Curriculum

Children are naturally curious and possess an innate love of learning. Our curriculum is thoughtfully designed to nurture this motivation by supporting self-directed exploration and discovery. Recognizing that young children learn most effectively through play, we intentionally create varied, open-ended opportunities that encourage children to:

Explore and understand key concepts,
Solve problems creatively,
Express their creativity and imagination,
Develop a strong sense of self and empathy for others,
Build self-confidence through meaningful experiences,
Enhance communication skills,
Practice fine and gross motor skills,
Form relationships and friendships in social settings.

Our curriculum embraces a play-based learning philosophy, where play serves as the central vehicle for development across all domains. Through purposeful play, children engage naturally with their environment, peers, and ideas, fostering deep and joyful learning.

Much of our curriculum naturally emerges from the children's own interests and ideas. Our teachers are keen observers who notice when a child's question or curiosity takes hold, and they skillfully capitalize on these shared interests to foster development. Each preschool teacher designs a curriculum that reflects the unique strengths, interest, learning styles, and developmental timelines of the children in their care. This individualized approach supports the whole child--cognitively, socially, emotionally, physically, and creatively--ensuring balanced growth and positive development.

Intentional planning weaves together key content areas such as math, language, social studies, science, physical health, music, and art within thematic frameworks and inquiry-based questions. These integrated themes create meaningful contexts where children can connect ideas, deepen their curiosity, and engage in rich, playful learning experiences. Through this dynamic and responsive curriculum, we cultivate a solid foundation for future learning while inspiring lifelong learners who are confident, compassionate, and creatively empowered.

Inside Preschool at TRS

Click on images below for a peek at our Preschool approach by class.

Building Competence and Confidence

Emergent Curriculum - Crocodiles

Risky Play

Diversity, Equity, Inclusion, and Belonging in the Preschool Curriculum

The Doll Project

One teacher incorporates a “Doll Project'' into their curriculum. For this project, children begin by choosing a nondescript felt “doll” for their own.

At first these dolls are all the same (8” tall, stuffed felt, “gingerbread baby” shaped), with the exception of their skin tone, which varies from a light taupe to a dark brown. The children are not given any parameters regarding choosing their dolls, and it is common for children to choose dolls whose coloring is quite different from their own.

During the course of the next few months, the dolls are given faces, hair, clothes, genders, and personalities by their children. Again, the children are not told which features they should choose for their dolls. It is up to them. As the year goes on, the dolls often become part of the class, as they are personified and used for play in centers, carried outside to the playground, included in conversations and note-writing, etc.

One of the important goals for this project is for children to have opportunities to talk and think about the physical differences of people in a natural and positive context that is not categorical.

Children's Literature

Another teacher uses children’s literature to expose their students to a wide variety of cultures.

In the unit about the “Night Sky,” our teacher focuses a little on the science of the moon and the stars, and a lot on the traditions and folktales that people have around the world about the night sky. Some of the books that are read to the children and are used for the basis of discussions and projects include: Papa, Please Get the Moon for Me (contemporary, American children’s book), How the Stars Fell into the Sky (Navajo), Why the Sky is Far Away (Nigerian), and The Story of the Milky Way (Cherokee), among others. Around Thanksgiving time, the curriculum focuses on love and family. Once again, the teacher uses children’s literature as the basis for their curriculum, and once again being very intentional in choosing books that represent a variety of family types. Some of the books that are read include: Mama, do You Love Me? (Inuit), Papa, Do You Love Me? (Nigerian), The Relatives Came (country relatives visit their suburban kin), Cajun Through and Through (Cajun), Neeny Coming, Neeny Coming (Gullah), and Coat of Many Colors (TN mountain folk), among others.

By listening to the text and discussing the lovely illustrations of these books, children begin to become aware that the context of something we all share, love and family, can vary in features and traditions.

Houses and Where We Live

Teachers also do units on “Houses'' to teach children about variety in how people live. One teacher has the class look at different sorts of dwellings and the peoples and cultures that create and live in them.

This investigation begins with a look at the book Homes Around the World, in which families from around the world are shown in front of their homes. Some of these homes would look familiar to the children, but I bet that even you would be amazed by the variety of building materials, architectural styles, and locations that humans use for building their homes! In this unit, children even have the opportunity to learn that not all people that they might consider to be part of the same “group” share the same culture and traditions. For example they consider the 4 basic “types'' of traditional Native American dwellings. (Do you know them?—Igloos for the Inuit, Teepees for the Cree, Pueblos for the Hopi, and Wigwam for the Mohee.)

Learning about people in their homes is a great way to learn about and value the similarities and differences among people around the world and across the street.

Children's Developmental Timetable

group of preschool students together outside

Our teachers also understand that children follow their own developmental timetable, and “misbehavior” is best corrected with acceptance, support, and caring from the whole community.

Sometimes children may need accommodations in order to thrive in the preschool classroom. We think it's important for children to know that different people have different needs in order to be their best selves; we aren't all the same. We find that honesty about individual needs results in acceptance. Some things we say to the children about these things include:

"Billie sits in a chair for meeting time because it helps her keep her body calm and still."

"A quiet space helps her brain focus."

"When you two play together, sometimes you get too excited and it gets too wild. Take a break from each other for a little bit. You can play together again later."

In this way, diversity is made visible, is honored, and is allowed.

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