Infant: Soft Touch Exploration- During tummy time or lap play, offer soft items like blankets or plush toys. Encourage infants to explore while you describe textures: “This blanket is soft.” Gently stroke their arms or legs with the fabric. This helps infants notice texture differences and feel comforted. SE1.1a: Responds to own name and familiar adults. APL1.1a: Uses senses to explore objects.

Toddler: Calm Sensory Bottles- Fill clear bottles with water, glitter, and beads; seal tightly. Offer during quiet time and encourage toddlers to shake gently and watch the glitter swirl: “Look how it moves slowly.” This calming visual supports self-regulation. Pair with soft music for extra soothing. SE4.2a: Begins to show concern for others and self-regulation. APL1.2a: Explores objects using multiple senses.

Preschool/Pre-K: Pour and Play- With supervision, let your child explore water and bubbles at the sink. Offer sponges, cups, spoons, etc., for pouring and squeezing. Add food coloring, ice cubes, or toys and test if they sink or float. Encourage predictions and keep towels ready for cleanup. PDM6.4a: Performs fine-motor tasks that require small-motor strength and control. SC1.4a: Uses senses to observe, classify, and learn about objects and environment.

Staff: Cozy Sensory Corner- Choose a comfy spot with soft lighting, seating, blankets, and calming music. Enjoy a favorite drink and do something relaxing like reading, journaling, knitting, or watching a show. Add deep breathing and positive affirmations for extra calm.

Families: Family Sensory Stroll- Take a relaxed walk with no set destination. Bring water and a small bag for collecting items. Walk slowly and use your senses; feel the sun, smell flowers, listen for birds, and observe animals or insects. Let children choose the path and talk about what you notice together.

Book Suggestion: “My Five Senses” by Aliki

Infant: One-on-One Mirror Moments- Hold each infant in front of a mirror and gently say their name to reinforce identity and belonging. Engage in brief, warm interactions such as smiling, making eye contact, and using expressive voice tones. These simple moments nurture trust, emotional safety, and secure attachment. SED1.0a: Responds to an image of self. SED1.0b: Responds to his/her name.

Infant: “Can You Do It?” Movement Activity- Find a few animal pictures or small plush animals from the book From Head to Toe by Eric Carle. Gather the infants to read the book. When introducing the book say, “This book shows animal movements. Let’s move our bodies like animals." All teachers can show the motion and ask the repetitive question, “Can you do it?”. Pause and give infants time to watch and experiment with their own movement. Older infants may be able to make the motions independently. Teachers may need to gently assist younger infants in doing the desired motions. APL1.0a: Exhibits interest in people and things in his/her surroundings.

Toddler: Noise Parade- This activity focuses on problem solving by choice-making and turn taking. Allow students to choose which instrument they want to explore. Start some parade music and allow students to play their instruments as they march around the classroom together. Students can explore different sounds by playing loudly, softly, slowly, and quickly. Encourage students to trade their instruments. This activity teaches rhythm, improves and strengthens motor skills, and fosters self-expression. PDM3.2a: Acts and moves with intention and purpose.

Preschool/Pre-K: Together Time- The teacher will read Every Amazing Story: A Writing Adventure with Coy Bowles and Malcolm Mitchell. Introduce the word ‘collaborate’. Begin by sharing a few fun ideas such as making Kool-Aid playdough together or decorating the bulletin board in the hallway). See if the children can come up with additional ideas. Make a list of student ideas and vote on one or more to carry out together. These voting activities assist children with respecting others’ choices and giving students confidence in expressing preferences. APL3.4c: Works cooperatively with others to successfully achieve a goal or accomplish a task.

Staff: Encourage staff to come up with a list of common problems in the workplace anonymously. Administrators should review the entries and select some problems to come up with solutions collaboratively. You could even come up with your own “Teachers Solution Kit”.

Resources: Teachers and staff may view a free read‑aloud of Every Amazing Story: A Writing Adventure by clicking on the link.

Infant: I Spy- As you are feeding or changing infants, play "I Spy" using the infant's name and individual characteristics. Say, "I spy a little boy in a green shirt. Tug has brown hair and brown eyes. I see you, Tug." SED1.0b: Responds to his/her name.

Bright Idea: Intentionally center the infant’s identity, cues, and response by slowing down, naming observations, and responding to how the infant reacts during the interaction.

Toddler: Only One You- Read the book Only One You by Linda Kranz. Have children create paper plate portraits using different art materials such large crayons, markers, paint, etc. and then create a classroom display board to display all their portraits. CR2.1a: Expresses self creatively with simple art materials.

Preschool/Pre-K: I am “Marvelous” because... - Read the book Marvelous Me by Lisa Bullard. While discussing the book teach the vocabulary word marvelous to the students, use examples and synonyms they can relate to, check for understanding, practice, and then make a chart story to display in the classroom by allowing each child to give an example of what makes him or her marvelous. SED1.4b: Identifies personal characteristics, preferences, thoughts, and feelings. CLL2.4b: Connects new vocabulary from activities, stories, and books with prior experiences and conversations.

Staff: Friendship Flower- Trace and cut out each staff’s handprint from a different patterned paper. Encourage the staff to write some characteristics about themselves on their handprint. This time can be used as an icebreaker to help the staff get to know each other better. Use the handprints to make a large flower on a stem with the saying “We are each unique and beautiful, and together we are a masterpiece!”

Families: “Unique Like Me Fingerprint Painting”- Use paint or washable markers to make fingerprints on paper. Compare how fingerprints are alike and different. Talk about other ways family members are unique.

Book Suggestion: “Giraffes Can’t Dance,” by Giles Andreae

Infant: Love Notes with Pictures - Share small photos of family or caregivers during calm play. Say, “This is Mommy. She loves you,” and pause for the infant to respond. Place photos in a soft frame or baby-safe album for exploration. Extend by singing a gentle family song or saying, “We care about each other.” SE1.1a: Responds to own name and familiar adults; SE4.1a – Begins to recognize and respond to emotions in others.

Toddler: Kindness Basket- Fill a basket with soft toys or scarves to share. Model by saying, “I’m giving you a flower because I care about you.” Invite toddlers to give an item to a friend and reinforce with, “That was kind!” Ask, “How do you feel when someone gives you something?” Extend with a “Kindness Board” or a sharing story. SE3.2a: Shows interest in other children. SE4.2a: Begins to show concern for others.

Bright Idea: Children learn that kindness can look different for everyone by adding choice, visual supports, and emotion validation to the Kindness Basket.

Preschool/Pre-K: Compliment Chain- Teach children that a compliment means saying something nice. Model one, then have each child share a compliment and write it on a colorful strip. Link strips into a “Kindness Chain” to display. Ask, “How did it feel to hear something nice?” Extend with daily compliments or a kindness book. SE3.4a: Engages in cooperative play with peers. SE4.4a: Demonstrates empathy and caring for others.

Staff: Kindness Shout-Outs- During staff meetings, set aside 5–10 minutes for team members to recognize kind acts from the week, such as helping a child, supporting a colleague, or sharing a kind word. This fosters a positive, empathetic atmosphere.

Families: “Thoughtful Hearts Scavenger Hunt”- Create a list of kind actions (helping, sharing, giving compliments) and complete them together throughout the day. Reflect on how kindness makes others feel.

Book Suggestion: “Duck and Goose: Goose Needs a HUG,” by Tad Hills

Infant: Peek-a-Boo with Names- Play peek-a-boo and say your infant’s name and your name (“Hi Rudy! It’s Mommy!”). Pause to let your infant respond with sounds or movements. This will help to build trust, recognition of familiar people, and social joy. This activity helps with learning names, encouraging eye contact, and supports early language development. SED4.0a: Responds differently to familiar adults. SED5.0a: Shows interest when others are present.

Toddler: Rolling the Ball- Rolling the Ball is an engaging game for toddlers that builds social connections. An adult/sibling/friend and child sit facing each other and gently roll a ball back and forth, naming whose turn it is or cheering each roll. This playful activity will help to promote turn-taking and sharing, motor skills, and shared attention. SED5.2b: Engages in simple back-and-forth interactions. SED3.2a: Begins to manage emotions with adult support.

Bright Idea: Add choice, emotion language, and personalization to the classic Rolling the Ball game to deepen engagement and social‑emotional learning.

Preschool/Pre-K: Role-Playing with Stuffed Animals- Role-playing with stuffed animals is a playful way for children to practice friendship and social skills. Use dolls or stuffed animals to act out scenarios like sharing, inviting a friend to play, or solving disagreement. This activity will promote problem-solving, empathy, using kind words, and communication through imaginative play. SED5.4c: Uses strategies to resolve peer conflict. SED2.4c: Expresses feelings appropriately.

Staff: Staff Check-In- Hold a short staff check-in (in person or virtual) where each person shares one success and one challenge from supporting children’s friendship skills. Brainstorm 1-2 simple strategies others can use at home or in classrooms.

Bright Idea: Staff can model social reflection and intentional planning to support relationships.

Families: “Friendship Story Night”- Read a friendship-themed book together. Pause to talk about characters’ feelings. Share personal experiences or discuss the characters instead.

Book Suggestion: “How do Dinosaurs Stay Friends?” by Jane Yolen and Mark Teague