PEDALS- Positive Emotional Development and Learning Skills

One of the most powerful signs that children have truly mastered social-emotional skills? They start teaching others.

During circle time in a Darien Center classroom, a child began having a meltdown. Her teacher asked the rest of the class, “What do you think she should do?” Without hesitation, the children demonstrated belly breaths, breathing with their friend until she calmed down. The teacher didn’t need to fix the moment. The children had the tools, and they used them—not just for themselves, but for each other.

At a center in Amherst, a child came to her teacher visibly upset: “I am so mad. I told Andrew to look at my face so that he can see how mad I am but he won’t look at my face. How will he know how I feel if he doesn’t look at me?”

In another classroom, a parent shared this story: “Mia had her cousins over this week. She has not let up on telling everyone to take belly breaths and to name their feelings. She was in the middle of a huge meltdown over which bathing suit she wanted to wear and I raised my voice at her just so she could hear me over her own screaming. When I did that, she stopped screaming and told ME to put my hands on my belly and name my feelings. She did it right along with me.”

Role reversals like these happen when educators model skills consistently, when children practice in safe environments, and when the language of emotions becomes part of everyday conversation. Visit our website for more resources that help build this depth of understanding. https://pedalsprogram.org/

Over 14 years, our coaches have witnessed thousands of everyday wins. These moments when a child masters a skill, a teacher gains new insight, or a family sees their child’s potential in a new light make a lifelong difference.

During outdoor play in Buffalo, a PEDALS coach saw a student sitting alone with a frown. When asked what was going on, the girl said she wanted to make a bird’s nest. The coach asked what she needed to do. “Ask someone,” she said, then walked over to a peer and asked to play. Together, they gathered sticks, flowers, and grass. Another child saw what they were doing and asked, “Can I play?” Both replied, “Of course!”

In Lancaster, two children both wanted the same toy and went to their teacher for help. She directed them to use the Fair Ways to Play poster. They discussed how they wanted to use it and decided to play together. One month later, the teacher reported that children were using the poster to solve conflicts on their own.

Teachers at a program in Tonawanda had been modeling how to calm down with deep breaths. During carpet time, a teacher said, “I am feeling frustrated, I’m going to take some deep breaths.” Later that day, when a child became frustrated, he sat down and took deep breaths on his own.

These stories are proof that this work continues through every educator we’ve empowered, every child we’ve supported, and every relationship we’ve strengthened. These moments happen because educators learn to model, teach, and reinforce social-emotional skills throughout the day.

As PEDALS transitions to its legacy phase, we’ll be sharing more stories like these from our coaches. Until then, explore our website to discover resources that help you build these skills in your own classroom, district, or community. https://pedalsprogram.org/resources/

Western New York Child Care Action Team is sponsoring our Directors as Leaders luncheon series and making it free to our field. Please register early.

Let the Children Speak: Storytelling, Music and Movement
May 19 from 12 to 2 PM

Literacy starts with sound, rhythm, movement, and connection. This session brings that to life in a way that feels real and usable.

Featuring two powerful guest experiences:
• Tradition Keepers: Black Storytellers of WNY, sharing Black storytelling traditions
• Jama Jama! WAOW WAOW, with West African drumming and dance

Lunch is provided, -BIG thank you to Jack Rabbit! https://www.jackrabbitbuffalo.com/ and training certificates are available.

This is a good one. Hope you can join us.

Register here: https://docs.google.com/forms/d/e/1FAIpQLScVCn00Se86xnXXApNTbDpn_TDXh6XbXV41Qj_6YFDPRwl9UQ/viewform

What’s your biggest challenge in implementing social-emotional learning right now?

After 14 years working with incredible early childhood professionals,
we’ve heard it all:

“I don’t have time for another curriculum.”
“It's too hard for everyone to get on the same page.”
"It's too busy to find time to practice the skills."

There are challenges everywhere and that’s also what is exciting about them. No matter what you’re facing right now, there’s probably someone in the field who has already navigated it. That's why we've captured some of the most difficult parts of implementing a curriculum into this tip sheet linked below. This has some practical solutions around playing games as transitions, finding teachable moments, and intergrating social and emotional learning into all the areas of your classroom.

https://pedalsprogram.org/wp-content/uploads/2025/03/PEDALS_GeneralTips_SecondStep_Teachers.pdf

🫶🏼 A reminder that behavior is communication

Children’s behavior is often shaped by feelings and experiences we may not be able to see.

When PEDALS Coach Nadine returned to Carousel Academy in North Tonawanda this fall to drop off Second Step supplies, she learned something that made her stop in her tracks.

The program had created a new position: Social-Emotional Coach. And they had hired one of the teachers who went through PEDALS with Nadine, to fill it.

They now have their own office, which has been transformed into a dedicated calming space for children. Feelings posters line the walls. Sensory items fill the shelves. A cozy calming area invites children to regulate and reflect. They even have their own set of puppets.

Sometimes they push into classrooms to work individually with children who need extra support. Other times, children work in the office, a space designed specifically for discussing emotions, problem-solving, and growing social-emotional skills. They also facilitate small groups, using activities and role-play scenarios to help children practice what they’re learning.

Creating permanent SEL coaching positions is an investment in student well-being. Programs that embed social-emotional learning into their structure, rather than treating it as an add-on, create environments where every child has access to the support they need.

This year marks the 55th anniversary of the Week of the Young Child NAEYC, and we’re celebrating by making developmental screenings actually accessible. No hoops, no barriers, just answers.

Here’s what nobody tells you about early childhood development. Those warning signs parents worry about at 3am? They’re often visible months earlier. But visibility means nothing without action. And action requires access.

No appointments to schedule around work. No insurance questions first. No wondering if you’re overreacting. Show up, get answers, leave with a plan.

The early childhood years lay the foundation for success in school and later life. What we’re still figuring out as a sector is how to make that knowledge actionable for every family, not just the ones who already know how to work the system.

These pop-up screenings are proof that when you remove barriers, families show up. And when families show up early, outcomes change.

Co-regulation is important because children are not born knowing how to manage big emotions. Calm, supportive adults help them feel safe and guide them through those feelings. These experiences build the foundation for self-regulation, where children eventually learn to calm and manage themselves.

If you live or work with kids, you’ve probably heard all about self-regulation 🧠💪...

But have you heard of co-regulation? 🤝💞 It’s just as important — and it starts with us!

Want to learn more + grab a FREE handout? Drop a 🥰 in the comments and we’ll send it your way! 👇📩

What’s already working, and how can we make it even better?

Over 14 years, PEDALS discovered that transformation happens faster when you build on existing strengths rather than fixating on perceived failures. Our collaborative coaching approach proved that confidence is contagious: When teachers feel capable, children thrive.

Here four easy steps to apply strengths-based reflection in your own practice:
1. Understand what’s already working. Before addressing challenges, identify 2-3 things you're already doing effectively. 2. Build incrementally. Add new strategies that build on or enhance your existing strengths.
3. Focus on growth, not gaps. Instead of asking “What am I doing wrong?” ask, “How can I do more of what works?”
4. Celebrate your wins. Make note of your progress as it’s happening.

Sharing a resource of social-emotional books focused on helping children understand and talk about their emotions, with lessons to go along with each book :)

More and more my lesson plans have shifted frequently to social emotional lessons. Not just the teachable moments but planned out lessons. Here are some must do lessons with books to match! https://www.notimeforflashcards.com/2025/11/5-books-lessons-that-build-social-emotional-skills.html