Frog Street Pre-K - Criterion 2.2

Frog Street Pre-K materials meet expectations for fostering social orientation and self-identity (Indicator 2.2a). 

The materials offer a rich, varied, and consistent set of developmentally appropriate experiences that support children’s self-identity, agency, social awareness, and interpersonal skills. These opportunities are intentionally embedded across daily routines, lessons, and play-based activities, particularly within the Greeting Circle and Practice Centers, and provide meaningful ways for children to explore, express, and reflect on who they are as individuals and members of a community.

Materials include opportunities for children to develop self-identity, agency, and social awareness through a range of classroom experiences. Early in the year, children create self-portraits in the Writer’s Corner Practice Center (Theme 1, p. 8), supporting identity expression and self-awareness, and later reflect on their growth by identifying tasks they can now do that they could not do at the beginning of the year (Theme 9, p. 94). 

Opportunities for agency and ownership are also present, such as when children measure jump distances and set personal goals for improvement (Theme 7, p. 37), promoting autonomy and persistence. 

Social awareness and interpersonal skills are supported through collaborative activities such as retelling stories using Story Folder magnetic props (Theme 4, p. 61) and through early routines in which children learn classroom vocabulary, introduce themselves, and learn peers’ names (Theme 1, p. 13). Classroom community is further reinforced during Greeting Circle routines, where children participate in shared songs and gestures such as waving, shaking hands, and high-fiving (Theme 1, p. 12), supporting a sense of belonging and connection within the group.

Overall, Frog Street Pre-K provides robust, developmentally appropriate, and consistently implemented opportunities for children to develop self-identity, personal agency, social awareness, and a sense of belonging. Through intentional routines, reflective activities, collaborative play, and explicit instructional guidance, the materials affirm children as capable individuals and active members of a classroom community.

Frog Street Pre-K materials meet expectations for supporting emotional development and regulation (Indicator 2.2b). 

The materials provide frequent, intentional, and developmentally appropriate opportunities for children to recognize emotions, practice self-regulation strategies, and apply coping skills across daily routines, learning centers, and instructional settings. 

The materials provide explicit instruction in emotional awareness through activities that help children identify, name, and reflect on feelings. For example, children use the “How Do You Feel Today?” chart in the Writer’s Corner to explore emotions through writing and drawing (Theme 1, Week 4, Practice Centers, p. 86). Feelings puppets in Pretend and Learn centers also support social play and emotional expression, with teachers prompting children to explain why a particular emotion represents how they feel (Theme 1, Week 4, p. 88). In addition, read-alouds such as Feelings Are Real (Theme 1, Week 4, Day 3, p. 94) and Wild Feelings (Theme 1, Week 4, Day 4, p. 97) guide children in connecting emotions to personal experiences, interpreting facial expressions using Photo Cards, and discussing appropriate responses to strong emotions.

The materials also include consistent, daily practice of self-regulation strategies. Each day begins with a structured Greeting Circle that includes a Calm component focused on regulating impulses and emotions. Within the first four themes, or 12 weeks, children explicitly learn five core calming strategies—S.T.A.R., Balloon, Bunny Breathing, Drain, and Pretzel, which are practiced daily and applied across multiple settings (Welcome Guide, pp. 41–42). Theme-based calming activities, such as Train Breathing in Theme 6: On the Move (Week 2, p. 38), further integrate regulation strategies with imaginative play and movement.

The materials also provide opportunities for leadership and shared responsibility in emotional regulation. For example, leadership roles such as the S.T.A.R. Leader allow children to guide peers in calming practices, reinforcing agency, self-control, and collective responsibility for emotional regulation (Theme 2, Week 1, p. 12).

Environmental supports also help promote emotional regulation. The “Safe Place” is introduced as a dedicated self-regulation learning center where children can independently choose calming strategies using a posted choice board (Theme 2, Week 1; Welcome Guide, p. 42). In addition, the Kindness Tree recognizes acts of kindness daily, promoting empathy, prosocial behavior, and emotional awareness (Theme 2, p. 91; Welcome Guide, p. 46).

The materials also include opportunities for reflection and application of coping skills. For instance, closing circle routines prompt children to articulate strategies they can use when feeling “really mad,” reinforcing the transfer of calming strategies beyond initial instruction (Theme 1, Week 4, Day 5, p. 104).

Across Frog Street Pre-K, emotional development and regulation are not isolated lessons but are intentionally embedded within daily routines, play-based centers, leadership roles, read-alouds, and reflection opportunities. Children consistently practice identifying emotions, regulating their responses, and applying coping strategies in meaningful, developmentally appropriate contexts throughout the instructional day. While the materials primarily emphasize proactive and universal supports, they include moderate guidance for supporting students who experience challenges with emotional development and regulation.

Frog Street Pre-K materials meet expectations for supporting behavioral self-management (2.2c).

The materials intentionally teach classroom routines, self-regulation strategies, and behavior expectations beginning on the first day of school and reinforce them through consistent daily structures, practice centers, and teacher-guided learning experiences. Across themes, children have repeated, developmentally appropriate opportunities to build impulse control, attention, turn-taking, and rule-following embedded throughout the instructional day.

The materials establish consistent routines and expectations beginning on the first day of instruction and maintain these structures throughout the year. Classroom rituals and expectations are explicitly taught on Day 1 (Theme 1, Week 1, Day 1, pp. 12–13), and daily schedules follow a predictable sequence, such as Greeting Circle, Morning Message, Small Groups, Practice Centers, and Closing Circle, which reinforces behavioral consistency (Theme 4, Week at a Glance, pp. 4–5; Theme 9, Week at a Glance, pp. 82–83).

The materials also provide explicit instruction and ongoing practice in self-regulation and impulse control. For example, the Calm component of the Greeting Circle teaches and reinforces five core calming strategies—S.T.A.R., Balloon, Bunny Breathing, Drain, and Pretzel, which are practiced daily (Theme 1, Week 1, p. 12; Theme 4, Week 2, p. 39). Children also assume leadership roles, such as serving as the S.T.A.R. Leader, by selecting and leading calming strategies, which promotes shared responsibility and agency (Theme 8, Week 3, p. 65).

The “Safe Place” is another proactive support for self-regulation. It is defined as a self-regulation learning center rather than a time-out space, where children can independently regain composure when experiencing strong emotions (Welcome Guide, p. 46). Teachers also remind children to use the “Safe Place” during instruction to support in-the-moment regulation (Theme 2, Week 2, p. 39).

The materials also provide opportunities for children to practice attention, turn-taking, and cooperation through structured instructional tasks. For example, children practice waiting turns and tactile identification in Guess the Shape (Theme 4, Week 2, Day 5, p. 49), partner turn-taking and accuracy checks in Animal Charades (Theme 6, Week 1, p. 11), and collaborative problem solving during measurement tasks (Theme 5, Week 3, Day 1, p. 48).

Embedded classroom systems further promote independence. A visual center management system supports children in making decisions, taking turns, and managing disappointment when centers are full (Welcome Guide, p. 85). In addition, transitions are explicitly taught and practiced using TPR commands, chants, and songs to support smooth movement and body control (Welcome Guide, p. 97).

Behavior expectations are also connected to purpose and consequences. Children co-create School Family Agreements and revisit them during Commit routines, helping them connect their choices to outcomes, such as “I use walking feet so that others are safe…” (Theme 1, Week 1, Day 1, p. 13; Theme 3, Week 1, p. 13). The materials also reference “Conscious Discipline” resources that provide additional guidance on natural consequences and intervention planning (CD Chapter 10: pp. 286, 294, 303, 310–314).

Overall, Frog Street Pre-K provides consistent routines, explicit instruction in self-regulation, structured classroom systems (including center management and transitions), and frequent opportunities for children to practice behavioral self-management through partner work, small groups, and play-based centers. These supports are intentionally embedded throughout the instructional day and reinforced throughout the year, though the materials could be strengthened by including more robust activities that support children as they develop adaptability and flexibility as expectations and situations change.

Frog Street Pre-K materials meet expectations for supporting problem-solving and conflict resolution (2.2d). 

The materials provide frequent, varied, and developmentally appropriate opportunities for children to engage in problem-solving through cooperative play, inquiry-based learning, and collaborative tasks embedded across the instructional day. 

The materials provide multiple opportunities to support problem-solving and conflict resolution across learning settings. Children engage in cooperative problem-solving experiences such as building animal habitats (Theme 6, Week 4), designing floating sailboats during STEAM investigations (Theme 6, Week 2), navigating grids to reach goals (Theme 8, Week 3), packing items for trips (Theme 6, Week 3), organizing objects by attributes (Theme 4), and sharing materials in math activities (Theme 9, Week 3). These experiences encourage collaboration, negotiation, turn-taking, and shared decision-making. Problem-solving is also embedded within play-based and inquiry-driven instruction, including Practice Centers, STEAM activities, outdoor play, and small-group lessons, where children test ideas, revise plans, communicate with peers, and work through challenges with teacher support.

The materials also include foundational social-emotional supports that contribute to conflict resolution. Daily Greeting Circle routines introduce calming strategies such as S.T.A.R. breathing, leadership roles, and classroom structures like the Safe Place, Kindness Tree, and School Family Agreements, which support emotional awareness and self-regulation. Read-alouds such as Feelings Are Real, The Quickest Way to Be Kind, and The Most Magnificent Thing provide opportunities for children to identify emotions, consider perspectives, and reflect on responses to challenges.

Overall, Frog Street Pre-K provides consistent opportunities for children to engage in problem-solving through cooperative play, inquiry-based learning, and collaborative tasks embedded across daily instruction. While explicit conflict-resolution lessons or role-play scenarios appear less frequently, children are supported in navigating social situations through shared problem-solving experiences, emotional regulation strategies, and guided reflection in developmentally appropriate ways.