Frog Street

It’s amazing how one small step can make everything feel real. 💚 July will be here before we know it.

I booked my flight this week, and Splash 2026 just got very real🫵🏽💚‼️🔥 Session list built, sub plans almost done, and July 30 is coming fast. 🗣️🎉✊🏾 Link in bio to register‼️‼️‼️ Are you going⁉️ @frogstreetearlylearning

A Broadway veteran and a behavioral strategist walk into a keynote. By the end, your whole team is laughing, learning, and on stage. The Splash 2026 Opening Night SO Fun Gameshow is unlike anything else in early childhood professional development. 💚

Harrison Chad and Josh Seiden blend entertainment, behavioral science, and team tools into an opening night that sets the tone for everything that follows. Included with every registration.

July 30 to Aug 1, 2026 | Ga***rd Texan Resort, Grapevine, TX

Register for Splash 2026 👇

https://hubs.ly/Q04j_bxY0

If you are in evaluation mode right now and want to talk through how this research applies to your specific context, that conversation is available.

Not a sales call. A short intake form that routes to the Frog Street team for a research walkthrough. Conducted in a large, diverse public school district with real classrooms, the Johns Hopkins findings are most useful when they are connected to the decisions in front of you, specifically.

→ Request a research conversation: https://hubs.ly/Q04hzJhM0

Developmental continuity does not break because no one cared. It breaks where the shared language ends. 🌱

The educator in the next room does not always know what the child carried forward, what language was used to guide regulation, or what milestones were just starting to hold. Consistent professional development builds that shared language before children move.

Here is what that looks like when it is working:

✓ Every educator uses the same developmental framework across age bands
✓ Children move between rooms and recognize expectations, not relearn them
✓ PD is on-demand and accessible without pulling educators off the floor

The Director's Field Guide connects PD planning directly to developmental handoffs.

→ https://hubs.ly/Q04jtQGK0

The school year is wrapping up, and curriculum decisions for fall are already in motion.

If anyone asks you this summer why your Pre-K curriculum is worth investing in again, there is now independent research to point to. Johns Hopkins University followed children from Pre-K into kindergarten in a large, diverse public school district with real classrooms and measured readiness across multiple developmental domains that kindergarten educators assess.

That is not a vendor claim. That is a study you can share.

→ https://hubs.ly/Q04hz9S60

A child's progress does not transfer automatically when they move to a new room.

The vocabulary their last educator used. The regulation strategies that actually worked for them. The developmental foundation they arrived with. All of it stays behind unless someone builds a system to carry it forward.

That is not a documentation problem. It is a continuity decision. The Director's Field Guide helps you make it before the handoff happens, not after. 🌿

→ https://hubs.ly/Q04jt-vs0

You have spent a year watching what this curriculum produces in the children in front of you. Now there is independent research that documents it from the outside.

That combination, what you see in your classroom and what Johns Hopkins found in a large, diverse public school district with real classrooms, is something worth knowing about going into the end of the year.

The plain-language summary of what the research found is at the link below.

→ https://hubs.ly/Q04hz69q0

A family stops you at pickup and asks the question you have heard a hundred times. Is my child going to be ready for kindergarten?

You already know the answer. What this week's article gives you is the language to say it with independent research behind it. How to translate findings into terms a family can hold onto. How to talk about the English learner finding with multilingual families. What the research can and cannot tell any individual family.

The research is there. This article shows you how to use it.

→ Read it here: https://hubs.ly/Q04hz4_y0

Talking to Families About Kindergarten Readiness When the Research Is Behind You Independent research found positive kindergarten-readiness differences for children using the Frog Street Pre-K curriculum. Here’s how to use that evidence in parent conversations.

Developmental handoffs break down at year-end for a reason that is rarely about effort.

Most programs already understand how children learn, regulate emotions, and engage in classroom routines. The difficulty comes from preserving that understanding while staffing, schedules, enrollment, and classroom assignments shift at the same time. This article looks at why those handoffs break down and what connected classroom systems actually look like in practice. 🌱

Read it here: https://hubs.ly/Q04jTNq00

Why Developmental Handoffs Fall Apart at Year-End and How to Fix Them Support smoother year-end transitions with stronger developmental handoffs, aligned classroom systems, family communication, and connected routines.

The end of the year moves fast. The moments that show how far children have come tend to disappear before there is time to hold onto them.

Before the room changes, here are five things worth capturing. For the next educator. For the children. For yourself.

→ https://hubs.ly/Q04jtZR60