"not looking to your own interests but each of you to the interests of the others." — Philippians 2:4 (NIV)

Before children ever enter a classroom, they are already learning about expectations. They learn that certain things are expected of them at home. They may be expected to put their toys away, help with simple household tasks, listen when someone is speaking, use respectful words, follow directions, or think about how their actions affect someone else.

At home, a child may be expected to put their toys away, speak respectfully, help with family responsibilities, and listen when a parent gives directions. At school, the expectations may look different. Children may be expected to sit during circle time, take turns, raise their hands, follow classroom routines, respect personal space, and work cooperatively with their classmates.

Feelings are real. They are part of being human. But feelings were never meant to be our authority. When we teach children that every feeling should determine their response, we can unintentionally communicate that “If I feel it, I should act on it.”

The “I Don’t Want to Share!” 5-Day Digital Unit gives teachers a playful, developmentally appropriate way to help young children practice these important social-emotional skills through puppet conversations, songs, games, activities, and teacher-guided discussion. And today, I want to give you a FREE sample from the unit!

Early childhood educators, don't underestimate your influence. For many young children, the adults in a childcare center or childcare home are among the first consistent relationships they experience outside of their families. That makes our role much bigger than providing care or preparing children academically for kindergarten. We are helping build the foundation for how children experience relationships, learning, communication, and belonging.

School readiness isn't only about knowing letters, numbers, colors, or how to follow a schedule. Children also need to practice listening, sharing, using kind words, solving problems, receiving correction, helping others, and working through disappointment.

"But the seed falling on good soil refers to someone who hears the word and understands it. This is the one who produces a crop, yielding a hundred, sixty or thirty times what was sown." — Matthew 13:23 (NIV)

Children are always learning. Before they can read a book, understand a lesson, or fully explain their thoughts, children are watching, listening, and absorbing the world around them. They are learning from the words we speak, the actions we demonstrate, the choices we make, and the environments we create.

Before children can fully engage in learning, they need to feel safe, connected, and understood. They need opportunities to practice how to be a friend, how to communicate their needs, and how to solve the everyday problems that naturally happen when children learn and play together. That is why HeartSkills: Circle Time with Puppet Pals was created. Introducing the first digital unit in the HeartSkills series:

I've come to realize this simple truth: Children reveal our teaching strategies. Jesus reveals our hearts.

As I prayed about returning to the blog, I didn't want to jump into something completely different. Instead, I wanted to continue the conversation because I believe the Lord is still teaching me—and perhaps teaching you—that our children's everyday words and actions give us opportunities to disciple their hearts.

Reel Theme: Moxie shares she still mistakes and I do too. Together we bring awareness that as a disciple of Jesus we are always learning and that God is teaching us everyday to become more like Jesus.

Family engagement is much more than attending special events or volunteering in the classroom. It is creating meaningful partnerships that help children develop the social, emotional, and character skills they need to build healthy relationships throughout their lives.

One small Heart Skills: Circle Time with Puppet Pals each week can become the beginning of stronger friendships, more peaceful classrooms, and children who are learning to treat others with kindness—not because someone tells them to, but because they are practicing it together.

Before children arrive, educators can take a moment to ask: Am I prepared to repeat this lesson without becoming irritated? How will I respond when a child needs more time? What will I do when the activity does not work as planned? Am I expecting developmental perfection from children who are still learning? Are my words demonstrating the same kindness I am teaching? Have I asked the Holy Spirit to guide my reactions today?

“Who should I listen to when people say things that I know are wrong and do not go along with what Jesus is teaching me?”

Love is revealed by what we say. Love is something children experience through our actions.

As believers, we can depend on the Holy Spirit to help us respond with wisdom and grace. He reminds us that every child is created in God's image and worthy of dignity, compassion, and care.

One way children can stand strong is by remembering God's commandment to love others as Jesus loves us. Sometimes that means refusing to join in when others are being unkind. Other times it means telling the truth when it would be easier to lie.