The Child Care Business Podcast
The Child Care Business Podcast
Season 5, Episode 10: How to Incorporate Social Emotional Development in ECE, with Wendy Turcott and Dani Svantner
Ready to build a culture of well-being in your early childhood program?
In this episode of the Child Care Business Podcast, we sit down with Wendy Turcotte and Dani Svantner, the dynamic duo known as The Play Coaches who have become leaders in implementing social-emotional learning from infancy.
They share why SEL should be the foundation of your curriculum — not just an add-on — and how this approach transforms classroom management and enhances child development.
In this episode, you’ll learn the following (with timing outlined below so you can fast-forward to the parts that most interest you!):
- (05:48) What social-emotional learning is and why it's the foundation for all other learning
- (06:55) Why it should start in infancy, not just in preschool or kindergarten.
- (12:35) Common myths about social-emotional learning, including the misconception that it excuses bad behavior
- (14:15) The role of a "calm corner" and how to use it for regulation, not punishment
- (16:10) Why educators must model emotional intelligence and do the personal work to teach it effectively
- (19:10) Practical tips to start incorporating social-emotional learning into your daily routines, such as during transitions
- (25:13) How to communicate the value of play-based learning and social-emotional learning to parents to ensure everyone is on the same team
- (29:45) The first step for directors who want to build a culture of well-being: start with yourself
Connect with Wendy and Dani through their website www.theplaycoaches.org and follow them on Instagram and Facebook!
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SPEAKER_01:Welcome to the Child Care Business Podcast, brought to you by ProCare Solutions. This podcast is all about giving childcare, preschool, daycare, afterschool, and other early education professionals a fun and upbeat way to learn about strategies and inspiration you can use to thrive. You'll hear from a variety of childcare thought leaders, including educators, owners, and industry experts on ways to innovate to meet the needs of the children you serve, from practical tips for managing Let's jump in.
SPEAKER_03:Hello, everyone, and welcome to the Child Care Business Podcast. My name is Leah Woodbury, and I'm happy to have you join us today. We're thrilled to have Wendy Turcotte and Danny Savatner with us. Wendy is the Development Director, and Danny is the Executive Director at Westminster Preschools in Indiana. Their center started using ProCare back in 2020 when it had two schools, and now almost five years later, they just opened their sixth and seventh schools. So many congratulations on that. Wendy and Danny are building a coaching, training, and consulting business called The Play Coaches. And over the past three years, they've been doing various training all over Indiana and around the country, like Macy, McCormick, and more. And that's been around early childhood, social emotional development, play, and cultivating a culture of well-being within your organization, and a lot more. So we're going to talk about that social emotional development component today So welcome, Wendy and Danny. Thanks for having us. Yeah, we're so glad to be here. Yeah. So we always like to start these podcasts getting a little bit of background on our guests. Could you tell us how you became involved in ECE and chose it as your career path?
SPEAKER_02:OK, well, honestly, it fell into my lap. I started working in a child care when I was 18 and fell in love with that. So very quickly started going to school. for my associate's degree. That took a long time. I was teaching all through that. And then I ended up now I have my master's degree. So it's just progressed. I've been in it for 18 years now. So I was a teacher for 10 years and then moved into an admin role. And I've been in that for almost, I've been in that for 10 years now too. So just crazy, just the evolution of wanting to learn more and get better and better at it. I think you get that bug when you're young to teach But I never thought it would involve it. Sorry, let me restart that. You get that bug to teach, but I never thought it would evolve so far into what I get to do now. And this is the funnest job we have, I think, is going out and consulting and training with programs. So, yes, it's just been an evolution over time of growing and adapting and making sure your skill set is sharp. You know, I never want to be compliant or complacent. I never want to be complacent, you know, so always learning more. Thank you. How about you, Wendy?
SPEAKER_03:A little different. So I actually went into college thinking I was going to be an exercise science major. But I had been working with kids and doing things with kids my whole entire life and helping people and being a leader and that kind of stuff. And so my second semester, I was helping a friend with a math class. And she was like, you should be a teacher. And I was like, you're probably right, actually. So I talked to my advisor and got into the early childhood education degree there and loved it. And then worked in some leadership roles in higher education after I graduated. And then I moved up here to Marion, Indiana, where Danny hired me as a teacher and just grew more love with it. And also, and then decided like, wanted to continue to grow. And so stepped into a leadership role at another program temporarily. And then we came back together in COVID to open a second program and just continue to do it. It's just that those little aha moments that happen during this age and that sense of joy that is just contagious that you just want to be around. And I think we both have that sense of like, too, like just wanting to protect these little ones as best we can to have their childhood, to be safe, to be able to learn, to be able to play.
SPEAKER_02:And yeah, so Wendy came back to me in 2020 and that was when we started using ProCare and it was, a blessing because Wendy and I just balanced each other out so well. I'm very much like the big visionary, like let's go do this today. And she's the one that's more like step by step and how are we going to do it? So we really balanced each other out. So her coming back in when we started using Procare was just so helpful because she's the one who can look at the details and figure it all out and, you know, teach me how to do it.
SPEAKER_03:I'm the Procare guru of Westminster. Well, you guys sound like the dream team. Truly. Okay, so let's jump into one of the topics at hand, social emotional development in ECE. So can you define that for our listeners? Yeah, so we think of it as this intentional process of helping children, specifically that zero to five, understand and manage, regulate their emotions to build healthy relationships, to develop empathy, to be able to grow in the confidence of who they are, so that they can live a flourishing life. That's the ultimate goal. We believe that children learn best when they're safe, loved, and know that Jesus loves them in this environment, and that we have to be able to provide that in order for them to be, you know, full human beings, to be able to be the full selves. We think it's the foundation for all learning in general, because we know that if you don't feel safe, you know, going back to even Vygotsky's, if you don't feel safe, you can't learn. You can't learn the of your ability. It's not going to integrate fully into yourself and your brain. And we believe that healthy relationships is super important. SEL builds those and that whole child development just to be able to understand. Because I mean, many of us weren't taught this growing up ourselves and we turned out okay. But just thinking how even fatter this next generation can turn out because they're going to be emotionally intelligent and be able to share that more clearly with those around them. Yeah.
SPEAKER_02:Yeah. I'd say we kind of jokingly say that our approach to this is research. It's research based, but we're creating our own research because we don't believe anybody else really starts at infancy. Our kids start our programs at eight weeks and they're learning co-regulation and breathing skills and just getting that vocabulary built into their brains that will help them learn. You can tell when a kid has been in our program for the full five years and the pre-K classes or even in the two-year-old classes, you can tell, oh, they've been here. They know our language. They know how to self-regulate. They're even helping their peers help regulate. So I think that's where the magic happens. And I would say that we're conducting our own research every day to see what happens if we start at birth. What if we don't wait until they get into kindergarten and they get help back because of behavioral issues or they're in counseling for these things? What if they understand that so when they do have those hard things come up in their life, they already have those in their pocket from their preschool program. What a gift is that? We integrate all of this through our play-based learning, our faith. We are a faith-based program. We use calm corners and gentle guidance, which I think we'll talk about a little bit later. We really think of it like SEL isn't an extra. We wrote our own curriculum that all of our programs use. SEL is built in to every aspect. It's not like, oh, we do math and science and reading and all those things. And then we do an SEL. It's built into their day. It's built into the academic learning. So it's not one extra thing. It is the thing. And the academic learning is built on top of it, which I think is very unique too.
SPEAKER_03:Is there an age that other centers or maybe the other traditional thinking was that you do start with that social emotional development versus that as little bit I think a lot of programs against them to start with like a lot of early childhood programs start with the oldest ones because they feel like they're the ones that you know because they're talking most of the time or can verbally communicate and and that kind of thing and so that's good and if we start earlier and then a lot of elementary schools typically that we know of like again is that extra thing and so they're at they might have it in like maybe kindergarten and first grade or second grade but then you know once they get into third fourth, fifth grade. It's like, well, you better, you should probably figure this out. You should probably know how you're supposed to act. No, but a lot of them do. And so, uh, typically it's the older ages when they can communicate because it doesn't seem like it's going to do anything when they're, you know, little baby, their toddlers
SPEAKER_02:communicate. And we have to like crying. It's like communication.
SPEAKER_03:Yeah. Verbally
SPEAKER_02:communicate. Right. That's a good. So, um, I was talking to one of my friends over the weekend and she, we were talking about, um, well-being curriculum. And I was saying, and we started talking about the Vegas nerve. I don't know how, but she was saying, yeah, I love my kid's new school. He's a second grader because the counselor comes in once a week and they do SEO. And that is the approach we're using. And that is supposed to be our model, our public schools. And I'm not trying to tear them down, but like, that is what it is. It's when the counselor comes in and does it. Why isn't your teacher aware of how to do this? You know, why isn't so part of your school's culture that it doesn't have to be the counselor comes in one thing. So that's, I think, what we were seeing. And we thought this has to be done better. It has to be done differently. That's where it all came from.
SPEAKER_03:So that jumps into the next question. Is social emotional development something that most child care centers and ECA programs are implementing correctly? And I'm guessing I know your answer.
SPEAKER_02:We don't want to talk, you know, I just think that people aren't used to. We need to also say, I think that we both are certified coaches. So we've learned a lot on like how to work with people and we got this for ourselves and we got poured into. And we learned how to be emotionally intelligent. And then we thought, how do we do this for everybody? And we are the leaders. Like we
SPEAKER_03:get to trickle this down into the
SPEAKER_02:staff
SPEAKER_03:rather than having to have it push up really hard.
SPEAKER_02:Yeah. So yeah, what I think is people think of starting SEL program and early child, I think of like watering down what they're seeing in elementary schools instead of making it developmentally appropriate for what the kids need. So for instance, like my kids aren't gonna learn about their vagus nerve and say, oh, humming and chewing gum and all of these things are good for your vagus system. But if I'm walking from the classroom to the playground and I'm humming a song and they start humming with me, that's developmentally appropriate. And the two-year-olds are gonna do that. So it's being intentional, I think, with the appropriateness of how we're bringing this into our classrooms. That's so important.
SPEAKER_03:So before we jump into the benefits of emphasizing this, we should probably dispel some myths often associated with it. So what are some of the biggest myths? social-emotional development. and their heart and their souls, then it's going to be even stronger. So whenever, so we think of it kind of as like, you are planting a seed. We might not in zero to five, we might not see very many fruits of our labor in this SEL development. Like, but we're planting that seed and building their brain so strong. Like, you know, we call our teachers brain architects. So whenever the, like they build off that foundation as they go throughout elementary school and junior high and whatever else, like, then it's like, oh, I have a really strong foundation that might not show like the details of where I got that, but it's there and I can continue to build even stronger and stronger on top of that. So I think that's one of the biggest ones is that they can't do it. And I think too, that it's only, I think one of the other ones is that SEL is this positive guide, like the pendulum. Oh, how are you feeling?
SPEAKER_02:What is, oh man, I am so sorry. I know you just hit Johnny, wow, that was a big feeling. Right,
SPEAKER_03:it's the SEL doesn't have boundaries. It doesn't excuse bad behavior. Right, we say, so we have three sayings that we have at Westminster. We say, play is my work. I can do hard things. All my emotions are welcome. And so with that third one, we say all our emotions are welcome. What we do with those emotions is not always okay, right? So our job as teachers and as educators is to say, all your emotions are welcome. What can we do with that emotion when it comes up how do we regulate and that's also the whole point of scl2 is like what can we do with that emotion because emotion is just trying to tell us what we're trying to do and i think that's another misconception about scl2 is that emotions are bad and that we're not supposed to feel emotions right like it's too much it's too big um but it's not bad right like it's those misconceptions of what emotions are too um yeah it's it's there's a there's quite quite a few that we could probably dispel. I think one of the other ones that we, we talk about a lot with our, that we make sure in our trainings to go through is that a calm corner, like a specific space to have like for regulation and sensory is not a timeout, right? A lot of teachers like, Oh, just send the kid over there. It's a timeout.
SPEAKER_02:We'll fix themselves. It's
SPEAKER_03:meant for regulation and connection, not a timeout for discipline as well. So
SPEAKER_02:yeah. Making sure you're using those Yeah. So it's not permissive parenting, I think. And it's, it's gentle guidance. So respecting them as people, because they are people, no matter if they're six weeks old. Right. And I think we forget that and treating them like people and with respect and getting to know them on a personal level, not thinking that SEL is a one size fits all. Like I have this new program, my, my admin gave me, and here's what I need to do, you know, of actually using it that fits the child. And I think that people think that that's too much. Why start it? I can't do that. I have too much on my plate. But if you start with this on your plate as the biggest thing you focus on and then you build the rest off of it, you're going to be in such a better place. Right. And in a month or two with your classroom management. So making it at the forefront of your learning, like you said, like it is the most important thing. The baseline is social, emotional learning and everything else can be built off of that.
SPEAKER_03:I think, too, another misconception that if you have a question, just pop it out to this is great this is great i love it another misconception i think is teachers think i don't have to change that i can still continue to be however i am with sel learning and social learning and development and emotional intelligence changes you as a teacher you have to be because you have to be the one that models and if you're not modeling that in the class like i mean that's a misconception if i can continue to be compliance that's what i'm focusing on that and the kids will figure it out if I just put these like if I just do the acts rather than modeling it. And so it changes you. You have to like it. You have to have a growth mindset
SPEAKER_02:and trigger you. Yeah. Right. Because you didn't learn this way. Why didn't anybody do this for me? I mean, there is, I think, a piece that you go through. And I know I did. And I love my parents. They're excellent. But you still go back and go, man, why didn't my teacher know this? Why was I sat in the hall in third grade for being disruptive when they could have just giving me a fidget or giving me another option on how to learn that. So there is a piece you have to like kind of deal with in yourself of, okay, but we're going to do better for the next generation. We're going to keep getting better at it. But it is hard. And I think our teachers, especially that have trauma and things like that, that come up in their bodies when they're doing this, it is, they have to work through it for themselves. But I also think that's the beauty of what makes us so different is in our curriculum, we've built it for teachers too. So like, if we're learning belief. So for instance, one of our modules is belief, belief that the world is a safe place and people, I can count on people to help keep me safe. That's what we want the kids to learn. Teachers have to be able to answer who keeps me safe. Where do I feel safe? And that's
SPEAKER_03:the reaction we get from a lot of people.
SPEAKER_02:And what happens if it's nobody, then what, right? So they have to be able to kind of have those self reckoning and come to Jesus moments too, right? Where am I? Where do I need help in life because i can't teach kids to believe that people can keep them safe and the world is safe if i don't believe that or i don't have anybody that keeps me safe um so again it just goes back it's full circle everybody has to be on the same page and doing the work the you know as a culture as a teacher as an individual the families tying in the families into it too um it really that's where the magic happens and i think if you're missing even one of those components you're not it's not quite there you might be able to teach the kids some things I'm not saying you're not, but you're not going to see that transformation like we so often get to see.
SPEAKER_03:So how do centers who've never used this, how do they start incorporating this into their classrooms? How about if they're starting from scratch or maybe they just want to do a better job of it? Any tips?
UNKNOWN:Yeah.
SPEAKER_02:I mean, building into your day. So we always say that you can't wait until Wendy's having this meltdown and she's having the worst moment of her life and she's throwing toys. And I go, Hey, remember this breathing thing? I just learned about it. We're going to do box breathing. It's not going to work at that point, right? We have to build it in. So I think that that would be my first thing is like, Hey, in circle time, can we add a breathing exercise? Or we love this book, breathe like a bear. It's just full of different activities you can do. Um, Making it part of your routine, though, is huge because then the kids already have that in their body. Body remembers how to do it. Like I said about humming in the hallway when we go outside or what other ones doing songs and stuff that incorporate SEL or having books, having a calm corner, but really building it into how you structure your day, not waiting until Johnny's having this big behavior. I get to use this new skill I learned. Right. It has to be have to build that muscle. And I think not overcomplicating it. I think
SPEAKER_03:as we're talking, it can seem like this big deal and it's like this big deal, like this big thing. But starting with a step of like, even just having a basket of sensory toys for a calm corner, it doesn't have to be a whole space, right? So then you can start to understand what that looks like and what that means. Just having a basket, using a couple of techniques of the breath is so easy. We all breathe. Our body's just going to breathe, right? Like so intentional breathing around that. Transitions, I think, are one of the easiest ones too. Like you were saying, like coming through the hallway from classroom to playground or whatnot, like you're going to do something during the transition anyway, hopefully. So why not integrate something that has to build their vagus nerve and builds their sense of calm and builds their regulation strengths around that?
SPEAKER_02:And that cues you, like, oh, transition time, I can do something here. And I think that another thing is modeling it yourself. Like we have a teacher and she's amazing and she's really good at vocalizing her. emotions all the time. Like you've heard like a sports casting in early childhood, right? Like you're always like, Oh, I'm going to change your diaper now. Oh, look at your new diaper. We do that for other areas of learning to learn literacy skills and you know, all these other things, but sports casting, like, man, I am feeling really overwhelmed right now because it is really loud in this room and I can feel it in my body. My heart is starting to race. Oh man, I need to take some deep breaths, just modeling it and being honest with your kids. And using your big girl words, like not using, you know, oh, I feel just a little bit upset. No, I'm frustrated and it's okay to be frustrated. I'm not going to yell at the kids or hurt anybody. I'm going to go take some breaths because I am really frustrated right now. I think that that's the most important thing too. And they see that you see you doing it. Kids are going to do what we do. They are always looking at us, right? They're always watching us. So let them watch like catch you, right? Using these skills yourself.
SPEAKER_03:Yeah. I was just remembering. So my, my daughter's eight now. So other than what we're talking about, but I remember the first time she said, she's like, you know, she's like, this isn't working right now. I need to go have some time on my own. Yeah. That is such, I never had that kind of self-awareness. Think how much that would have helped like all throughout life. It just, I need to step away a little bit. Or felt the ability to Just say that you can say that. Like, yeah, like it's like, it's, it's a, you know, like that we have to ask for permission around that. It's like, no, like I can just say that's what I need in this moment. And then that's what I can do right now. Right. Like, that's amazing. And eight year olds, like it's can start anytime. So that's amazing that your daughter and that you've been able to raise your daughter to know that she is safe enough. And there were a connection with you through her emotional intelligence to say, here's what I need, mom. And then to be able to do that. Yeah.
SPEAKER_02:Well,
SPEAKER_03:I wish I could, but I think it's her great teachers, honestly.
SPEAKER_02:But it's just, it's so cool when you get to see it. Like we said, like we don't always get to see the products of her labor, but we do sometimes like we have a little girl and she'll be like going around to the kids. Do you need to go to the comp corner? You seem upset and walking them there. Like it happens. Our two-year-olds do it too. We have, we had a little boy who came into one of our new programs with big, big emotions. And within two weeks, he was using the calm corner and taking deep breaths. And I mean, they catch on quickly because it's natural to them. As long as they have an adult, a trusted adult, that they can vocalize
SPEAKER_03:that. Or even the sense of empathy. We've had like babies, like maybe like a little over one in the baby room who are like patting another baby's bottom because
SPEAKER_04:they're like,
SPEAKER_03:they've seen that sense of care and that emotional touch. Like, okay, I know when a baby's crying, then I can come pat their bottom And that's a sense of care and empathy towards them. Even though, you know, empathy tends to build, builds off a little bit later, but like they're building that strength of like recognizing something in someone else.
SPEAKER_02:Yeah. Yeah. I have three boys too. Oh, so yeah. And I see it and it's so cool. Like, I just think it's such a responsibility to raise kids and to raise boys that have this emotional awareness. So anyway, yeah, my, my, he's eight actually just turned eight. He is, yeah, I got all the skills my five-year-old too. And my five-year-old is like the most empathetic. So this little boy, I hurt my back last week and he was following me around the house with this hand on my back, helping me. And yeah, the way they're able to articulate their feelings. And like, that's the thing I'm most proud of, you know, everything else. Oh, they can write their name. That's awesome. You know, you're learning things in school. That's great. But are you a good person? You know, are you able to do more good in the world than harm? You know, I think as a parent, that's how I see it. Absolutely.
SPEAKER_03:And do you think most parents understand the importance of this type of play and the importance in the curriculum? Or how do you explain it to them? Because like, you know, I'm older than you guys, but our generation didn't learn that, you know, it's something kind of new. Yeah, I think we also always assume the best about our families. And so we believe that they do understand and see the importance of it. I think how it plays out looks differently because we, I mean, it's hard when you've got multiple parents working in the home and then you come home and it takes a lot of work. That's the thing is that it is work and it takes time. But over time, if you continue that habit consistently with how you talk to your child, how you engage with them and how you stay on the same page with the teacher too, because you're on the same team, if you continue to do it over and over, then it does get easier because that synopsis in the brain continues to build and get stronger and stronger. And I think some of the most important things we want our parents to remember is that play is learning. And like I said, we have play as our work is one of our key beliefs and what we say. It's not just fun time or free time. There is intentionality around practicing problem solving, language skills, creative skills, social skills, self-regulation through all of that. So when you see a kiddo who's free drawing or free painting, there's like problem solving and sequencing and they're thinking through what they want to do and they're also expressing themselves creatively and regulating themselves at the same time or whenever they are uh running in the class like running inside or outside right or they're like jumping from side to side or they're like yeah yeah yeah right right then you know then their body is building and regulating itself you know when we cross that midline too right then we're actually engaging both sides of our brain which actually senses tells our body that we're safe and we're okay so we can take a breath and we can be fully present and be fully there and yeah I think it's just it happens through relationships and the biggest like the biggest thing that we want our teachers and parents to remember is again that we're always on the same team like we're team fill in the child's name right that is whose team we are both on and we are going to work together whatever that way looks and we also believe I believe I think it's a Reggio Emilia belief I The parent is a child's first teacher. And so, of course, we're going to partner with you because, you know, we can do whatever we can do here at school, but they're your child and we want to partner with you so you can do your best, do better, do your best and we'll do our best. So this child can be better than both of us as adults. Yeah,
SPEAKER_02:I think when you said the resume, I think it reminded me that like we also use the classroom as a third teacher in the room. So the intentionality of how we set up our classrooms and the toys that we offer, you know, that's not by accident. That is, we're changing things out to fit the theme or, hey, our kids are having a really hard time to find motor skills. So we're adding more of that. It's the intentionality that goes behind everything. And it is hard for parents. See, if I wasn't in this field, I mean, as a parent, I would probably walk in a room. You can feel the energy, right? And you can see if it's clean or not, or if the kids are being well taken care of. But am I going to know that like what a provocation is or what a calm corner is. I'm going to have to further, you know, further my education, ask questions and get curious about it. So I do think it's very important to, you know, all be on the same terminology too, as a program of how we explain play-based learning to parents. So they're able to grasp it better because I do think that is a problem too, as we all, or we use early childhood words that we assume everybody knows, right? Like provoke, auction I just said it we assume that people know what that is and they don't right and so using it using terminology that parents can understand and being on the same page with how we explain things is huge for programs to get that message out clearly yeah
SPEAKER_03:well that is all the questions I had did I is there anything I should have asked you and I didn't or that you'd like to end on or you want directors teachers anybody listening to to know or take away from our time together? It's a big one. I know. I know. I think it would
SPEAKER_02:be like what you were talking about earlier is like, it starts with them. Like you have to be willing to do the work yourself, to pass it onto your staff, your staff, pass it on to the kids and the families. Like if you want to see that big change, you've got to be willing to do the work yourself. And I think the importance to like culture care and you might need to bring an outside person to look at your culture because you might not be able to see it and see where are those, as I can say we have a well-being curriculum but if our culture is toxic it's not a well-being right it's not a well-being curriculum it's not working so um being really honest with yourself of where you're at and what you're putting out because it starts with you and you have to set the tone for your program um and that's hard it's really hard it's hard work but it's worth it um i would say too we have an awesome training called taming the tiger that it's a work And it's about, you can go either like three hours, we can do a whole day on it. It's amazing. And it's very, explains all of this stuff in depth of how to use these skills practically. It's not a slideshow of boring stuff. We play and we practice them and we do them together. So I think that's an excellent resource too. And you can find us at www.theplaycoaches.org. And we'd be happy to help you out. I'm happy to connect, even just emailing us and letting us talk through some things or ideas you might have or questions that still might be lingering. We want to make ourselves very accessible because I think we're both in this to like change the world. Honestly, we want we want kids to flourish. It's not just about our programs. We love our programs, but we want all kids to have access to these things and to this type of care, because I do think this is how we change the world. Yeah.
SPEAKER_03:So can you say that one more time how um people can get a hold of you if they want to learn more about the work you're doing in your your organization
SPEAKER_02:yeah so if you want to connect with us um request training or just ask us questions get to know a little bit about what what we do um we're at www.theplaycoaches.org we're also on instagram and facebook yeah the play coaches one word on instagram we're hilarious so enjoy enjoy um the content we post there but we're trying to also like we are playful people and you can't do this work without joy. I don't think either. And I think we're so, we always say that if you come into school, like, what do you say? And you look for,
SPEAKER_03:you find evidence for the day you want to have. And so, yeah, we, well, we also just think too, like if we expect you to be playful in your classroom and live a play-based learning out fully in your classroom, then why would we make your, why would we want your trainings and workshops not to be play-based or not to be playful? You know what I mean? And not that, sorry, not to say that the ones that aren't, aren't beneficial, but we want to engage with the whole body, mind, spirit, heart, because that is when in all so much research nowadays, even more so it tells it like that is when learning actually integrates and goes deeper into your body, into your brain and build stronger connections because then it's so many, it's all the sensory, it's all the heart, it's the belief, it's the joy. And that means the learning is going to last longer. and go deeper. And so we, that's what we bring into our workshops and our trainings because we want you to be like that in the classroom. So we're going to be like that for you. Oh, that's
SPEAKER_02:wonderful. We don't want to do boring training. We want to play too. We're going
SPEAKER_03:to have fun. Yeah, that sounds, that sounds fun than watching slides. So thank you so much, Wendy and Danny for joining us, sharing your expertise. Super great to talk with you guys. And also thank you to everybody listening out there for making time in your day. We know how busy ECE providers are, and we are so grateful for the work you do. So we're saying thank you from us at ProCare Solutions. And thank you for me as a working mom. Always throw that in because you are invaluable that we could all do the things we need to do. And we're all better for it. So have a great day, everyone. We hope to see you next time.
SPEAKER_01:Until next time.