Preschool & Transitional Kindergarten

Your child is now a preschooler, who is fascinated by the world around them. They can speak in longer sentences and will start asking lots of ‘who’, ‘what’, ‘where’ and ‘why’ questions as they try to understand more about the world. They enjoy playing with other kids, learning rules and taking turns. And you’ll see them start to form real friendships as they begin to develop their social skills.

Developmental Milestones


  • Is able to dress and undress self
  • Has refined coordination and is learning many new skills
  • Is very active and likes to do things like climb, hop, skip and
    do stunts


  • Develops capacity to share and take turns
  • Plays cooperatively with peers
  • Is developing some independence and self-reliance
  • Is developing ethnic and gender identities 
  • Learning to distinguish between reality and fantasy
  • Learning to make connections and distinctions between feelings, thoughts and actions


  • With preschoolers, their ability to understand language usually develops ahead of their speech 
  • By age 6, their vocabulary will have increased to between 8,000 and 14,000 words but it is important to remember that children in this age group often repeat words without fully understanding their meaning
  • They have learned the use of most prepositions (up/down, ahead/behind, beside) and some basic possessive pronouns (mine, his, ours), and have started to master adjectives
  • Pre-school children continue to be egocentric and concrete in their thinking. They are still unable to see things from another’s perspective, and they reason based on specifics that they can visualize and that have importance to them (i.e.“Mom and Dad” instead of “family”).
  • When questioned, they can generally express who, what, where, and sometimes how, but not when or how many. They are also able to provide a fair amount of detail about a situation.
  • It is important to keep in mind that children in this age range continue to have trouble with the concepts of sequence and time. As a result, they may seem inconsistent when telling a story simply because they hardly ever follow a beginning-middle end approach.


7:30am – 8:40am

Morning Welcome Activities/Free Play

8:40am – 8:50am  

Clean Up

8:50am – 9:00am

Potty/ Wash Hands/ Take Off Masks

9:00am – 9:20am

Morning Snack

10:00am – 10:10am

Clean Up/ Wash Hands /Put on Masks

10:10am – 10:30am

Morning Circle 

10:30am – 11:15am

Morning Project Time

11:15am – 11:30am

Clean Up/Potty/Wash Hands 

11:30am – 12:00pm

Outside Recess (If weather permits)

12:00pm – 12:10pm 

Clean Up Yard & Transition Back Inside

12:10pm – 12:20pm     

Wash Hands & Set Up Lunch

12:20pm – 12:50pm     


12:50pm  –  1:00pm

Clean Up Lunch/ Potty / Wash Hands

1:00pm – 3:00pm        

Nap/Rest/ Quiet Body Time until 2:45 & rest

quiet time reading until 3:00 pm

3:00pm – 3:20pm       

Wake Up/ Pack Up / Potty / Wash Hands 

3:20pm – 3:40pm       

Afternoon Snack Outside Time 

3:40pm – 3:50pm       

Clean Up Snack / Wash Hands & Put on Masks                                       

3:50pm – 4:20pm       

Potty / Wash Hands / Take Off Masks

3:20pm – 3:45pm 

Afternoon Snack

3:45pm – 4:00pm

Clean Up/Wash Hands & Put on Masks    

4:00pm – 4:20pm 

Outside Recess (If weather permits)

4:20pm – 4:30pm 

Clean Up Yard & Transition Back Inside 

4:30pm – 4:40pm

Potty / Wash Hands

4:40pm – 5:05pm 

Afternoon Free Play

5:10pm – 5:20pm 

Clean Up 

5:15pm – 5:30pm    

Departure Pick Up Time

5:30pm Prompt            

Classroom Closed 

* If the weather does not permit us to go outside to play. The children will participate in music and movement, rock climbing, yoga, stretching and calm breathing. 

These schedules are a guideline for our days. Actual times and activities often vary in response to the children’s needs and interests.

Emily Pham

Infant Teacher

My name is Emily and I am an infant teacher. My aim with this position is to learn how children develop as unique individuals and learn how to support their holistic growth. I am currently a student at San Francisco
State University majoring in Child and Adolescent Development. With this experience, I am hoping to get a sense on whether I want to continue to work in the classroom or if I want to learn the administrative side of education. The experience of working directly with children is gratifying and I wish to create a safe space for children to explore with all of their senses as they develop their own personalities. I hope to be able to help build a strong foundation so that the children can have the confidence and ability to express themselves.