Preschool Programs

Options for Your Child in Mind

In the Marylhurst School Preschool programs, emergent and play-based curriculum flows from the personal experiences of each individual child and is supported by the faculty and classroom community. We strive to strengthen the child’s sense of self so that she/he will learn to work cooperatively as well as independently in the world. Our focus is held on the rich and varied curriculum that will engage each child’s attention and ease initial separation between parent and child. As well, we focus on the overarching commitment to the social-emotional growth of each child. We ensure large, uninterrupted blocks of time for open-ended indoor and outdoor play. The environment is designed to invite discovery, independence, and social interaction.

 

Preschool Programs

Transitional Kindergarten

Wrens  M – Th 9:00 – 2:30

Rooted in play, our transitional kindergarten will serve as a bridge between preschool and kin­dergarten. Transitional kindergarten is a 4/5 blend: 4 year olds who turn 5 prior to December 1, and 5 year olds who would benefit from another year of preparation before a full-time kinder­garten program. Thematic curriculum will introduce children to early literacy and numeracy, while they are honing collaboration, problem solving and self-regulation abilities. In honor of the unique developmental journey each child travels, we recognize and value differences in levels of stamina, attention, social and emotional development and school readiness. Children are given time to grow as learners and community members, so that they may move on to kinder­garten—at either The Marylhurst School or elsewhere—with confidence.

Four's Program

Mice and Owls M – Th 9:00–1:00 

Social, energetic and imaginative best describe the four-year-old.  Often impatient and silly, they discover humor and spend a great deal of time being outlandish and telling jokes.  Language is expansive and playful.  Imagination suddenly becomes greater than life for the four-year-old who often confuses reality with “make believe”.  Wild stories and exaggerations are common.  Four-year-olds feel good about the things they can do, show self-confidence, and are willing to try new adventures.

We believe nurturing children’s imaginations, language, stories, interests, and social relationships are essential to planning our evolving classroom curriculum.  We ensure large, uninterrupted blocks of time for open ended indoor and outdoor play.  The environment is designed to invite discovery, independence, and social interaction.

Three's Program

Raccoons, Turtles T–Th 9:00–12:00

A morning in the Three’s classes invites a child to paint, create art, try science experiments, listen to stories, engage in dramatic play and enjoy our outdoor environment while working in our community garden, climbing, running, swinging and exploring.

We strive to strengthen the child’s sense of self so that she/he will learn to work cooperatively as well as independently in the world.  Our focus is held on the rich and varied curriculum that will engage a child’s attention and ease initial separation between parent and child, as well as on our overarching commitment to the social-emotional growth of each child.

We recognize that the first social skills are nurtured through independent play, one-on-one experiences with a teacher or a peer, small group projects and participation with the entire class.  The children in the Three’s classes build the foundational blocks of their community by planning activities together, voicing their opinions, listening, compromising and coming to a consensus.

Two's Parent/Child

Grasshoppers, Ladybugs W or Th 9:30–11:00

Our Two’s program is designed for children and their parents, and is co-led by a parenting teacher and a preschool teacher who create separate programs within the classroom.  We see the Two’s year as a bridge between home and school.  Our transitions have soft edges; we welcome rhythms that will later become schedules.  We patiently respect the gradual widening of the circle between parent and child towards peer relationships and connections with other adults.

The curriculum for the children recognizes the inherent artist, scientist, writer, athlete, and thinker in each child.  We build our curriculum on the blocks of conflict resolution skills, knowing that healthy relationships, communication and coping skills make a strong foundation for academic and artistic learning.

While children explore the new environment with their teacher, parents gather each morning in the classroom for an hour-long discussion on the emergent topics of family life with the parenting instructor.  We offer support, commiseration, and suggestions in our endeavor to help each parent discover their own family messages and parenting philosophy.