Young children communicate and cooperate more with their friends than with other children. Because of this children learn to resolve conflict, sharing, and learn to initiate converstaions, express feelings, and provide ideas for play.
Make sure in the classroom you engage children with activities that model and teach friendship elements such as self-concept, pro-social skills, and a sense of community.

Friendship songs:
http://www.songsforteaching.com/friendshipsongs.htm
Friendship finger plays
http://educationalcreativity.blogspot.com/2011/08/fingerplay-friday-friends-and-family.html

In today's school environments, many times thematic units are prohibited, looked down on, and even laughed at.  I have even had friends that teach 1st and 2nd grade laugh at me when I tell them what I am teaching.  I say to them, "you have no idea how to implement a thematic unit, if you don't know you can meet all goals and objectives that the state or district sets upon you as you integrate a thematic unit".  Many times thematic units are called "cute" or "fun".  I call them engaging, creative, and meaningful to the children in your classroom.

When using a thematic unit:
Identify what goals and learning standards and objectives you need to address.
What considerations about your student's needs will you need to address.
Select at topic (usually one that students will find engaging and meaningful to them))
Brainstorm ideas on how to use this theme for each subject.
Create and schedule when you will use this theme during the day and or week.
Plan for small-group, one on one and large group activities.
Plan for accomodations for all students
How will you assess what the children are learning?
Arrange the environment (how do you want it set up?)
Remember to think about your goals and objectives but think about the learning interests of your students also :)

Plan a thematic unit and use it!  I used one every single week that I taught.  Does it take a lot of planning? YES, but it is so worth it.

Achieving a sense of self: Knowing oneself and relating to other people-both children and adults.

Taking responsibility for self and others: following rules and routines, respecting others, and taking initiative.

Behaving in a pro-social way: Showing empathy and getting along in the world, for example, by sharing and taking turns.

A child that is socially and emotionally ready for school is the child that:
Confident, friendly, able to develop good relationships with peers.

Able to concentrate on an persist at challenging tasks.

Able to communicate frustrations, anger, and joy effectively.

Able to listen to instructions and be attentive.

Here are some tips that have been researched and are found beneficial for guidelines as a teacher prepares for the day.
Try to schedule more challenging activities in the morning, when most children are freshest.
Plan at least 60 minutes a day for each choice time so that children can become deeply involved in their play.
Allow 45-60 minutes for each outdoor period.
If possible, schedule nap time directly after lunch.
Arrange for a quiet activity after nap time.

The classroom environment conveys a huge message.  Does your classroom convey the following?
"This is a good place to be."
"You Belong here."
"This is a place you can trust."
"There are places where you can be by yourself when you want to."\
"You can do many things on your own here."
"This is a safe place to explore and try out your ideas."
How children feel in your classroom, and before they enter is vital.  It is very important that we allow children the freedom to express themselves. 

When a child wakes up in the morning, I want them to be excited to come to school.  I want them to know that the community of learners is waiting on them, and that we need them too, to make the classroom work.  ;)

I believe many times that the gifted children in our classrooms are overlooked.  These children need differenitation and time just as much as another child. The teachers role in working with gifted children is to provide challenging and stimulating experiences---not extra work.

Gifted children are often eager to explore a topic greater depth.  Here are some suggestions:
Stock interest areas with interesting and challenging materials.

Follow the child's interests.

Teach to the child's strengths.

Have realistic expectations.