Our Values

At Kaleidoscope School, We Make Room for Everyone To Play.

img_7225*We BELIEVE in the power of positive relationships to foster learning.

*We SEEK to support each child in a way that is “just right” for them.

*We EMPHASIZE problem solving tools and social/emotional guidance to support children in feeling successful socially.

*We ALLOW space for children to independently explore, create, and work through challenges.

*We OBSERVE children’s needs and interests, and use them to guide learning.

*We SUPPORT each child in learning to love learning.


Our Philosophy

*We believe that learning happens in the context of a RELATIONSHIP, and prioritize img_7204creating close, positive relationships with each child and family.

*We invite a sense of WONDER and IMAGINATION each day.

*We see children as VALUABLE guides in teaching us what they need and how they learn best.


Our Curriculum

Kaleidoscope School uses a relationship and play based curriculum called Emergent Curriculum. Emergent curriculum is a philosophy of teaching and way of planning that focuses on being responsive to children’s interests to create meaningful learning 795BEF88-61C8-40F1-8F22-77479F0A0BA6experiences. This philosophy prioritizes active participation, relationship building, flexible and adaptable methods, inquiry, and play-based learning. Curriculum is child-initiated, collaborative and responsive to the children’s needs. The keys to the success of this Emergent Curriculum are 1) knowing each child and family very well, and 2) a solid understanding of child development.  

We also incorporate Second Step for Preschool (social/emotional learning) into our Preschool and PreK Classes. 

In addition to Emergent Curriculum, our Kindergarten Class uses:

  • Lucy Caulkins Units of Study (Reading and Writing Workshop Model)
  • Handwriting Without Tears
  • Second Step for Kindergarten (Social/Emotional Learning)
  • The Common Core Standards for Kindergarten Math (as followed by SPS)


What children learn does not follow as an automatic result from what is taught, rather, it is in large part due to the children’s own doing, as a consequence of their activities and our resources.    —Loris Malaguzzi, The Hundred Languages of Children