Classroom Curriculum

Our curriculum is based on the Connecticut Preschool Curriculum Frameworks.

There are a number of principles from which the development of the Preschool Curriculum Framework emanates. The following are guiding principles:

Early learning and development are multidimensional; developmental domains are highly interrelated.

  • Development in one domain influences development in other domains. For example, children’s language skills affect their ability to engage in social interactions. Therefore, developmental domains cannot be considered in isolation from each other. The dynamic interaction of all areas of development must be considered. Content standards and performance standards listed for each domain could also be cited in different domains.

Young children are capable and competent.

  • All children are capable of positive developmental outcomes. Therefore, there should be high expectations for all young children, regardless of their backgrounds and experiences.

There are individual differences in rates of development among children.

  • Each child is unique in the rate of growth and the development of skills and competencies. Some children may have a developmental delay or disability that may require program staff members to adapt expectations of individual children or adapt experiences so that children can be successful in achieving a particular performance standard. Additionally, each child is raised in a cultural context that may affect the approach that the teacher uses with each child.

 Children will exhibit a range of skills and competencies in any domain of development.

  • All children within an age group should not be expected to arrive at each benchmark at the same time or master each standard to the same degree of proficiency.

Knowledge of child growth and development and consistent expectations are essential to maximizing educational experiences for children and to developing and implementing programs.

  • Early care and education program staff members must agree on what they expect children to know and be able to do (benchmark knowledge) within the context of child growth and development. With this benchmark, early childhood staff members can make sound decisions about appropriate curriculum for the group and for individual children.

Families are the primary caregivers and educators of their young children.

  • Families should be aware of programmatic goals, experiences that should be provided for children and expectations for children’s performance by the end of the preschool years. Program staff members and families should work collaboratively to ensure that children are provided optimal learning experiences. Programs must provide families with the information they need to support children’s learning and development.

Young children learn through active exploration of their environment through child-initiated and teacher-selected activities.

  • The early childhood environment should provide opportunities for children to explore materials and engage in concrete activities, and to interact with peers and adults in order to construct their own understanding about the world around them. There should therefore be a balance of child- initiated activities so as to maximize children’s learning.

Hours of Operation



3 day AM

8:30 – 11:00

3 day PM

12:00 – 2:30

5 day AM

Monday through Friday
8:30 – 11:00

 5 day PM

Monday through Friday
12:00 – 2:30

School Day

Monday through Friday

Before and After Care

Monday through Friday begins at 7:15
ends at 5:00