“My students used the language and lessons in my classroom weeks after we had learned them. When an issue comes up in class we always refer back to the songs and lessons of Friendship First.”
-Pre-k teacher
“I have seen a difference in my students. The timid children have been more outgoing and have been more vocal/verbal. They have been using their words and even approaching classmates that they might not have typically approached to play. The class is playing so nicely with each other, I can overhear the children reciting the phrases they learned with Friendship First.”
-Pre-k teacher
“Friendship First helped to support New York State Pre-kindergarten social emotional development standards, (Domain 3 sections 4 and 5) helping to build social skills and thus supported classroom management.”
-Pre-k teacher
“After reading the stories and asking questions about how the child felt when encountering the different types of situations that were in the story, they became more aware of their friends' feelings. I began to see them problem solve and notice things that were happening around the class with their peers. If their friends were playing alone they would ask questions like are you okay? Do you need a friend to play with? I feel that the class discussions that pertained to the stories really made an impact on our students.”