I think was like really really little ones, the they do notice a lot more I think than we then we give them credit for and they are sometimes watching other individuals sometimes try to move closer to the individual they sometimes when they're l, right side by side, you know, they'll take things from each other, which I mean, I always think it's like the the beginning of negotiation and communication that that's gonna start us up for a lifetime. But I think when, when you're there, you're all automatically providing, again, if you think in terms of so you got two little ones that are right next to each other, and someone has like a little a little rattle in their hand, and another one kind of reaches over and grabs it, that you're, you're beginning to plant the seeds of the language to just say, You know what, like, Katie wasn't done with that yet. Let's give her this back. And then let's find something else for you to play with. But that if they're noticing the same thing, and they're interested in the same thing, I think building on that and feeding that language in the conversation, the process of what they're doing, they kind of learn that camaraderie. And it even with, it's amazing, I think with with infants, how they already kind of know, like, these are my little friends. And these are the people that I hang with. And they they know who's here and who's doing what and where they're going. And if something looks interesting, and they're mobile, they're often running to over to where somebody else is doing something, or they hear like a noise that someone's making over there. And even when their, maybe you've got a mobile one, because that's always with infants, you always have these little teeny ones that are not mobile at all. And then you have the older ones that are kind of like, on the go all the time. But they're they're just always watching you. They're always listening. And I think anytime that we can kind of break that down just to say, Hey, I see you looking at, you know, Joey over there doing whatever, whatever I see, you're looking at Susie over here doing this, and would you like to do that too. And maybe if they're not mobile, move them over to that area, so that they can be in that space where something is going on that caught their eye and caught their attention, maybe they want to stay there, maybe they don't, but at least at least giving them that outlet. But so much of it to me goes back to noticing kids and really being in tuned into kids, if you're if you know kind of who they are, where they are developmentally, what they're able to do the physical thing is always a big thing that feeds right back to the safety thing. Because if it's physically going to put them in, in a position where it isn't safe for them, we have to be thinking about that. But when all those things are kind of taken, taken care of within the environment, then I think we just have to be in the moment with kids as much as we can and just kind of feed those processes along with them. But so much within early childhood programs, in general, the environment is really the curriculum. So it's the people that are in that environment. It's the interactions and the conversations that take play. It's the playing and the reading, and the singing, and all those things that are building that language, It's the materials that we have that are there for them, because of the developmental stage that that they're at, it's knowing their physical abilities to say, these little ones need tummy time, these little ones are kind of doing that low rocking motion. So let's give them something and extend it a little bit, put it out so that they have to do the physical component to get up there. If they're starting to stand on things, giving them safe things to be able to stand on and walk along or to start to push and walk behind. So just knowing your kids and knowing all the developmental levels that they're at, and then being an engaging responsive partner in their play, in their conversations. And again, with little ones, you're feeding so much of that language. That's that's really our role as how I see it.