach and support children learning and practicing social-emotional skills. Like with our assessments we integrate social-emotional through play or through daily activities. We can play games like feelings charades, make self-portraits and discuss what makes us happy and what we like, we can use puppets to practice correct language when interacting with peers, and use materials that require taking turns. We have set our classroom environments to include places for children to interact with their peers in groups or one-on-one, an area for calming down, classrooms that use calmer lighting or natural lighting. Our classrooms contain a daily routine that helps children stay on a schedule and can have built in social emotional time during transitions like cleaning up. This helps them regulate their own emotions by knowing what comes next in their day. For our children with exceptionalities, we offer additional resources such as fidget toys, wrist lanyards with their daily schedule or pictures of needs or wants, we also have IPad’s for touch to speak for children that need help with speech when getting their needs met or interacting with their peers. Some instructional strategy examples used in every classroom are having dedicated time for children to practice social-emotional skills that are culturally responsive as well (CASEL, 2015). During circle time we use a supplemental curriculum that engages the children in scenarios, activities, read alouds, and puppet stories. They children can practice with peers and teachers with this curriculum.

Our families and stakeholders would benefit from everything we offer at our program and the information provided on our website. Our program is inclusive and developmentally appropriate for all children from all cultures and all backgrounds. We want a place where children and families are celebrated not only by their achievements but by who they are as individuals. We want everyone to feel welcomed and feel they have a voice when it comes to their child’s education. Children will be ready for kindergarten by learning skills in different domains including social emotional, language, and cognitive. We understand that social emotional is the foundation for early childhood learning and we want to build our children's social emotional skills in a way that promotes healthy relationships and good self-regulation. We will continue to collaborate with families and professionals daily not only for the well-being of our children for the well-being of our program. Our families will be updated about activities not only happening in their classrooms but in the program or in the community. All the information can be used to determine if our program will be beneficial for not only your child but your family, your child would be part of the classroom, but your family would be part of the program. Stakeholders are also part of the program; the information can be used to determine if you want to be part of the family in aspects of helping families in our community.