Our annual Atelier Exhibition is the end-of-year event you will not want to miss! We encourage families to join us for this opportunity to view student work from all the classrooms using diverse and often unexpected mediums of expression. While this blog post is unable to convey the breadth of work that will be featured, we hope it will offer a small glimpse by highlighting some of the processes in three of the classrooms. This year we embarked on a school-wide study on identity, A Sense of Self (you can read our December and March blog posts to learn more). This work will be the focus of our Atelier Exhibition, valuing the child as an individual while also acknowledging the role of relationships to our identity.

The Gecko class is a three-year-old class that has had a strong interest in all things movement this year. Young children have a natural propensity to move and it has immense benefits for their physical, cognitive, and social-emotional development. We wondered how we could honor and make visible the value of movement to young children. Different materials were offered in the classroom and Atelier that lent themselves to movement, such as colored scarves and drums, clay encouraging big body movements, large paper across the floor or walls, and an overhead project that allowed for shadows to name a few. We noticed that the shadowed silhouettes conveyed not only the movements but also the personality and unique identity of many of the students. These “shadow movements” were photographed and will be offered back to the children to manipulate and extend in various ways.

In the Owl Pre-K class identity was explored through a wide variety of portraits. Self-portraits were explored through graphic drawings, paintings, clay, and loose parts before extending to portraits of friends and family. The emphasis of this work was on the process of exploring versus the product of the portrait. To encourage both educators and children to slow down, individual facial features were studied and considered, such as eyes, a nose, and mouth. What do you notice about the shape of the eyes? What colors and details do you notice? When looked at separately, similarities and differences were noted and valued. Many children made connections between their physical features and their loved ones.

Honoring friendships became a focal point in the Roadrunner Pre-K class through our study of identity. Many of the children in this class have been together for multiple years, many starting together in our Parent-and-Me Cottontail class as toddlers. This has created a special connection and cohesion as a classroom community.  We noticed an awareness of and interest in each other that emphasized the importance of friendships across the class - an interest in other classmates' names, photos, jobs, and interests. Digital cameras were offered as a tool for children to document their perspective and, unsurprisingly, we observed that their classmates were often the focal point of their photos. Following our school Picture Day, we offered children the role of photographer equipped with a tripod and stool.

These examples are only a snapshot of larger studies in each of the classrooms and only offer a glimpse of the work from across the school. We hope you’ll join us at the Atelier Exhibition to see the full scope of our Study of Self this year. The exhibition will be open following the 10 AM church service on Sunday, May 5th, and will be shared with educators from across Arizona as part of our Spring Symposium on Saturday, May 11th from 9 am - 12 pm. Current preschool families have a dedicated time to view the exhibition as a part of their end-of-year celebration the week of May 6-10th. Please reference the invitation below and save the date and time for your child’s class. We look forward to seeing you!

“It is through others that we develop into ourselves.” -Lev Vygotsky 

Our school wide study of identity has evolved from the Study of Me to the Study of Us. Their examination of sense of self is interwoven with their relationships to others. Discussions of family and friendships have emerged throughout our study.

 Photographs of classmates were offered back to children to incorporate into their work in many areas of the classroom, including their artwork, their block buildings, and on the light tables. Adding photographs as manipulatives has encouraged children to explore relationships, at times an abstract concept, within a context of concrete thinking. Young children are often very literal thinkers and offering concrete representations to process abstract thinking facilitates deeper thinking.

“I am made and remade continually. Different people draw different words from me.” -Virginia Woolf

 How do you get to know your friend?

“Because they’ve been friends since the Quail class… I have a friend and I know how I ‘came friends from the Tortoise class, now I almost know her for two years!” -Emma (age 4)

How do you make friends?

“You be nice to them.” -Kayn (age 4)

“You can visit each other’s houses.” -Patrick (age 5)

“It’s somebody you like to play with… and be nice. And be helpful.” -Colleen (age 5)

“Because they be kind to you.” -Blaise (age 4)

“Because you need to take care of them and be kind to them.” -Christian (age 5)

Because they’ll be there when you need them.”- Colleen (age 5)

“Because we laugh.” -Nolan (age 5)

Self-portraits emerge in a variety of ways each year. Our school-wide study on identity has propelled us to slow down the process of self-portraits, as well as expand to portraits of others. In the Owl Pre-K class, slowing down took the form of studying the individual features of faces, of both ourselves and classmates.

“I think my nose is a little bigger than yours.” -Reagan (age 4)

“We have the same hands.” -Juliet (age 5)

“My nose is like this kind of shape.” -Troy (age 5)

“My eyes are definitely circles.” -Kanon (age 5)

“My eyes are oval.” -Raja (age 4)

“I want to make Willow’s eyes. The shape of her eyes are circles. The shape of my eyes are circles too but the color is different.” -Adeline (age 4)

Through this Study of Us the consideration of our Sense of Place has also emerged. Relationships are often linked to memories. We noticed a common thread in children’s artwork representing connections to a significant place, making visible the different facets of their identity within the school, classroom, family, and community. Each relationship adds another layer to the unique identity of the individual.

“That’s the ocean. I’m painting Huntington Beach. Last year we went. My whole family. I don’t go in the water, we stayed on the sand.” -Heidi (age 3)

The study of our sense of place brought up discussion of favorite places and ideas of home. Children’s expressions of home were not limited to a house, but rather the family members and loved ones inside. Through the Study of Us we place value on the relationships at the heart of self-identity.

We are committed to the development of the whole child. Conscious Discipline is a framework for Emotional Intelligence and is the social-emotional curriculum utilized in the classrooms of our preschool. Conscious Discipline is a shift from traditional forms of discipline through its emphasis on self-control, creating a compassionate culture and school family, and focus on internal motivation. Children are empowered by clear expectations, routines, and structures to develop interdependency and helpfulness. Grounded in brain-based research, Conscious Discipline allows children to strengthen the executive functions in their frontal lobe through developing self-regulation.

An Overview of Conscious Discipline:

• Conscious Discipline helps children learn how to regulate their behavior, rather than having behavior regulated by an adult. Its effects, therefore, are powerful and life-long.

• Conscious Discipline’s success is based upon working with the children to create a safe community, teaching them to identify their own emotions, and finally teaching them how to regulate these emotions.

• Conscious Discipline is effective at school AND at home.

• Conscious discipline is a brain-based approach. When you understand what a child is capable of based on his or her stage of brain development, you better empathize with and react to this child’s behavior.

• The Conscious Discipline model was created by Dr. Becky Bailey, PhD, a former educator

The most important part of Conscious Discipline, however, cannot be seen. It is the empathy and understanding communicated by teachers, parents, caregivers, and children. There are several concepts and phrases that we find powerful here at PPP. As caregivers, our most important job is regulating our own emotions and behaviors. Not only does this act as a model for the children, but it allows us to be neutral and do what Becky Bailey calls “downloading calm” to any situation. 

The preschool is offering an informative parent workshop on Conscious Discipline taught by Diana Brown, M. Ed. focused on 10 Principles of Positive Discipline. This three-week workshop will be held on February 21, 28, and March 6 from 6:30-8:30 PM in the preschool Atelier. Cost is only $25 per person. To RSVP, please email denglund@pinnaclepres.org. For more information on Conscious Discipline, you can also visit their website: consciousdiscipline.com/methodology/brain-state-model/

We just rang in the new year but it’s already time to think about next year - next school year, that is. January brings with it school tours and registration for the 2024-2025 school year. Kindergarten looks much different than when most parents attended decades ago and the old thinking that you go to Kindergarten just because you’re five no longer rings true. Nevertheless, many parents are unaware there is such a thing as the gift of a year.  So, how do you make the choice that works best for your family?

There are significant benefits to offering a child the gift of a year and waiting for them to begin kindergarten when they are six. From the age of two to seven, children operate primarily from their limbic system, the control center of our emotions and dispositions. Play-based learning fosters a child’s critical thinking, emotional intelligence, perseverance through failure, and attention span. Current brain research suggests that “children who start school when they are older than five may be doubly advantaged - by having more free play when their brains need it most, and by being older than their peers when they do start school.”

A major factor in deciding if a child should begin kindergarten is, of course, their birthdate. Most schools have an August 31st cut-off, meaning a child must turn five on or before that date. Therefore, in any given kindergarten class, children may be turning six as soon as September or as late as the summer months - a significant difference in a child’s development!

Where a child falls in their family’s birth order also holds significance in a child’s development. Statistically, firstborn children (especially first born girls) are more likely to appear ready for kindergarten at age five. But there is more to consider than just a set of academic skills to be memorized so it’s important to consider social emotional development as well. Nathan Wallis is a neuroscience educator specializing in early childhood development. He explains it as, “your perception of yourself as a learner drives output as much as intelligence.” For instance, confidence and assertiveness can make a huge difference for experiences later in elementary, middle, and high school.

Childhood should not be a race to the finish line. Instead of rushing our children to be ready for what comes next, let’s completely meet the needs of where they are at right now. “Perhaps counter-intuitively, this means that in order for a child to reach their full intellectual/ academic potential, we need to nurture the development of their social-emotional brain in the years before they are seven, rather than focus on accelerating the development of their frontal cortex.”

*This blog references Nathan Wallis’s article, Starting at Six. This is a great resource for additional information and resources.

“Ensuring that every child feels a sense of security and belonging within the school enables each child to accept and participate actively in transforming situations that are part of learning experiences.” -Loris Malaguzzi, early childhood educator and founder of Reggio Emilia Approach

Every year the concept of identity emerges as children consider who they are. Reflecting on documentation, teachers noticed that the child’s concept of self is often interwoven with their relationships to loved ones and friends. This study of identity strengthens the connection between home and school, values the child as an individual, and communicates a sense of belonging in their school family.

Children were given opportunities to represent their classmates through a variety of mediums including sand, clay, watercolor, tempera, loose parts, and photographs on the light table. We intentionally offer diverse materials, or languages in the Reggio Emilia Approach, to allow children ample time to explore the concepts and also an opportunity to gravitate towards the form of expression most meaningful to them.

“I love playing with Ava in the playground, scaring the boys.” -Emerson, age 5

“I drew Jackson. He plays with me. I will call Jackson to see.” -Landon, age 5

“Landon, that looks like me. I will draw you with curly hair.” -Jackson, age 5

“Gavin is a really good friend. I love playing with Gavin.” -Piper, age 5

The Best Part of You, a beautifully illustrated book with black and white photographs, was read and students were asked: What is the best part of you?

“I like my feet, so that I can walk.” -Cameron, age 5

“My hands because I like coloring with them.” -Ava, age 4

“Mine is my ears. I like the curves and the bumps. I love hearing stuff, like ‘r-r-r-r-r’ (engine revving)!” -Nolan, age 5

“I like my hands so I can eat bananas.” -Kayn, age 4

“I love my hair because my sister did it.” -Millie, age 2

“I love my hair because I just love it.” -Luke, age 3

“My chin because I can do this (open and shuts mouth).” -Cristian, age 3

“I love my hand because of my bracelets.” -Stevie, age 2

“I love my elbow. I just love it because it swings.” -Finn, age 2

Clay is a staple in each of our classrooms, as well as the Atelier. There are numerous benefits to children working with clay. The greatest learning in clay is found in the process, rather than the product. Asking children “What are you making?” often takes them out of their exploration mindset and sets the expectation for something to be created instead. Encourage children to investigate, and experiment with wonder-based questions, such as:

●      What do you notice about the clay?

●      I wonder how it feels…

●      What happens when you add water?

●      What do you feel? Smell? Hear?

As a natural material, the earthy properties engage all the senses, reinforcing the learning process. Children learn through clay in many ways. While touching and exploring the tactile elements of clay, children often use their fingers and hands to squeeze and pinch the clay. As they experiment with the texture and malleability they are also developing their fine motor and spatial awareness skills.

Piling clay into different shapes and sizes allows children an opportunity to experiment with balance and stability. Pounding clay with hands or tools supports gross motor development and also often creates an imprint in the clay, another form of manipulation. Clay tools and utensils can also be added to encourage cutting clay, introducing shapes and patterns, as well as the principles of division and subtraction. Rollers allow children another way to manipulate the clay through pressure and control.

 Working with clay develop’s children fine motor skills, hand-eye coordination, and spatial awareness. It sets a foundation for later academic skills, such as handwriting and mathematics. Its open-ended nature encourages storytelling, developing language, communication skills, and cognitive development. By engaging all of the senses, children are more likely to make long-lasting connections between inquiry and learning and to stay focused and engaged in their work for longer periods of time. An easy way to introduce clay at home is to pick up some burlap from a fabric store for easy clean-up!

This blog post highlights Community Playthings article on the benefits of play. Read the full article here to learn more.

“An Atelier is most of all a place of research.” -Loris Malaguzzi

We welcomed families earlier this month for Family Atelier Day - an opportunity to come alongside their children as they explore the potential of materials. This is a meaningful way for parents and loved ones to be involved as active participants in the education of their children.

“I’m surprised there are so many different kinds of paint, and that the children know how to use them.”

“I always liked paintings that show the brush strokes… the textures.”

“I love that she sees different things.”

A strong focus of this year’s Family Atelier Day was paint. Throughout the classrooms, we have observed children gravitating towards different types of paint - tempera, watercolor, paint sticks, paint pens, and even stabilo crayons that transform into paint with water. Children experimented with painting monochromatically or with multiple colors, at an easel or on the floor, collaboratively on large paper or individually with smaller types of paper. A single material with endless possibilities.

“There is too much blue for the yellow to make green.”

“Black is one of Mommy’s favorite colors. It’s mine and Mommy’s favorite colors.”

“Blue portrait of grandma.”

By sharing these opportunities with families, children demonstrate their capabilities and creative thinking. It was also a special time for older siblings, especially PPP alumni, to return and engage with the materials. Thank you for joining us for Family Atelier Day!

A sense of belonging is one of the most powerful gifts we can offer young children. Extending the love and safety they have established in their home out into the world as they start school and form new connections with both teachers and friends. Brene Brown defines belonging as the ability to be who you are. By contrast, she argues fitting in is a way to become who you need to be accepted, like a sculptor shaping, scraping, and separating the unwelcomed parts of you.

Research repeatedly shows the importance of belonging for mental health, in both children and adults. In the last couple of decades, self-esteem has taken center stage in addressing this aspect of social-emotional development. However, the extrinsic focus on motivation and hollow praise have missed the mark, and often do little to communicate any sense of belonging for children. In order to be who you are, you must first know who you are. Likewise, in order for children to embrace who they are, they need a loving adult to support and protect their image of self.

Temperament theory is one resource for better understanding yourself and others. It is an incredible resource for communication. In her book A Grown-Ups Guide to Kid’s Wiring, Kathleen Edelman refers to temperament as the wiring that we are born with, outlining four distinct temperaments: Sanguine (Yellow), Choleric (Red), Melancholic (Blue), and Phlegmatic (Green). Each temperament has its own set of strengths, weaknesses, innate needs, and distress signals. Our innate needs are the ways we feel filled up whereas our distress signals are how we communicate running on empty.

Sanguines hold the upper left corner of the quadrant, meaning they are extroverted kids who are also people-oriented. They’re quick to share their thoughts and feelings and care a lot about the people around them (Edelman, 2021). Sanguines speak the language of people and fun.

Strengths:

●      High energy and enthusiasm

●      Living in the moment

●      Affectionate and joyful

●      Apologizing quickly

Weaknesses:

●      Being naive

●      Loud

●      Dramatic

●      Forgetful

●      Restless

Innate Needs:

●      Approval - being liked for who they are without needing to change

●      Acceptance - being invited and included

●      Attention - having your full focus, especially eye contact

●      Affection - being noticed or acknowledged

Distress Signals:

●      Charm - elaborating or exaggerating, being “over the top”

●      Flattery - Phony or excessive praise of others

Cholerics sit in the top right corner of the quadrant as extroverts who are task-oriented. They speak boldly and confidently and will get things done at all costs - even when people or feelings get in the way. Cholerics speak the language of power and control.

Strengths:

●      Confident

●      Self-sufficient

●      Disciplined

●      Persuasive

●      Logical

●      Competitive

Weaknesses:

●      Impatient

●      Bossy

●      Quick-tempered

●      Inflexible

●      Argumentative

Innate Needs:

●      Loyalty - being prioritized, knowing you have their back

●      Sense of Control - everyone pulling their own weight, following the plan

●      Appreciation - Being valued for their unique strengths

●      Credit for Work - Being valued for their contributions

Distress Signals:

●      Tone - harsh or biting comments

●      Volume - Angry outbursts, yelling

Melancholics are in the bottom right of the quadrant as task-oriented introverts. They think before speaking and tend to focus less on people and more on solitary activities like schoolwork, reading a book, or doing a puzzle. Melancholics speak the language of perfection and order.

Strengths:

●      Sensitive

●      Honest

●      Detailed

●      Trustworthy

●      Compassionate

●      Great listener

Weaknesses:

●      Moody

●      Jealous

●      Pessimistic

●      Judgemental

●      Withdrawn

Innate Needs:

●      Safety - being able to trust their surroundings and relationships

●      Sensitivity - being understood

●      Support - being offered or provided help

●      Space and Silence - having time to decompress, process, or think

Distress Signals:

●      Moods - being judgemental, critical, or self-deprecating

●      Silence - being disengaged, unwilling to talk to or hear from others

Phlegmatics are in the lower left of the quadrant. These kids are people-oriented introverts, they think before speaking and prioritize people above all else. Phlegmatics speak the language of calm and harmony.

Strengths:

●      Easygoing

●      Considerate

●      Generous

●      Happy

●      Helpful

●      Friendly

Weaknesses:

●      Indecisive

●      Stubborn

●      Messy

●      Sarcastic

●      Timid

●      Too compromising

Innate Needs:

●      Harmony - everyone getting along or everything going smoothly

●      Feeling of Worth - being valued for their unique strengths

●      Lack of Stress - an absence of conflict or combative words

●      Respect - being asked for their thoughts and opinions

Distress Signals:

●      Procrastination - delaying or ignoring responsibilities

●      Stubbornness - refusing to converse on compromise

So how can you determine temperament? If you purchase A Grown-Up’s Guide to Kids’ Wiring the 40-question assessment test is included. You can also purchase the assessment at Kathleen Edelman’s website (www.kindwordsarecool.com). The website also has a free worksheet to identify your child’s temperament, plus an incredible amount of free resources such as videos, parent resources, and tools. The free videos are targeted to parents and divided into six parts: Expectations, Strengths/Weaknesses, Innate Needs, Signals, Your Temperament, and Temperament Combos (how the parent’s temperament and child’s temperament interact).

Available Resources

●      A Grown-Up’s Guide to Kids’ Wiring (book available at Amazon and includes all the tools, resources, and 40 Question Assessment): https://a.co/d/7JpXJjM

●      40 Question Digital Assessment ($15.99 Fee): https://www.kindwordsarecool.com/assessment

(Free Resources)

●      Video Resources by Topic: https://www.kindwordsarecool.com/videos

●      Parent Bundles by Temperament:  https://www.kindwordsarecool.com/tools

●      Worksheet for Child’s Temperament: https://www.kindwordsarecool.com/_files/ugd/494190_04ff07aba6e24a1e90ce1e2c150fb162.pdf

●      Tools for Teens & Adults also available at: https://www.kindwordsarecool.com/tools

Pinnacle Presbyterian Preschool curates an Atelier Exhibition at the cumulation of our school year to showcase the work from each of our classrooms. This is an opportunity for families join us as we celebrate the end of the school year and the capabilities of young children.

The overarching focus of this year’s exhibition is Reflection for multiple reasons. As a staff, this year has been defined by a reflection of our practices as two separate groups of staff attended study tours in Reggio Emilia, Italy. We’ve also revisited and reaffirmed our Values statement as the foundation for our professional development.

Reflection was also at the forefront of our classrooms. From very early in the school year, teachers observed children’s strong interests looking out classroom and atelier windows, as well as an interest in the study of light and shadow. Many of these concepts are intertwined in the work featured in the Atelier Exhibition this year. We have challenged ourselves to honor and expand the intrinsic interests of the children to create impactful learning experiences.

Our mini three-year-old class, the Quail class, was intrigued by the “hello goodbye” window in their classroom overlooking the playground and walkway. They also often gazed out the Atelier window as well. This interest was expanded on by offering different invitations at the windows, including using transparent materials, photographs, and painting.

 In the three-year old Javelina class, teachers observed children gravitating towards cutting “snips” of different types of paper. This interest was explored with collaging and intermixing the paper snips with other mediums, such as clay. These snippings make visible how something ordinary, such as cutting paper, can be seen as extraordinary when honored and valued. A similar line of thinking resonated in the three-year-old Gecko class with their interest in masking tape. Here, again, there is an opportunity to value the significance of even the simplest material. Tape was studied in many different ways, both inside and outdoors, hanging from the ceiling, connecting across the classroom, and as large-scale murals.

The Tortoise three-year-old class dove deep into mapping when an interest in rainbows and lines led to a visit to the Chapel stained glass window. Maps facilitate an understanding of how children think and perceive the world around them. These walks across campus to the Chapel resulted in opportunities for children to draw not only their observations of the stained glass, but also their observations of the sights and sounds along their walk.

A light and shadow space was offered underneath the play loft in the Pre-K Owl classroom, sparking interest in the color of shadow. Flashlights and overhead projectors allowed children to manipulate the source of light. As children continued their exploration outside, they photographed their shadow observations and explored how prisms create rainbows with sunlight. Shadows and light have permeated many areas of interest, such as rainstorms and gardening, as children consider how interconnected the elements are.

 The mesquite tree is often a symbol of our playground space, as it sits front and center outside the Atelier. It often intrigues children with its bark, sap, leaves, and seeds. The Roadrunner Pre-K class considered a closer look at the properties of the mesquite tree through observational drawings and printmaking with both ink and clay. Their intricate drawings, both individual and collaborative, make visible their unique perspective of the tree as they build a closer relationship to the nature around them. 

In the Pre-K Jackrabbit class, nature walks on our campus led to observational drawings and collections of desert specimens, such as seed pods, insect wings, and flowers. As these observations and collections were offered back to the children, interest in patterns emerged which led to digital photography being offered as a tool for children to capture their perspective.

We invite families to join us as we celebrate the end of the year together. This will be a special time for children to walk through the exhibition with their parents, grandparents, or other special people in their lives. Individual portfolios documenting student’s growth through the year will also be presented, as well as clay celebration bowls for the Pre-K classes.

Atelier Exhibition Schedule:

 Monday, May 15th
Cottontail Class 9:45 am - 10:15 am & 10:45 am - 11:15am

Tuesday, May 16th
Quail Class 9:15 am - 10:15 am
Javelina Class 11 am - 12 pm

Wednesday, May 17th
Jackrabbit Class 11:30 am - 12:30 pm

Thursday, May 18th
Gecko Class 9:15 am - 10:15 am
Owl Class 11:30 am - 12:30 pm

Friday, May 19th
Tortoise Class 9:15 am - 10:15 am
Roadrunner Class 11:30 am - 12:30 pm

by Kelsey Vasquez

If you are a parent to a preschooler, you’ve probably thought about screen time. What works for your family may be different from another, and that’s okay. Here are a few thoughts that have helped me find the balance that works for my family:

The American Academy of Pediatrics recommends no screen time for children under age two and limiting screens to one hour a day of high-quality programs for children ages two to five years. Children under the age of five, do not need screens to facilitate or enhance their development (so ignore the marketing that pushes those on parents). However, as a parent of three children under the age of five, I can honestly say that sometimes parents of young children do need screen time to maintain their sanity. I have often chosen to put on a show that will capture my children’s attention long enough so that I can safely shower, prepare dinner, or finish a task. And that’s okay. I have not ruined my children by exposing them to a screen before age two. The key word here is choice. When we offer our children a screen, we are making a choice each time and we can be mindful about what works best for our family in each situation. 

Children develop through experiences utilizing all of their senses, which is a main reason why screen time is not a necessary aspect of development. A screen can not replace the face-to-face interactions of a loving caregiver or mimic the intricacies of unstructured free play that support the whole development from strengthening muscles to emotional intelligence.  Overuse of screentime is linked to poor sleeping habits, behavioral issues, language and social skill delays, and struggles with attention. 

We are social beings at heart and thrive in relationships. Young children need ample opportunities to secure their attachment with loved ones, experience face-to-face interactions, move and take healthy risks with their bodies. Brain research shows that a child’s emotional limbic systems take center stage in development before their cognitive frontal cortex. This means, preschoolers need to build a strong foundation of social emotional development for future success. High quality programs can help support this development when the choice for screen time is necessary. A few favorite programs in our house include: Daniel Tiger’s Neighborhood, Clifford the Big Red Dog, Super Why, Blaze and the Monster Machines, Peg + Cat, and Rusty Rivets. 

Brain research is also important to consider for the types of screens we offer. Passive screen time, for example, would describe watching television or a movie. Active screen time would be for playing games or using apps on a tablet. Often, active screen time is considered more educational because children are actively participating and engaging with the content. However, active screen time is also more addictive since it produces the dopamine release that encourages repeat behavior. Have you heard of the screen time zombies? (Or, even worse, experienced it first hand?) Young children can often go into a zombie-like state when pulled away from the tablet as their brain “comes down” from the dopamine release and craving. Since a child’s brain is still developing, these chemicals can have a much greater impact on their development in areas such as impulse control, delayed gratification, and self-regulation. 

Personally, I prefer passive screen time for children under age seven for a few reasons. First, children are further away from the screen when watching television versus using a tablet which is better for their developing eyes. Also, if siblings are involved, there has to be some negotiation of content when deciding what is watched which supports communication skills, problem-solving, and conflict resolution. Lastly, since watching a tv is less private than watching a tablet, it helps me keep an eye on what my children are watching and I’m less likely to lose track of how long they have been watching since I can see and hear the program. 

So what’s the bottom line? Screens are not going away and they will be a part of your child’s life in some way, at some point. Decide the balance that works for your family and help your child practice finding that balance as well. Share your thinking out loud so that they can benefit from your thought process and better understand the limits being set in place. Remember, your child does not need screen time for their development (so ignore the marketing!) and keep in mind what they do need to make sure screen time is not inhibiting what is most important - quality, uninterrupted, unstructured play and face-to-face interaction and attachment to loving caregivers. 

Helpful Links on Screen Time:

https://www.mayoclinic.org/healthy-lifestyle/childrens-health/in-depth/screen-time/art-20047952

https://www.zerotothree.org/resource/screen-time-recommendations-for-children-under-six/

Child development outlines the predictable course that a child will travel in their development. However, every child walks their own unique path along this course. There are many factors that will impact an individual child’s development. Brain research suggests gender holds an important influence and there are key differences between how boy and girl brains typically develop.

Two-thirds of learning disability diagnoses are for boys. They also lead in brain-related learning disorders, such as ADD/ ADHD with millions already on medication. Ninety percent of discipline referrals are for boys. Males make up 80% of high school dropouts and less than 40% of college students. Why? Research into gender and education suggests a serious misalignment between how boy’s and girl’s brains learn and our current educational system.

Children naturally gravitate towards activities the brain deems pleasurable. What is rewarding to the brain is, on average, strongly impacted by gender. These generalizations represent what is true for the majority of data collected, not necessarily what is true for every single individual person.

The “Girl” Brain:

●      The female corpus callosum (aka the bundle of tissues connecting the two hemispheres) on average is larger than boy’s which enables more “cross talk” between the two sides of the brain.

●      Girls typically have stronger neural connectors in the temporal lobe allowing for better detailed memory storage, listening skills, and discrimination of tones of voice.

●      Another memory storage area of the brain, the hippocampus, is also larger in girl’s development which further increases girl’s advantage in learning, especially related to the language arts.

●      The female prefrontal cortex is generally more active and develops at an earlier age. Girls are also likely to have more serotonin in the blood stream of their brain. Both of which allow girls to make less impulsive decisions overall.

In general, the minds of girls are biologically wired to support memory, sitting still, and listening from an earlier age which often results in complex learning such as reading and writing to develop easier. 

The “Boy” Brain:

●      The male brain typically has more cortical areas dedicated to spatial-mechanical functioning, making boys typically more likely to move objects through space (balls, airplanes, or body limbs). In addition, most boys experience words and feelings very differently than girls.

●      Boys have less serotonin and less oxytocin (the primary human bonding chemical) than girls resulting in more physical impulses and less likely to sit still for long, empathetic chats with friends.

●      Typically, boys lateralize their brain activity. They operate with less blood flow and their brain is structured to compartmentalize learning. As a result, they do not multitask as well as girls, often having more issues with attention span and transitions.

●      The male brain is designed to “renew, recharge, and reorient” by entering a rest state. As a result, boys are more likely to zone-out when more words are used to communicate. Instead preferring the use of symbols, pictures, diagrams, and objects moving through space over words.

Typically, the minds of boys support learning higher math and physics easier and more abstractly. It also demonstrates why boys are more likely to gravitate towards physical movement and get in trouble for impulsiveness, boredom, fidgeting, and difficulty listening and verbalizing.

The nature-based approach is based on “strategies on research-driven biological understanding of human learning.” By understanding where the brain naturally gravitates in development, it allows parents and educators to value where a child is while also encouraging them to strengthen areas for growth.

Supporting the “Boy” Brain:

●      Boys are experiential and kinesthetic learners, meaning they construct knowledge using all their senses and with their entire body. Movement helps boys stay focused. The simple act of bouncing a ball back and forth outside can support self-regulation.

●      Greater blood flow to the cerebellum - the “doing” center of the brain - allows boys to more easily verbalize what they are doing versus how they are feeling. For example, asking boys to describe their building in the block area, such as the steps they are taking to create it, will encourage more expansion of verbal skills. They may be more easily focused on the what of their doing, than the why. (By contrast, the “girl” brain may more easily gravitate towards imagination and storytelling).

●      Boys benefit from additional opportunities for fine-motor development, as they are on average behind girls in this area of development. Games using tweezers, chopsticks, and other items that encourage pincer grasps can provide support.

●      Limit verbalize instructions as much as possible, ideally under a minute. Using visual schedules and instructions that utilize pictures or symbols will be more effective.

Supporting the “Girl” Brain:

●      Girls benefit from increased opportunities to manipulate objects, build, design and explore spatial challenges. They can be encouraged and supported as they navigate areas they are more likely to struggle with.

●      Boys are typically more advanced than girls in gross motor development. Girls should be encouraged to engage in physical games and large body movements.

●      Water and sand tables will support girls in spatial exploration and science. Puzzles foster perceptual learning.

●      Open-ended manipulatives support math development, as well as building and construction. A variety of building materials such as large wooden blocks, smaller blogs (lincoln logs, magnetic tiles, kapla blocks, etc.), and natural materials that are less symmetrical and more difficult to balance are a few examples.

This blog is a summary of the article “With Boys and Girls in Mind” (November 1, 2004) from ACSD (Volume 62, No. 3). The full article can be read here.

Can you believe it? We just rang in the new year but it’s already time to think about next year - next school year, that is. January brings with it school tours and the beginning of registration for the 2023-2024 school year. Kindergarten looks much different than when we attended decades ago and the old thinking that you go to Kindergarten just because you’re five no longer works. Nevertheless, many parents are unaware there is such a thing as the gift of a year.  So, how do you make the choice that works best for your family?

There are significant benefits to offering a child the gift of a year and waiting for them to begin kindergarten when they are six. From the age of two to seven, children operate primarily from their limbic system, the control center of our emotions and dispositions. Play-based learning fosters a child’s critical thinking, emotional intelligence, perseverance through failure, and attention span. Current brain research suggests that “children who start school when they are older than five may be doubly advantaged - by having more free play when their brains need it most, and by being older than their peers when they do start school.”

A major factor in deciding if a child should begin kindergarten is, of course, their birthdate. Most schools have an August 31st cut-off, meaning a child must turn five on or before that date. Therefore, in any given kindergarten class, children may be turning six as soon as September or as late as the summer months - a significant difference in a child’s development! They may be the last of their peer group to drive or the youngest on their sports team.

Where a child falls in their family’s birth order also holds significance in a child’s development. Statistically, firstborn children (especially first born girls) are more likely to appear ready for kindergarten at age five. But there is more to consider than just a set of academic skills to be memorized so it’s important to consider social emotional development as well. Nathan Wallis is a neuroscience educator specializing in early childhood development. He explains it as, “Your perception of yourself as a learner drives output as much as intelligence” (Barber, 2019). For instance, confidence and assertiveness can make a huge difference for experiences later in elementary, middle, and high school.

Childhood should not be a race to the finish line. Instead of rushing our children to be ready for what comes next, let’s completely meet the needs of where they are at right now. “Perhaps counter-intuitively, this means that in order for a child to reach their full intellectual/ academic potential, we need to nurture the development of their social-emotional brain in the years before they are seven, rather than focus on accelerating the development of their frontal cortex.”

References: Starting at Six

December always feels like a whirlwind of a month. Things are busy, routines are different, there are holidays, celebrations, presents and sweets. It’s okay to join the hustle and bustle and make the  most of what the season has to offer. It’s also okay to slow down, say no, and enjoy the little moments while you still have littles.

There is beauty in the simplicity and no greater gift than experiencing the wonder of the holiday season through the eyes of a child. If you’re looking for ways for Christmas to be a little less commercial this year, we have some tips for you:

#1 Go Outside. Take a nature walk, look for pinecones, pine needles, and the changing colors in leaves. Use the natural materials for loose parts, as paint brushes, with water or playdough.

#2 Skip the Naughty and Nice. Focus instead on the positive behaviors we want to see. Ask children how they have been helpful, kind, or shared happiness with someone else. Make a kindness advent calendar with older children that spreads cheer and joy each day. Help them see when others have chosen to be helpful and kind.

#3 Focus on Giving. Have children go through their bedrooms, closets, and playrooms to donate gently used items to shelters. Collect canned goods for a local food bank. Write thank you notes for the holiday cards you’ve received. Draw pictures for a nearby assisted living center to add cheer to someone’s room. Bake cookies to share with your neighbors.

Start a “Christmas Spirit” jar and add a marble for acts of kindness, helpfulness, and giving. Decide on something special for when the jar is full. Slow down and enjoy the true meaning of the season.

Thank you for joining us for Family Atelier Days earlier this month! We are grateful to offer this event for the second year as a time for children and families to work alongside one another. Adults have an opportunity to immerse themselves in the perspective of their child as they slow down and research the potential of mark making materials. 

The role of families is a cornerstone of the Reggio Emilia approach, partnering with parents as active participants in the education of their children. The educators of the municipal schools in Reggio Emilia, Italy outline their educational values in A Bill of Three Rights: the rights of children, educators and parents. Children have the right to “feel assured of an effective alliance with adults”  which supports “more than the simple transmission of knowledge and skills, but rather the development of their ability to research constructive strategies of thinking and action.”

The family is a child’s first teacher.  Partnering with parents sustains “a cooperative understanding between parents and educators” which “adds immeasurably to the educational prospects of children.” Children learn best through relationships (actually, we all do). When we experiment, inquire, and research alongside others, we loan our knowledge and expertise to them while allowing them to lend their perspective and experience to us. This collaboration leads to impactful learning.

Thank you for joining us for this year's Family Atelier Days. We are grateful for your support in creating meaningful and impactful learning experiences for our students. During this season of gratitude, we are most thankful for each of you!

A Bill of Three Rights is available on the North American Reggio Emilia Alliance (NAREA) website: https://www.reggioalliance.org/downloads/v2.n1.rights.pdf

Observe and listen to children because when they ask “why?” they are not simply asking for the answer from you. They are requesting the courage to find a collection of possible answers.

-Loris Malaguzzi, founder of the Reggio Emilia approach to early childhood education

 It would be difficult to miss the influx of insects on our campus this past month. Many children have certainly noticed and have been eager to share their ideas. Open-ended materials offer children opportunities to think and process through languages that are not limited to verbal. As children revisit their theories, they make deeper connections.

“It’s a butterfly! I touched it. It is not moving. Maybe its wings is not working.”

“I think it is a moth. Butterflies are pretty in color and a moth looks like that.”

Through these open-ended expressions, children’s unique perspectives are valued and shared with others. They learn that their way of seeing things might be different from someone else’s. As they collaborate, new ideas emerge from the relationships they cultivate.

“I want to draw this bug. Look, it has dots on the top. We should call it Silver Bug.”

“I want to draw the Praying Mantis because green is my favorite color, and the Praying Mantis is green. I am making a rainbow for him.”

Real learning results from relationships. It is through relationships with each other, the environment, and an expression of our interpretations that we build the foundation of creativity and critical thinking. Most importantly, we foster a sense of care for those around us.

 I am putting some water on the beetle so the ants get off him.”

“I bet it was walking and something blew at him and he fell.”

“We are trying to figure out what the ants are doing to the beetle. We need to take bugs to a safe place. It hurts the feelings of the bugs if we say don’t touch them. We need to figure out how they died.”

 When a study of insects is not limited to the transmission of entomological facts it transforms into a question of what children require from an educational system. It is where the assembly line ends and creativity flourishes. Children formulate and experiment with their own perspectives while holding space for those of others. They are supported in requesting the courage to find their own collection of possible answers, cultivating a curiosity for learning and life.

by Kelsey Vasquez

They say children don’t come with an instruction manual. As parents, it can feel like we are constantly navigating through opposing viewpoints of how to best support our child’s development. Part of the conflict arises where culture clashes with current research.

So what do our children really need? Neuroscience Educator, Nathan Wallis, offers a compelling argument that breaks down some of the complexity behind brain development.

First, he divides the brain into four parts for easier understanding:

1. Brain Stem “the survival brain”
2. Cerebellum “the movement brain”
3. Limbic System “the emotional brain”
4. Frontal Cortex “the home of higher intelligence”

Brains come online from bottom to top. A child is not a little frontal cortex waiting for formal academics; we are first, and foremost, a survival brain, then a movement brain, then an emotional brain, and lastly, a thinking brain. So what does that mean for us as parents and educators of littles? We need to respect and fully meet the needs of each stage of development before moving to the next.

So, what does your child need? They need attachment in the first six months. They are operating primarily from that survival brain and depend on a caring, responsive primary caregiver to keep them safe. From six months to eighteen months, the movement brain becomes more prominent. During that 12 month span, children need freedom to move and develop the muscles to support their expanding gross motor abilities.

And then enters “the emotional brain.” Anyone living with a preschooler probably knows what this means (I’ll raise my hand in camaraderie- I’m living with three!). The Limbic emotional brain is center stage for children aged 2 to 7 or 8 years old. This is why a social emotional curriculum is imperative in early childhood, while a cognitive curriculum is more appropriate for older children in elementary, high school, and higher education.

What do children need in this stage? PLAY! They need the space and time necessary to play to develop the dispositions that serve as the foundation for the frontal cortex, aka higher intelligence. Play facilitates higher intelligence.

So what is a disposition? Perseverance is a disposition. Attention span. Grit. Resiliency. Belonging. If your frontal cortex is how brainy you are, then the limbic system is how brainy you feel. And that matters.

So, here is a practical example of how this plays out (pun intended). In a free-play curriculum, the emphasis is on the process. A child may spend an hour building a block tower. How high can the tower be? To answer this question, there will need to be some problem solving. How will it be stabilized? How do you manipulate the base to support the height? Which blocks work better on the bottom and which can be used on the top? How does the placement affect the balance?

Most likely, the child will not be successful on their first try. Each failed attempt encourages new potential solutions to be generated. And they are motivated to continue because it’s intrinsic. There was a choice. The child feels a sense of ownership to their work. They develop a disposition that supports working through multiple failures before finding success, maybe even managing conflict with peers when ideas differ, coping with frustration or disappointment.

In a product-focused curriculum, by comparison, a child may be doing a worksheet that is adult-directed. There is no ownership of the work (therefore, no intrinsic motivation) and they often learn there is a right or wrong answer. Statistically, a push down of academics shows little to no benefits long term, and instead is more likely to cause anxiety and depression.

Children who are allowed to choose where to play typically maintain an attention span for 45 minutes to an hour. Children in adult-directed curriculum stay focused for an average of seven to ten minutes.

On average, the frontal cortex takes dominance around the age of seven. In fact, research shows that cognitive results plateau at the age of eight - so whether your child has been reading since they were four years old or seven and a half years old, it makes no difference for the rest of their life after the age of eight.

Sooner isn’t smarter. Reciting numbers, colors, and letters at age 2 will not make your child any more successful or smarter at age 30. Step away from the flashcards and the worksheets.

Here is what you can do instead: 

1. Talk to your baby. Language is the major driver of cognition. Our brains are wired to interact with our environment in the first thousand days to see what type of brain we will need for the rest of our life. Talk to your baby about what you’re doing, engage in oral storytelling, sing songs and nursery rhymes, etc.

2. Attachment is key. The intimacy between parent and child creates the complexity of the brain. Your baby, your bond. Slow down and fall in love with that sweet newborn.

3. Follow the baby. Meet the needs of each developmental stage before moving on to the next. Sooner isn’t smarter. Children don’t need to be “prepared” for what will be expected of them in the next developmental stage, they need to be supported in the stage of development they are currently in.

4. Advocate. You know your child best. As their parent, you are their first and longest teacher. This research is shared with you to help you make informed decisions that work best for your family. Each child can develop at their individual pace and deserves at least one adult who will relentlessly advocate for their best interest.

Much of the work referenced in this blog is from Neuroscience Educator, Nathan Wallis. You can learn more about his work at: www.nathanwallis.com or by watching videos linked below:

Nathan Wallis - First 1,000 days

Nathan Wallis - Play based learning

First 1000 days - Sleeping

Nathan Wallis   Risk and resilience

The Sonoran Desert is full of subtle beauty. Our campus offers a tucked away oasis of desert gardens for students to investigate and explore. Children seem to have an innate ability to wonder at the beauty that surrounds them, and spring has brought beautiful blooms of color throughout the desert landscape that continues to ignite their amazement.

Our youngest class, the Quails, has taken a special interest in nature walks this year, visiting both the Memorial Garden and the Chapel Garden on campus. Each time they visit the space, children make deeper connections and expand their knowledge. On their first nature walk, they simply observed the desert around them, noticing the distinct features such as the sand, water, and variety of cactuses.

“It’s a big cactus!”

“Not small, big!”

“It has spikes.”

“It’s green. It has one arm.”

“It looks like a circle one.”

Small groups revisited the space again, bringing clipboards to document their observations. Then again, with View Finders to focus in on smaller details.

“Look at this tree!”

“It’s bumpy.”

“It looks white out today.”

“That’s because it’s cloudy.”

On their next visit, digital cameras were offered. From behind the lens, the child’s unique perspective is illuminated as they approach from different angles, zooming in on the details and noticing the colors, the subtleties, and the contrasts.

“I just love cameras”

“I pictured it!”

“I took the pictures of the bugs!”

“I took a picture of the air (sky) because it’s my favorite color.”

“I took a picture of the bug cactus!”

 The Quail class has explored their desert context this year in a way that has been meaningful and purposeful. Across our school, each classroom has taken a unique approach to thinking about the desert that surrounds us. We are excited to highlight these works in our annual Atelier Exhibition (formerly known as “Art Walk”) the week of May 16th – 20th. Each class will have their own time set aside for parents to join in an End of Year celebration and viewing of the exhibit. See class schedule below.

Monday, May 16th
Cottontail 9 AM – 10 AM
Jackrabbit 11:30 AM – 12:30 PM

Tuesday, May 17th
Javelina 9 AM – 10 AM
Quail 11 AM – 12 PM 

Wednesday, May 18th
Owl 11:30 AM – 12:30 PM

Thursday, May 19th
Gecko 9 AM – 10 AM
Roadrunner 11:30 AM – 12:30 PM

Friday, May 20th
Cottontail 9 AM – 10 AM
Tortoise 11 AM – 12 PM

Our next Family Tallulah Workshop will be Saturday, April 2 nd from 9 AM – 11 AM. We invite you to stop by and create beautiful clay tiles as a legacy piece for your family.

Our Tallulah project began in 2005 after the preschool was awarded a grant from the Arizona Commission on the Arts. Our initial project, the “Tree of Life” is in our front entryway and is a favorite place for families to take first and last day of school photos. Over the last sixteen years, our Tallulah tiles have spread across the walls of our preschool, leaving the legacy of the families and children that helped create them.

The name Tallulah was chosen for its Native American meaning of Leaping Water. Water is essential to all living things in our Sonoran Desert and can have a transformational impact on the desert surroundings. In this way, children and their families are like the water in the desert – both essential and transformational to our community of learning.

The beautiful clay Tallulah tiles are now simply synonymous with PPP. They have become a recognizable feature of who we are - from Pinnacle Peak peaking over the window of the Owl class to the Atelier Tree, Cottonwood Tree, and Havasupai Falls by the water fountains. Underneath Houdini’s home, our desert tortoise, are the bright orange Poppies and Schools of Fish. The tiles encircle our preschool campus with the Water, Desert, and Desert Wash projects interspersed throughout.

Our workshop this spring will focus on leaves for the new Mesquite Tree and pads for the Prickly Pear Cactus. We hope you’ll mark your calendar and join us:

Saturday, April 2 | 9 – 11 AM

 The beautiful Sanctuary on our campus is an enchanting place for students, outside of the typical areas of their daily routine. Once a month, children walk up to the sanctuary for Little Lambs with Hillary Mackowski. Ms. Hillary, as the children lovingly call her, joined Pinnacle church as the Director of Children’s and Family Ministries in 2017 and has been an incredible resource to our preschool program as a mission of the church. With a background in both ministry and teaching, she has a special way of teaching Christian values through playful and engaging stories and songs from the Bible.

During one Little Lambs, Hillary shared with the children how God made the world. After singing the song, “I’ve got the whole world in my hand” she asked the children if they could imagine what it would be like to hold the whole world in their hands. One three-year-old sweetly replied “I can’t even imagine.” Together, the children and Hillary wondered how we can help take care of the world:

“We can clean up the trash.”

“Play with Mama.”

“Pray for the world.”

“Put the soil back.”

A child shared her prayer for the world: “Thank you God for the beautiful world and I hope everyone has a beautiful life.”

All of the children prayed together, “God made the sun, God made the sea, God made the fisheys, and God made me! Thank you for the sun,  thank you for the sea,  thank you for the fisheys, and thank you for me!”

For another Little Lambs, Hillary read a story from the Bible about Moses. The Sanctuary floor was transformed into an ocean with shiny blue cloths set on the stage. She shared, “God gave Moses ten rules – four of the rules are how to love God and six of the rules are about how to love others. These are God’s Ten Commandments. The one big rule that encompasses all ten rules is: Love One Another.”

Hillary asked the children what rules they know about:

“You can’t always get what you want… or do what you want.”

“Stay safe.”

“Be patience.”

“Please don’t cut in line.”

“I have to clean up my room and my toys.”

“You have to chew when you are eating.”

This month, we began a new extended day class, “Jump on the Ark” taught by Hillary on Wednesdays and Thursdays. Students explore Christian values through hands-on activities, which include storytelling, imaginary play, music, art, and games. 

Hillary has fostered meaningful relationships with students through Little Lambs and Jump on the Ark. She often welcomes children at the preschool gate on Little Lamb days and the children are always ecstatic to see her, looking forward to their time in the Sanctuary together. They proudly bring home their work or handouts from the Little Lamb lesson and look forward to sharing with their parents. We are so grateful for the love and support Hillary has brought to our preschool and children!

School readiness typically refers to a child’s level of preparation for going into kindergarten. But what does it mean to be ready for school? Traditionally, this concept of readiness has been monopolized by academics – a child’s ability to count, recite the alphabet, or write their name. However, a growing body of research on social and emotional learning is finding that these surface-level indicators are missing the point on what it means to be prepared, not just for kindergarten, but in life.

Social and emotional learning (SEL) is a component of the whole child approach to education backed by a growing body of research demonstrating that non-academic skills are essential for student’s academic skills. SEL skills include self-awareness, relationship skills, self-management, responsible decision making, and social awareness.

The Bill and Melinda Gates Foundation offers three domains for thinking about SEL:

Cognitive Skills – Executive function and planning, including working memory, attention control, flexibility, and inhibition; Beliefs and attitudes guiding one’s sense of self and approaches to learning and growth.

Emotional Competencies – Ability to cope with frustration, recognize and manage emotions, and understand other’s emotions and perspectives.

Social and Interpersonal Skills – Reading social cues, navigating social situations, resolving interpersonal conflicts, cooperating with others, and demonstrating compassion and empathy.

In the past, social and emotional learning has often been mistaken as “soft skills,” limited to concepts of self-esteem and praise. Thankfully this view is becoming less common as studies continue to show the essential role social and emotional learning plays in the world today. The World Economic Forum shows six of the identified top ten skills for the future involve social and emotional competence, including complex problem solving, critical thinking, and creativity.

As a parent though, sometimes it’s easier to see this long-term picture of SEL but difficult to translate to the next step: kindergarten. In school, children with higher emotional intelligence are better able to pay attention and feel confident in asking for help when needed. They are also more empathic with positive peer relationships.

The RULER approach is a tool for fostering emotional development in children:

Recognize emotions in oneself and others – How am I feeling?

Understanding the causes and consequences of emotions – What happened that led me to feel this way?

Labeling emotions accurately – What word best describes how I am feeling?

Expressing emotions in appropriate ways – How can I express appropriately what I am feeling for this time and place?

Regulating emotions – What can I do to maintain my feeling (if I want to continue feeling this way) or shift my feeling (if I do not want to continue feeling this way)?

For more resources on Social and Emotional Learning: https://www.naeyc.org/topics/31/list

References:
https://www.naeyc.org/resources/pubs/yc/mar2017/teaching-emotional-intelligence
https://www.naeyc.org/resources/pubs/yc/mar2017/social-emotional-intro
https://www.scilearn.com/the-overlooked-third-domain-of-social-emotional-learning/
https://casel.org/fundamentals-of-sel/what-does-the-research-say/