Our Programs


The Preschool operates classes serving ages 12 months through four years.

One year olds
• One classroom
• Student to teacher ratio of 5 to 1
• 10 children with 2 teachers
• One parent helper each school day
• Children may attend two or three days per week, and school offers 4 five-day a week spaces.

Two year olds
• One classroom
• Student to teacher ration of 7 to 1
• 14 children with 2 teachers
• One parent helper each school day
• Children may attend two, three or five days per week.

Multi-Age class (3 and 4 year olds, combined)
• One classroom
• Student to teacher ratio of 8 to 1
• An additional teacher assistant 
• One to two parent helpers each day
• Children may attend two, three or five days per week 

The Preschool provides classes that are homogeneous in age grouping for the one-year-olds and homogeneous for two-year-olds attending the program. A multi-age experience is provided for the three- and four-year-old children.

One- and two-year-old children are grouped only with others of their same age, as this is a period of rapid developmental growth. This allows them the opportunity to adjust to the Preschool setting and provides exposure to age-appropriate learning experiences without unnecessary frustration.

The multi-age classrooms for three- and four-year-olds provide a broader experience base from which the child can learn to interact with both his/her peers and with other children, both older and younger. This affords the child an opportunity to be both a teacher and a student within the classroom setting.

The teachers plan and develop weekly projections that are posted outside the classroom. Everything is carefully planned with the purpose of supporting rich experiences. These projections vary and reflect the educational curiosities of the class. The children’s experiences will include but are not limited to music, drama, art, movement, storytelling, writing, reading, and other activities to develop the students' creative, emotional, physical, and cognitive abilities to their fullest potential. This takes place in a loving atmosphere where children are challenged without force and motivated to grow as individuals without undue competition. The teachers also assist with the physical needs of the child such as diaper changing, trips to the bathroom, meals, etc.

The staff has weekly meetings to plan activities. Teachers also communicate regularly with parents regarding the child's classroom experiences in many ways: through portfolios (which contain bi-weekly newsletters), direct verbal communication and parent/teacher conferences. Portfolios are an integral part of bridging a child’s home-life and school-life. Each child has a portfolio notebook. Bi-weekly, parents pick up their child’s portfolio in which teachers include documentation regarding the specific child’s activities and interests as well as the teacher’s letter.

During the course of the school year, two private conferences between the teacher and the parents/guardians will be scheduled to discuss the child's growth and development. In addition there may be other meetings, such as workshops for parents with a psychotherapist, class meeting to discuss various topics, etc.