13 “Children See Children Learn” website, “Triple P Tip Sheets” and the “Resource Binder” with multiple resources located in each environment. "Educators can play an important role in supporting self-regulation by providing environments that reduce stressors while recognizing and supporting children’s efforts and increasing ability to self-regulate. Educators can also support children’s developing ability to self-regulate by being responsive and attuned to children’s individual cues, arousal states, and responses to various stressors. And they can help children learn strategies for becoming or staying calm and focused by enabling them to recognize and modulate their emotional states and impulses and become more aware of the effects of their actions on others." (HDLH) Through collaboration, observations, documentation and learning stories, we can identify the children’s interests. Our planning is used as a guide in directing our focus in meeting the needs of the children, and Padlets are used as supporting documentation of their learning. Offering children open ended materials, tools, invitations, planned as well as spontaneous experiences, we are creating the ideal positive environment for learning opportunities that will foster the children's exploration play and inquiry and support their learning and development. Using the environment as the Third Teacher can enhance their skills in positive group interactions, communication, and reflection. It is not about the product but the process. We incorporate indoor and outdoor play, as well as active play, rest and quiet time, into the day, and give consideration to the individual needs of the children receiving care. Individual Support Plans are developed when needed to support a child’s identified needs. We focus on the strength and interests of each child to ensure their optimal development while engaging with their peers in a meaningful way. We complete Ages and Stages Questionnaire and the Wordplay Checklist: Speech and Language Developmental Milestones on each child to help with planning developmentally appropriate activities that meet each child's individual needs and interests. We also do daily observations through positive interactions with the children and record their findings with Learning Stories and documentation. Parent Engagement and Communication We communicate with parents and guardians daily to strengthen and foster the engagement of and the ongoing communication with parents about the program and their children’s needs and development. Information about the children’s well-being and care is exchanged either through verbal or written communication and electronically such as Class Dojo, Facebook and emails. Staff and providers work with the parents/guardians by valuing their input and being sensitive and knowledgeable to all needs, culture and values. Staff and providers consult with the parents/guardians on how best to approach concerns on sensitive issues regarding their children by offering support, resources and referrals to local agencies. We also role model active listening with the parents to be a co-learner in their children's developmental growth and encouraging mutual respect between families, staff and providers. "When educators establish positive, authentic, and caring relationships with families and provide a safe, non-judgemental environment for shared learning, everyone benefits." (HDLH) Community Connections We strive to have collaborative partnerships to build community connections and promote inclusion. We meet as needed with community partners to support children and families’ individual needs. Individual Support Plans are developed in consultation with all community partners involve as well as the parents to
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