Pre-Primary School

Early Education Experts

Our Pre-Primary School takes a child’s natural curiosity and multiplies it so that our youngest students discover the joy of learning, grow in their confidence, and develop strong fundamental skills for Kindergarten and for life.

At Lowell, children are guided to embrace new experiences in the world around them daily—exploring puzzles and magnets in our Wonder Lab, making friends and resolving conflicts, playing instruments, counting objects and graphing data, learning new words in English and Spanish, observing frogs and fish in the creek in our front yard, and even practicing yoga!

Lowell teachers recognize that young children require a learning environment where they feel safe and connected. Our teachers are especially skilled at creating activities and projects that engage young minds, spark curiosity, and promote deep, meaningful learning across all developmental areas. At the same time, they create a nurturing space with the appropriate structure and predictability to help children adjust to school life, learn to interact with peers in a community, and become more independent.

All of our Pre-Primary School teachers are closely attuned to their students' strengths and readiness and are eager to partner with parents to provide the tools they need to promote their children’s continued growth and development at home.

Curriculum At A Glance

Routines

We know that young children need a caring environment with a lot of structure. Creating that environment includes a daily schedule with a simple but clearly articulated sequence of activities that help children adjust to school routines. It also includes introducing children to materials and spaces within the classrooom or playground in a systematic and understandable way so that they can develop independence and ownership of their learning.

A woman and three children sit on the floor in a room, with the woman smiling and looking to the side while the children are engaged in an activity.

Classroom Placement

Transition to K

Students who begin the school year at age 4 or older may be age-eligible for Kindergarten the following year. The average age in Kindergarten is five-and-a-half, with most children beginning at least five years old.

The decision of when to start Kindergarten is based on developmental readiness, as assessed by current teachers against benchmarks that have proven effective predictors of success in Kindergarten. Other factors, such as emotional resilience and risk-taking ability, are also considered. The decision is made by the school in discussion with the parent(s) or guardian(s).

A young boy in a hooded sweatshirt reads a colorful book in the foreground, while a woman in glasses leans in to look in the background.

Classrooms

A young boy in a lab coat and goggles stirs white powder with a green scoop in the foreground, while an adult watches in the background, with classroom decorations visible on the wall.

Each Pre-Primary classroom is ready for discovery—manipulatives, books, and other materials for dramatic play, art, block play, and writing are easily accessible to children. Mirrors and examples of children’s artwork hung at their eye level help provide an affirming space for learning and self-discovery. The classrooms differ based on the age of the students, and specials teachers begin visiting the class during the year as the children’s work evolves.

In addition, there are designated classrooms for art, physical education, and dance, as well as library activities and STEAM investigations.

Outdoor Spaces

Kalmia Creek and over eight acres of land, including a terraced playground and open-air classroom, provide a rich outdoor learning environment and a natural extension to indoor spaces. The Pre-Primary-only playground has been carefully designed to give children opportunities to be active or quiet—to build, explore, climb, run, and pretend. Ample equipment, a trike path, a playhouse, an obstacle course, a water play area with a hand pump, embankment slides, a gardening area, a bird blind, and sandboxes with pulleys and chutes keep children very busy!

Two young boys are interacting in the foreground on a wood chip ground, while a picnic table and fence are visible in the background.

Potty Training

Emergent Curriculum

The Pre-Primary School embraces a child-centered approach called an “emergent curriculum.” This approach allows children’s interests to become the subject matter of some curricular exploration, while developmental milestones across the domains of learning form the foundation of our curriculum.

Two young children, one with braided hair and a striped shirt, the other with blonde hair and a colorful costume, lean over a laptop on a table, with a blurred background of a room.

A woman helps two young children with crafts at a table, with a classroom setting visible in the background.

Two young girls sit on blue chairs in the foreground, playing homemade guitars, while a person's back is visible in the very front, holding a phone, and a blurred background shows a classroom setting.

Specialist Activities

Science

Art

Teachers foster creative thinking through hands-on experiences that allow children to interact with different materials and processes. In the Art Studio, children are both idea-makers and creative problem-solvers. They are encouraged to ponder What happens when I poke, press, or pull the clay ball in my hand? If I put yellow on top of blue, what will happen next? How can I make my structure move?

Spanish

PE and Dance

An important part of our Pre-Primary program involves large motor skill development and sensory processing. Our physical education teachers choose specific activities and equipment to build skills, strength, and endurance. The aim is for students to become competent, comfortable, and adept movers. Our dance teacher introduces spatial patterns and rhythms from around the world through simple structures and creative movement. Yoga is also integrated into the dance experience.

Music

Library

Domains of Devlopment

Social Emotional Development

Between the ages of three and five, social and emotional skills are essential. We consider social-emotional development the keystone in a child's life. When children feel safe, they trust in their community and are free to take social and intellectual risks—to ask a friend to play, experiment with colors and shapes, sing a song, or share an event with peers and teachers, come to the aid of others, and seek new challenges.

Through careful observations of social interactions and relationships, teachers support children individually and collectively. Teachers spend a major part of the day coaching children, helping them to help themselves, thereby working through social and emotional issues and building self-esteem. They also facilitate small and large group meetings and select literature to provoke conversations about feelings.

The social curriculum is embedded in all activities and routines to promote social skill development, multicultural understanding, engagement, and community building. At the same time, our teachers explicitly explore and teach topics such as friendship, caring for others, self-control, and conflict resolution.

Language and Communication

Teachers intentionally work with children to help them acquire the skills necessary to listen to and understand what is being communicated verbally and nonverbally, as well as respond verbally and nonverbally to messages. Language development encompasses the ability to build a comprehensive vocabulary, organize and convey messages effectively, speak with clarity and fluency, participate in meaningful conversations, and achieve competency in one or more languages.

Verbalizing, reading, and writing are intertwined and therefore simultaneously fostered. A significant part of the school day is spent in formal and informal conversation among and between teachers and children. During Morning Meeting, children have time to think out loud and express what is important to them without competing with other speakers.

Respecting one another helps children to listen to and learn from their peers. When conflict arises, teachers help children express their needs. Feelings, whether positive or negative, are always acknowledged so that children feel free to express themselves.

Pre-Primary children at Lowell are also exposed to Spanish daily and practice listening to and using key words and phrases central to their lives at school.

Literacy

We recognize that literacy skills are comprehensive and involve listening, speaking, reading, and writing. For children ages three, four, and five, we say literacy skills are emergent—in the process of developing. Teachers help children develop the tools they need to become fluent readers and writers and focus on three primary areas: phonological awareness, print awareness, and book awareness.

Children learn to write by dictating what they need to say. Teachers capture children’s feelings with pen and paper when they want those feelings conveyed to parents or peers. The desire to express “I miss you” to a family member or to send a thank-you note to a visitor is a powerful motivation for developing literacy skills. Children also practice writing during dramatic play.

Careful looking is constantly encouraged to help children become aware of written language. During the daily read-aloud, teachers discuss the author and illustrator and ask students to predict what the story might be about by looking at the cover, reading the characters’ expressions, and analyzing different aspects of the story. Books by the same author or on the same subject are read for comparison. Rhymes and rhythm games are also part of story time.

Cognitive Development

Cognitive development involves the ability to learn, problem-solve, make sense of information, and think at an abstract level. Thinking takes place at a concrete level, progressing to a more abstract level as children mature. Mathematical and scientific thinking, as well as general knowledge about the world, curiosity, and imagination are included in this domain and encompass the ability to sort and classify, to comprehend number, time, and measurement, and to think critically, using reason and logic.

Children are natural scientists. They observe, wonder, speculate, question, make theories, and then test and modify them. Teachers foster what already comes naturally without interrupting the child’s process of discovery with ready-made answers. Teachers ask children to notice patterns in the environment, in literature, and when working with materials.

Teachers also provide materials such as manipulatives and puzzles that encourage children to sort, match, compare, and observe patterns. Working with puzzles and pegboards requires abstract reasoning and the ability to focus and solve problems.

Physical Development

Physical development encompasses muscle development, stamina, coordination, the ability to take care of oneself, and overall health, including eating and sleeping habits.

Children move to different areas of the school environment throughout the day and the week, satisfying their basic need and desire to move. Outdoor time is scheduled daily on our spacious playground, which provides opportunities for climbing, running, riding vehicles, and playing unstructured and structured games. Children can connect with the natural environment by digging through the soil, tracking insects, planting gardens, and watching things grow.

Inside, students continue their physical education in the Willow Room, which is equipped with materials for locomotion, balance, throwing, and catching. Work in the Willow Room strengthens core, hand, and arm muscles while encouraging cooperative play.

Work with manipulatives and pegboards offers many opportunities for children to develop the fine motor skills—such as eye-hand coordination, finger dexterity, visual perception, memory, and handedness—that are prerequisites for writing and other learning in the primary school years.

Time is set aside each day for snack and relaxation.