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Programs

Care and learning from infancy through Pre-K.

The same educational values take a different shape at every stage. Care, environment, materials, projects, and teacher guidance respond to how children are growing now.

01 / A responsive beginning

Infants

Planned for approximately 6 weeks–18 months

For infants, curriculum begins in relationship. Familiar educators learn each child’s cues, rhythms, movements, interests, and emerging ways of communicating.

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What matters at this stage

  • Secure, responsive relationships
  • Unhurried care routines
  • Freedom and support to move
  • Sensory experiences without overload
An educator responds attentively as an infant reaches for a natural wooden grasping material

Learning in practice

  • Responsive care and conversation
  • Grasping and sensory exploration
  • Movement at the child’s pace
  • Close observation
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  • Care moments filled with language, eye contact, turn-taking, and trust
  • Reachable natural materials selected for grasping, sound, texture, and cause-and-effect
  • Floor-level spaces for rolling, crawling, pulling, carrying, and resting
  • Brief observations that help educators adjust care and plan what to offer next
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02 / Growing agency

Toddlers

Planned for approximately 18–36 months

Toddlers learn with their whole bodies. They need language, movement, repetition, meaningful choices, patient adult support for big feelings and growing self-regulation, and real ways to participate.

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What matters at this stage

  • Language for needs and ideas
  • Movement and repetition
  • Choice within a steady rhythm
  • Patient support for big feelings
Toddlers practice pouring and wiping with an educator nearby in a calm practical-life station

Learning in practice

  • Practical routines
  • Songs, stories, and language
  • Open-ended exploration
  • Support for relationships and feelings
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  • Practical routines such as carrying, pouring, wiping, sorting, and caring for shared materials
  • Songs, stories, gestures, and conversation that extend rapidly growing language
  • Open-ended materials for filling, transporting, combining, balancing, and pretending
  • Educator support for waiting, joining play, repairing conflict, and trying again
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03 / Ideas in motion

Preschool

Planned for approximately 3–4 years

Preschoolers are eager to explain how the world works. Educators help their questions become collaborative investigations that connect language, math, science, art, movement, and social learning.

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What matters at this stage

  • Time for imaginative play
  • Materials that invite many answers
  • Support for collaboration
  • Growing responsibility and reflection
Children and an educator examine a found nest, branches, stones, seed pods, and a wooden honeycomb model

Learning in practice

  • Collaborative investigations
  • Creative thinking tools
  • Literacy, math, and science in context
  • Revisiting ideas
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  • Projects developed from children’s questions about nature, stories, structures, people, and everyday events
  • Drawing, clay, music, movement, building, and dramatic play used as thinking tools
  • Books, print, quantities, patterns, measurement, and scientific ideas embedded in meaningful work
  • Documentation that lets children revisit, discuss, and revise their thinking
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04 / Ready to participate

Pre-K

Planned for approximately 4–5 years

Pre-K children are ready to sustain ideas, take responsibility, explain their thinking, work through differences, and participate more independently in a learning community.

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What matters at this stage

  • Sustained investigation
  • Complex language and representation
  • Responsibility within a group
  • Confidence with productive challenge
Children and educators participate across connected wooden construction, art, music, and nature stations

Learning in practice

  • Sustained projects
  • Readiness through purposeful play
  • Shared responsibilities
  • Reflection and problem-solving
See examples of learning in practice
  • Longer projects that require planning, research, construction, collaboration, and revision
  • Pre-K experiences build language, early literacy and math, attention, self-help skills, problem-solving, social confidence, and curiosity through projects, play, and purposeful small-group work
  • Class meetings, shared responsibilities, and age-appropriate choices that build agency
  • Reflection on strategies, relationships, work, and what the group wants to investigate next
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One journey, four stages

What remains steady as children change.

01

Relationships

A trusted educator and a sense of belonging give children the confidence to explore and try new things.

02

Observation

Educators notice how each child participates and use that evidence to plan responsive next steps.

03

Expression

Children communicate ideas through words, art, movement, music, construction, and play.

04

Community

Children practice empathy, fairness, responsibility, collaboration, and caring for shared spaces.

Individual pathways

Development is a continuum, not a race.

Wrencrest plans for educators to use ongoing observation, family input, and age-appropriate assessment to understand each child’s strengths, set individual goals, plan learning experiences, and revisit progress with families. Development is a continuum, not a race.

Founding Families

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