Welcome to our services page where you will learn about the key components of school readiness

Social-Emotional Learning

Social-emotional learning is an essential part of early childhood education that helps children develop self-awareness, self-regulation, and positive relationships with others (Casel, 2020). In the classroom, educators use evidence-based practices such as modeling empathy, teaching problem-solving skills, and providing opportunities for cooperative play. For example, using social stories or visual supports can help children understand appropriate behavior and build social competence. Research shows that children who participate in SEL programs demonstrate improved academic performance, better emotional regulation. and stronger relationships with peers (Durlak et al., 2011). SEL strategies should be adapted for children with exceptionalities to ensure equitable access to learning. For instance, children with autism may benefit from explicit teaching of social rules and visual cues. Incorporating culturally responsive SEL practices is also crucial, as children's social behaviors are shaped by their family and cultural backgrounds. Educators can work with families to understand children's social-emotional strengths and challenges, integrating this knowledge into classroom routines. By fostering a supportive environment that values each child's unique background and abilities, educators help children build social-emotional skills they need for lifelong success.

Resource: Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev. 2011 Jan-Feb;82(1):405-32. doi: 10.1111/j.1467-8624.2010.01564.x. PMID: 21291449.

(2020). Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School. Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/casel-gateway-sel-roadmap-for-reopening/

Collaboration

Collaboration between educators, families, and other professionals is a cornerstone of effective early childhood education. Research shows that partnerships with families improve children's outcomes and promote a sense of belonging and well-being (Halgunseth et al., 2009). One example of purposeful family partnership is conducting teacher-family conferences to discuss your child's interests, strengths and needs. These conversations help educators tailor learning experiences and ensure families feel heard and valued. Collaborating with other professionals, such as speech therapists, occupational therapists, also supports children's holistic development. Our teachers will work with your children's therapists to integrate any special accommodations to ensure that your child's interventions are consistent and followed through during the day. Regular communication and shared decision-making foster a team approach, where families and professionals work together to promote children's success. This collaborative process also models for children how to work effectively with others, supporting both their social and cognitive development.

 

Resource:

Halgunseth, L. (2009). Family Engagement, Diverse Families and Early Childhood Education Programs: An Integrated Review of the Literature. YC Young Children, 64(5), 56–58.

Learning Influences

A child's learning is influenced by many factors, including their language, culture, and family background. These elements shape how children understand the world and interact with their peers and teachers (Gonzalez-Mena, 2007). Family values and routines also shape how children approach learning. A child from a family that emphasizes storytelling may bring rich narrative skills into the classroom, enhancing their ability to sequence events and understand story structure. Additionally, cultural practices around learning and play can impact how children respond to classroom activities. It's essential for educators to be aware of and respect these influences to create inclusive and supportive learning environments. When children feel that their culture and linguistic backgrounds are valued, they are more engaged and motivated to learn. For children with atypical development, such as those with developmental delays, family and cultural influences remain critical in shaping their learning influences remain critical in shaping their learning experiences.  Our educators will collaborate with families to integrate culturally responsive strategies that support both typical and atypical development. ensuring that all children have the opportunity to thrive. 

Resource: Foundations of early childhood education; teaching children in a diverse society, 4th ed. (2007, May 1). Reference & Research Book News, 22(2).

“I am so grateful for the care and education my child receives at Lisas Little Ones Daycare. The staff is amazing and my child is always excited to go to daycare.”

John Doe