Organizes spacein a way thatclearlycommunicateshow childrenshould be using alearning centerRespond tochildren's feelingand expression bycommenting ontheir facialexpressionsWork withfamilies toidentify potentialtriggers for thechild's behaviorHas spaceavailable for aan individualchild to be bytheir self whenneed a breakChildren whoneed more helpwith transitionsare givenindividualremindersReferencepostedbehaviorexpectationsRecognizeschildren's efforts-offering specificnon-judgmentalpraiseAsks familiesabout strategiesthey use tocomfort andsooth their childLabel ownemotional statesand provide actionstatement aboutthem "I feel.."Show childrena range ofvocabularywords - usingvisual feelingface.Post andvisuallyrepresentrules andexpectationsRead storiesabout children'sfeelings andcommonexperiencesConnect withfamiliesabout theirhomeroutinesEncouragechildren to engagein developing rulesand expectationsfor the classActivelylistens tochildren andshowsinterestSpeaks tochildren inwarm andsupportivemannerVisual promptsof the scheduleand routines areavailable toshow childrenShare strategieswith families youuse to createpredictableroutines andtransitions.Focusbehavioryou wantto seeMakesmaterialsaccessible inlearningcentersTeachstrategiesabout emotionsthroughmindfulnessSpends times withindividual andsmall of groups ofchildren- engagingin play Share with familiesspecific strategiesyou are using todevelop nurturingrelationships withchildrenEncouragechildren toexpress theirown emotionsthrough music,art and playOfferchildrenchoicesfrequentlyShareclassroomrules andexpectationswith familiesHelpschildren feelnoticed and"known"Limit the numberof rules to nomore than fourand state thempositivelyRemind childrenof upcomingtransitions with aconsistentapproachOrganizes spacein a way thatclearlycommunicateshow childrenshould be using alearning centerRespond tochildren's feelingand expression bycommenting ontheir facialexpressionsWork withfamilies toidentify potentialtriggers for thechild's behaviorHas spaceavailable for aan individualchild to be bytheir self whenneed a breakChildren whoneed more helpwith transitionsare givenindividualremindersReferencepostedbehaviorexpectationsRecognizeschildren's efforts-offering specificnon-judgmentalpraiseAsks familiesabout strategiesthey use tocomfort andsooth their childLabel ownemotional statesand provide actionstatement aboutthem "I feel.."Show childrena range ofvocabularywords - usingvisual feelingface.Post andvisuallyrepresentrules andexpectationsRead storiesabout children'sfeelings andcommonexperiencesConnect withfamiliesabout theirhomeroutinesEncouragechildren to engagein developing rulesand expectationsfor the classActivelylistens tochildren andshowsinterestSpeaks tochildren inwarm andsupportivemannerVisual promptsof the scheduleand routines areavailable toshow childrenShare strategieswith families youuse to createpredictableroutines andtransitions.Focusbehavioryou wantto seeMakesmaterialsaccessible inlearningcentersTeachstrategiesabout emotionsthroughmindfulnessSpends times withindividual andsmall of groups ofchildren- engagingin play Share with familiesspecific strategiesyou are using todevelop nurturingrelationships withchildrenEncouragechildren toexpress theirown emotionsthrough music,art and playOfferchildrenchoicesfrequentlyShareclassroomrules andexpectationswith familiesHelpschildren feelnoticed and"known"Limit the numberof rules to nomore than fourand state thempositivelyRemind childrenof upcomingtransitions with aconsistentapproach

SEL Informed Care Practices - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Organizes space in a way that clearly communicates how children should be using a learning center
  2. Respond to children's feeling and expression by commenting on their facial expressions
  3. Work with families to identify potential triggers for the child's behavior
  4. Has space available for a an individual child to be by their self when need a break
  5. Children who need more help with transitions are given individual reminders
  6. Reference posted behavior expectations
  7. Recognizes children's efforts -offering specific non-judgmental praise
  8. Asks families about strategies they use to comfort and sooth their child
  9. Label own emotional states and provide action statement about them "I feel.."
  10. Show children a range of vocabulary words - using visual feeling face.
  11. Post and visually represent rules and expectations
  12. Read stories about children's feelings and common experiences
  13. Connect with families about their home routines
  14. Encourage children to engage in developing rules and expectations for the class
  15. Actively listens to children and shows interest
  16. Speaks to children in warm and supportive manner
  17. Visual prompts of the schedule and routines are available to show children
  18. Share strategies with families you use to create predictable routines and transitions.
  19. Focus behavior you want to see
  20. Makes materials accessible in learning centers
  21. Teach strategies about emotions through mindfulness
  22. Spends times with individual and small of groups of children- engaging in play
  23. Share with families specific strategies you are using to develop nurturing relationships with children
  24. Encourage children to express their own emotions through music, art and play
  25. Offer children choices frequently
  26. Share classroom rules and expectations with families
  27. Helps children feel noticed and "known"
  28. Limit the number of rules to no more than four and state them positively
  29. Remind children of upcoming transitions with a consistent approach