Social emotional learning (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show teachers are competent at administering such programs, yet there is limited research on educators ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators use of a SEL resource and its effect on childrens social emotional development. Paired sample t-tests explored changes to development over an eight-week period between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators teaching program and related activities. Findings suggest early childhood educators can design a teaching program targeting SEL instruction using evidence-based practices. Results indicate the resource had a significant effect on childrens social emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings. Genre/Form: Journal Article