I think one of the biggest aha is for our students is always the reality that in the context of play, kids can learn language, and they can learn math, and they can learn social studies, and they can learn science and they you know, there's all those content area connections that can come to life in play. If we know our learning standards. And for preschool, we use the ECIP's in Minnesota, but even in kindergarten into their primary grade levels, if you know the learning standards that you are accountable for, for whatever grade level that you teach, that they just outline what it is that we're supposed to be teaching, they don't mandate how we teach it. So you have the creativity and you have the wherewithal to think outside the box to say, hey, we can get at this these cluster of math standards by hands on sensory related interactive small group stations that kids are going to be interacting with and learning those things. If we know how to take that learning standard. break it apart into the context of play, that then some powerful things can happen. And I think for our students, when that aha happens for them, that's pretty powerful because they do get overwhelmed sometimes. Some of them that are in programs and others that here is the reality of what it's like to be a preschool teacher to kindergarten teacher, and then they have all these like, exorbitant amount of standards that they're supposed to be accountable for. And they're like, oh, I'm a new teacher. And I'm just trying to like make sense of it all. But I think when they understand that, that can happen in play, if we align the concept and skill for the standard to what it is that we're doing, either in the station in our center, or a play area, or small group activity that we're going to be doing with kids or a large group activity that we're going to be doing with kids, whatever the case may be, just knowing our standards well enough to say, but this can look like this, and it can live within play, I think is really, really powerful. The other thing that I was try to really hit home with them is that that social emotional phase and development is really part of whole child learning. So teaching and learning, we think of like that whole child and the whole being and all of their development, and social emotional, as part of that. That doesn't go away when kids you know, go out of preschool into kindergarten and into first, second, third grade. And that social emotional base, again, because it's tied to self regulation, that continues to develop all the way through past high school. So we have to give attention to that. We can't be the teacher that says I don't have time to deal with this. So they're gonna have to either know it or they have to go into kindergarten and they're gonna have to learn it there and the kindergarten teacher is more than likely is going to say, these kids should learn this in preschool, I don't have time to focus on this, I have all this other content to get going on. So I think if we, if we don't lose sight of the fact that social emotional as part of whole child teaching and learning, that's really, really helpful for students as well. I think I feel like that's one thing I give my students. And the other thing is, is when you're setting up your environment, there's usually always areas for kids to naturally interact. So there are places for kids to go to be by themselves, which is totally fine. And they need to have those times space to do that. But there are areas and things for them to do, where they can maybe just do it with one buddy, maybe they do it with three or four kids, maybe there's something that you're going to set up and go into an area that's going to kind of be conducive to bringing that along. But they're, they're always in situations, maybe they don't always want to be but, like man, they come into a classroom and they automatically have to share space and materials and teachers and, and there's that whole notion that they know how to do that. And some of them do and some don't. So if your kids don't know how to do it, that has to become part of our curriculum on a day in and day out basis to teach those social emotional foundations.