• learn to recognize and respond to her/his own name,
• learn to identify and name different body parts,
• learn the functions of different body parts.

• respond consistently to his/her name when called, by turning or responding verbally,
• identify different body parts (e.g., head, arms, hands, feet),
• name different body parts,
• demonstrate recognition by pointing or using verbal identification in relevant contexts,
• describe basic functions of various body parts (e.g., “We use hands to draw”) and relate them to everyday scenarios (e.g., during play or group activities),
• describe which body parts are important for certain activities (e.g., jumping, clapping),
• explain where a specific body part is located (e.g., above, below, in front, behind),
• draw or complete a picture of the human body with different parts.

Basic
P1.1 That’s Me - That’s You!
P1.1 My Unique Me in Pictures

Advanced
P1.1 Body in Motion 3D/2D

• learn to recognize her/his senses inside and outside of the body,
• learn to describe her/his senses and name the feelings they evoke,
• learn to recognize which sensory experiences suit her/him and which do not.

• name the organs for each sense (nose, ear...),
• name the senses he/she is already familiar with (smell, taste...),
• explain the links between the organs and senses (ear–hearing, eye–seeing...),
• identify and explain the senses he/she perceives,
• express which sensory experiences suit her/him and which do not.

• learn to recognize and name her/his emotions,
• learn skills to express her/his emotions verbally and non-verbally,
• learn to connect her/his emotions with bodily sensations.

• recognise and describe his/her feelings and emotions (e.g., happy, sad, angry, scared) through facial expressions, tone of voice, and body language,
• verbally and non-verbally express their feelings using simple verbal expressions (e.g., “I feel happy” or “I feel sad”),
• compare different emotions and explain similarities and differences,
• identify situations that evoke a particular emotion in himself/herself,
• creatively express emotions and feelings in different situations.

Basic
P1.3 Making Faces: Exploring Emotions with a Puppet
P1.3 Faces of How We Feel
P1.3 The Dice of Emotions
P1.3 Listening to my Body: Where I Feel the Emotions

Advanced
P1.3 What the Music Tells Us - Exploring Emotions Through Music

• learn strategies for regulating emotions,
• practice using strategies for regulating emotions in different situations,
• develop the ability to independently use these strategies to regulate his/her emotions and behaviour effectively.

• name a few strategies for regulating emotions and behaviour,
• explain the chosen strategy and relate it to emotion and behaviour regulation (e.g., “When I get angry, I…”, “When I get too excited, I…”),
• develop a toolkit of strategies for regulating emotions and behaviour and use it in specific situations (e.g., use calming steps; ask for help or distancing oneself when feeling overwhelmed by emotions; use positive self-talk in challenging situations to manage feelings or frustrations, e.g., “I can try again” or “I will go on”),
• use strategies to regulate emotions in real or simulated situations,
• evaluate which strategy he/she used and how it helped him/her.

Basic
P1.4 The Sound of Joy
P1.4 Stop with Music
P1.4 Stop Game

Advanced
P1.4 My Soothing Sensory Box
P1.4 Me, My Breath, and the World Around Me

• learn to recognize changes in her/his environment,
• learn to describe a situation that has changed or is different,
• learn to recognize her/his emotions and needs during a challenging situation.

• actively observe and comment on changes in his/her immediate environment (e.g., weather, playground set-up, or new objects/people),
• share his/her observations with the group or an adult,
• describe the differences between the previous situation and the present situation, focusing on a few details,
• recognise a change in a familiar story or event,
• identify his/her feelings and needs in a challenging situation.

Advanced
P2.1 Exploring Changes
P2.1 Values in our Group - Friendship

• learn skills to use adaptive strategies in a challenging situation,
• learn to participate in the creation of rules in the kindergarten group,
• learn to apply new rules in kindergarten and behave accordingly,
• learn to change behaviour regarding others’ emotions and needs in the kindergarten group.

• stop and try to name his/her emotions when faced with a challenging situation,
• articulate a need (e.g., “I need help”) when faced with a challenging or changing situation,
• try to use a self-management strategy in a challenging situation (e.g., take a deep breath, ask for help, or use positive self-talk),
• choose different coping strategies depending on the type of challenge,
• contribute ideas for the creation of new rules within the group setting,
• demonstrate understanding of a new rule by explaining it in their own words and giving an example of how to follow it (e.g., washing hands before lunch),
• follow the new rule in daily activities, with occasional reminders, if necessary,
• observe and recognise the emotional states of peers (e.g., noticing when someone looks sad or disappointed) and respond with empathy,
• adjust his/her behaviour according to the needs of others, showing consideration for group activities.

• learn to recognise his/her own biological and psychological needs,
• learn to express his/her own needs,
• understand that others have similar needs,
• learn to use strategies for fulfilling and regulating needs,
• learn when and how to ask for help from adults or peers,
• learn about the factors that impact health and well-being (acknowledging that what is good and pleasant is not always the same thing).

• name basic biological and psychological needs (food, water, rest, exercise, hygiene, friendship, safety...),
• identify and name pictures showing basic biological and psychological needs,
• explain why biological and psychological needs are important for his/her well-being,
• explain how she/he meets her/his biological and psychological needs (e.g., when she/he is hungry, she/he needs food ; when she/he is tired, she/he needs rest...),
• draw up a simple daily schedule including time for food, drink, rest, care, and play,
• create a simple story or drawing to show how he/she takes care of his/her needs throughout the day,
• identify activities that are pleasurable (e.g., sweets, playing, watching cartoons) and activities that are good for health (e.g., fruit, exercise, rest),
• explain why some things are enjoyable but not always good for health,
• explain how certain factors contribute to well-being.

Basic
P3.1 What Do I Need Now?
P3.1 A Gift for You

Advanced
P3.1 Our Day at Kindergarten - Activity and Needs Timeline P3.1 Exploring the Orange

• develop awareness of other living beings,
• learn to recognise and name the needs of other living beings,
• learn about strategies and practices that promote respect for the environment (e.g., recycling, using eco-friendly materials in arts and crafts...).

• identify different living beings (animals, plants, people) and name them,
• show and name pictures or toys of different living beings,
• explain that all living things need food, water, light, and space to live,
• show how to help look after a living being (e.g., caring for a flower),
• recognise when a particular living being needs help,
• compare the needs of different living beings (e.g. how the needs of plants may be different from the needs of animals...),
• recognise how living beings react to unmet needs (e.g., plants wilt),
• create a story, picture, game, or plan to care for different living beings.

• learn to recognise and name basic emotions (e.g., happy, scared, sad, angry) in themselves and others,
• learn strategies to understand and appropriately respond to others’ feelings,
• practice seeing things from someone else’s perspective to understand how others feel.

• recognise the basic emotions in others by observing facial expressions, body language, and behaviour,
• respond to a peer’s feelings with appropriate response/action or question that shows concern or empathy (e.g. offer a toy; leave a space; ask if the peer wants to play with him/her, offer support to others...),
• explain how a character in the story or another child might feel or think or what they might need in a particular situation,
• compare his/her own feelings and behaviours with those he/she observes in others.

Basic
S1 Emotion Cards Games
S1 The Boxes of Emotions
S1 Mirror Games

Advanced
S1 Doctor, Please Help! My Pet Is Sick!
S1 Emotion-Art, If I Were the Character

• learn what communication is and why it is used,
• learn about verbal and non-verbal communication,
• learn about communication channels and tools.

• communicate through words, tone, facial expressions, and body language,
• use simple tools like picture cards or storyboards,
• communicate through various methods such as speaking, drawing, gestures, and simple technology (e.g., pictures, camera).

• practice sharing thoughts, feelings, needs, ideas, and emotions,
• develop questioning skills,
• expand SEL vocabulary.

• respectfully share her/his ideas, feelings and needs with others,
• ask closed and open questions during the game,
• give his/her interpretation of a word from the social-emotional vocabulary,
• use a social-emotional vocabulary word in a context.

• develop the ability of attentive listening to others,
• learn to listen actively and respond appropriately (e.g. follow directions…),
• practice turn-taking in conversation.

• focus his/her attention on the speaker,
• understand and follow simple one-step verbal instructions,
• understand and follow multi-step verbal instructions from adults or peers,
• answer the questions (e.g. about the story),
• listen to others without interrupting them,
• wait for his/her turn to speak.

Basic
S2.3 Guess the Sound

Advanced
S2.3 Being a Good Listener

• develop a sense of group identity and awareness of diversity in a group,
• learn to include and respect friends who may have different backgrounds, values and beliefs during play and social interactions,
• participate in group activities (e.g. taking turns, sharing, toys…),
• develop skills on how to resolve joint problems or challenges.

• describe when they feel comfortable in a group and in his/her environment,
• include friends who may have different ideas in group activities and play,
• match their own needs, interests and preferences with those of others,
• identify a problem or a challenge,
• suggest possible solutions to solve challenges,
• check possible solutions and choose effective solutions,
• resolve conflict situations using selected strategies,
• evaluate the effectiveness of the solution.

Basic
S3 Our SEL-Corner

Advanced
S3 Falling Chestnut
S3 The Rights of Children and Me

• develop personal strengths,
• learn to recognise strengths in others,
• learn to understand that we improve with practice/learning/growing,
• embrace mistakes as opportunities for social and emotional growth,
• participate in collective achievement.

• identify and name at least two areas of strength or skill development (e.g. what I know and can do),
• during group work, identify and name at least one personal strength in his/her peers,
• give positive feedback to peers based on their recognised areas of strength (e.g. giving a compliment to another child),
• participate in and evaluate activities that require practice, showing persistence and a positive attitude to improvements,
• share experiences in a supportive environment where he/she has made mistakes and shared what he/she has learnt from them,
• support peers in understanding mistakes as learning opportunities, showing empathy and understanding,
• participate in group projects and recognise how individual contributions lead to collective success,
• recognise and value the contributions of others to shared achievements.

• engage in collaborative teamwork with emotional reflection,
• learn to ask questions about her/his environment,
• learn to articulate simple problems they encounter in everyday situations,
• learn to observe her/his environment and notice details,
• learn to distinguish facts from opinions,
• learn to compare objects and ideas to recognise differences and similarities.

• define the problem/challenge/goal of the game...,
• plan possible solutions to the problem/challenge/game objective...,
• explain what is needed to solve the problem/challenge/game objective...,
• use different ways of solving the problem/challenge/game objective...,
• use the resources needed to solve the problem/challenge/game objective...,
• follow the planned steps to solve the problem/challenge/game objective...,
• express his/her opinion on the success of the solution,
• compare different solutions to the same problem,
• evaluate different solutions to the same problem and tell how he/she feels about it,
• set the next goal based on the learning from the experience.

Basic
L2 Kira and Miro: Stories from Kindergarten

Advanced
L2 You look different! But why?
L2 Similarities and Differences
L2 What If?