Infants, Toddlers
& Pre-K.

Our teachers engage children individually, in small groups, and they plan a wide variety of age-appropriate, hands-on activities.


(8 weeks – 12 months old)
Infants engage in planned and spontaneous interactions throughout the day – with staff, other infants, and a wide variety of age-appropriate materials. Infants eat and sleep ‘on-demand’, so our daily schedule is kept informal. Teachers sing songs, play and read with all our children every day. (Child/staff ratio of 4:1 or better)


Young Toddlers (12 – 24 months old)
An informal ‘circle time’ is introduced as children become accustomed to a more structured daily schedule. Staff lead songs, games, arts and crafts, and other learning activities, and teach basic self-help, gross and fine motor skills. To foster toddlers’ emerging independence, cooperation, socialization and decision-making skills, both teacher-directed and child-initiated activities are planned. (Child/staff ratio 5:1)

Older Toddlers (24 months – 3 years old)
Older toddlers have a more consistent daily routine, including scheduled time for free-choice and outdoor play, a structured morning ‘circle’ time, a consistent daily nap, etc. A variety of activities are offered throughout the day, but if a child prefers not to participate, they may opt to engage in independent play with other toys or books. Toilet use is practiced daily. (Child/staff ratio 6:1)


Pre-K (~3 – 5 years old)
Teachers plan lessons and activities that foster development of fine and gross motor skills, pre-writing and reading skills, basic math, language, and positive social and emotional conduct. Pre-K1 is specifically-designed for younger Pre-K students, and/or those who may not be fully toilet trained, while our other Pre-K classes are designed for older children (ages 3+ to 5) who are fully toilet trained. Each of our classrooms provides a warm, nurturing environment with synchronized conceptual themes. (Child/staff ratio 10:1)

Kindergarten Transition (~5+ years old)
“KT” is a class specifically designed for children who missed entering Kindergarten because of enrollment cut-off dates. We use a ‘graduated’ curriculum, and the children do kindergarten-level work, like writing in their journals and basic kindergarten math. Classroom instruction is based on an active learning approach, with a focus on play and intentionally-constructed ‘learning centers’. (Child/staff ratio 10:1)