This month in the preschool classroom, children were warmly welcomed into a nurturing learning environment that promoted belonging and emotional safety. To support social-emotional development and community building, Jenn facilitated group introductions where each child shared their name, an activity encouraging turn-taking and active listening. The story The Colour Monster by Anna Llenas was read aloud, introducing children to the concept of associating emotions with colours. When asked, “What do you think yellow means?”, Parker responded, “Happy!”, while Caiden connected red to being “Mad!” These observations demonstrated early emotional literacy and growing self-awareness. Children also engaged in a “Feelings Check-In” routine, a strategy that encourages emotional expression and fosters empathy.
To extend this learning, the children participated in a hands-on tuff tray provocation which was inspired by the book ‘The Colour Monster’. Using tweezers, pom poms, and jars labeled with different coloured monsters, children engaged in a sorting activity that supported both fine motor development and colour/emotion recognition. “Pink is love!” Henry Y said, while Rowan then responded with, “The green monster is calm.” This activity also provided opportunities for children to practice important cognitive skills, such as categorization, as they connected colours to emotions. Through guided conversations and peer interactions, children demonstrated empathy and prosocial behaviour. For example, Caiden noticed a peer was upset and said, “I’m going to give her a toy to make her feel better,” while Kairo invited another friend to play, and Monique gave another peer a comforting hug. These moments showcased the development of perspective-taking, emotional regulation, and positive peer relationships, key components in early childhood social-emotional learning. By engaging in these activities, children are building foundational skills in emotional literacy, social interaction, and self-awareness.
