With bright, engaging photos and a simple, easy-to-follow story, this book is perfect for toddlers, preschoolers, and early elementary children. Join Sammy, a lovable golden retriever, as he teaches his friends how to calm their bodies and emotions using everyday sensory tools found around his home—like cooling their face with a damp washcloth, enjoying a crunchy snack, or singing a favorite song. This story helps young children learn practical strategies for self-regulation in a fun and comforting way.

Using an empty box or container, caregivers can follow the step-by-step directions in the back of the book to create a cozy “Sammy House” for the plush Sammy to live in. Fill it with simple household items featured in the story’s sensory strategies. When a child feels overwhelmed or upset, gently guide them to Sammy’s House—just like the characters in the book—to help them calm down, reset, and feel supported. His house can be placed in your current calm down corner as another tool.

These playful large and small group lessons help introduce Sammy so children clearly understand his purpose. Through engaging activities, kids learn how Sammy’s calming tools work and how to express their feelings. This flexible, week-long curriculum can stand alone or be seamlessly integrated into your ongoing classroom themes. The Sammy emotions poster and teacher behavior guide provide added support for reinforcing positive behavior strategies in the classroom.

Yesterday, one of the kids in our preschool classroom became upset when asked to complete a table activity. He threw himself on the floor, took off his shoes and threw them across the room, then started yelling "leave me alone" to every child who looked towards him. 

The children near him were scared but my co-teacher knew exactly what to do. She said "Do you want some Sammy Time?" This child paused, mid sock-throw (yes he started to take his socks off after his shoes were tossed across the room) and quietly looked to the ground as he replied "yes."

What if your preschoolers could:

* Calm down (instead of scream, knock over furniture or throw shoes.)

* Tell you how they feel (instead of stomp away)

* Problem-solve (instead of give up.)

 Using the Soothing Sammy System does this through play. 

Every child has the right to have emotions. Kala, a Preschool Teacher at Head Start, used the Soothing Sammy program for three weeks, then emailed us these awesome ways she has used it in the classroom for children who had a variety of feelings:

"I have been a preschool teacher for several years, and this school year we have had many children with BIG emotions in our classroom. It was getting hard for me to come to school in the morning. Some children were screaming, some were throwing objects and others we scared of their friends.  These children were experiencing emotions that they couldn't control, and they reacted with escalating behaviors. Then I came across the "Soothing Sammy Emotions Program." The first time I introduced Soothing Sammy, my day went from scary to AMAZING! The children love him! I couldn't believe it worked. Children need concrete lessons...something they can see and feel that makes calming down understandable. Sammy does that for them.

Sammy helped a child that was sad/anxious.

We have a new little girl who has been with us for a few weeks but is very anxious when mom leaves. I reminded her about Sammy and she visited his house and found a fidget to play with which. She loved it. She gave it back to Sammy when she was done. We also listened to some music and later she was ready to join circle time! She goes to Sammy now for comfort when she feels overwhelmed.

Sammy helped a child that was mad/frustrated.

We have a little boy who is very aggressive when he becomes upset. When I mention "Sammy Time" he stops his behavior instantly and walks over to Sammy for some cuddles and sensory time. When he is calm, we are able to talk about the problem and he moves on happily, remembering that Sammy is there for quiet time when he needs to regroup. This is how I know Sammy is magic!

Sammy is relatable and is the class friend!

Sammy is a star with the whole class! We have been implementing Sammy's emotion activities in the classroom for a few weeks. The kids are really enjoying him and even want him to eat with us at meal time. We have a special dog bowl for him and he sits on a shelf while our food service worker feeds him and comes over to take food out discreetly to show he has ate his meal. They have an adorable love for Sammy, trusting him as a friend and support program.

We also talk about dogs not liking people coming over and taking their food or pet them while they eat. This led into some fun conversation and lessons around animal safety. It's a perfect addition to our pet theme!

Sammy also takes a nap after lunch and we cover his box up with a towel (because the kids decided he likes to sleep in the dark.) They all say "night night Sammy!" and then the children settle in for their naps.

Sammy helps children at home (and parents too!)

My students are beginning to plan their own Sammy house to bring home. They have picked the color they are going to paint his house (shoe box) and what calming tools they will put in it. I am giving them a laminated picture of Sammy to put in their home. They are excited to take Sammy's house home to help them calm down if they are angry or sad when not at school. It was really easy for me to explain to parents with the parent hand-out that comes with the set.

As a Preschool Teacher, I have come to realize that children's behaviors are usually a cry for help or for attention... OR they just don't know what to do with their feelings. Soothing Sammy is so much more than a toy. He is practical, functional, comprehensive, and a real asset to any preschool classroom. I don't know where I would be without him. " 

We start feeling emotions the moment we are born, but, when children join a group situation, including preschool, they are forced to navigate feelings they have never experienced before. 

Feelings such as frustration from waiting, irritation from sharing space, annoyance from another child's behavior.... and so much more.

The American Psychological Association reports: "According to one set of analyses (Curby & Berke, 2016), Kindergarten teachers indicated that many of their students were not ready for Kindergarten. Furthermore, these teachers prioritized social–emotional skills over academic skills at entrance to kindergarten." 

Why would Kindergarten teachers want social-emotional skills prioritized over academics? 

When asked, one teacher replied: "If a child can't problem-solve with their peers, take turns or wait, I can't teach them anything."