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At our Preschool/Children of The Woodlands we strive to meet individual student needs. We differentiate instruction to meet the various developmentally appropriate practices for each age group. Parents can expect their children to thrive in our child-focused environment.



Special care is given to the social and emotional development of our Toddlers and Twos.

  • Teachers lovingly guide students as they work on separating from parents, awareness of others (empathy), self-control, making transitions, listening, and self-expression.
  • We develop large muscles in daily activities such as jumping and dancing.
  • Fine motor skills are developed through fun activities including puzzles, using play dough with various tools, painting and drawing.
  • Classroom activities are designed to foster creativity, imagination, problem solving skills, exploration and experimentation.
  • Children develop their language skills through singing, listening to stories, dramatic play, vocabulary development and speech enhancement. Starting with their own names, children begin to learn about letters and words.
  • Basic and early math concepts are introduced through hands-on activities. We use our most portable manipulatives, our fingers, for “counting” songs.
  • Children are learning about the world around them through play.


Children in Threes classes are learning independence and cooperation while discovering play-based academics.

  • During circle time children are sharing, listening and participating with others.
  • At centers children play independently and in small groups.
  • For 3-year-olds we focus on understanding and respecting personal space.
  • Teachers encourage students to use their words to work out problems.
  • Children are immersed in language. Books with rhyme and rhythm allow children to play with language and focus on hearing differences and similarities in language. Nonfiction books increase knowledge and provide information about the real world.
  • Singing songs, finger plays and class discussions further add to language learning.
  • We build math skills throughout the day with activities such as counting, sorting, graphing, shape and number recognition, and problem solving.
  • Science skills are developed through observing, exploring, experimenting and predicting.
  • We provide a Christian environment with daily activities that allow children to grow in awareness of the love of God.


The Fours curriculum provides a smooth transition from skills learned in the 3-year-olds classroom to meet the more complex needs of 4-year-olds.

  • At 4, children are becoming more aware of language, both oral and written. Their increased attention span allows them to listen to stories more discriminately. They begin to compare stories, understand fiction and nonfiction, and make predictions. Most children are now experienced in dramatic play, which translates to story writing. We provide opportunities for the students to express themselves through take home journals, drama, show-and-tell, and class-made books. We encourage children to write their names on their artwork and use the Handwriting Without Tears approach to learn correct letter formation.
  • Children in Fours classes are continuing to develop an awareness of numbers, size, space and position of objects as well as a math vocabulary to express these ideas. They are developing concepts of graphing, patterning, one-to-one correspondence, ordinal numbers and recognizing numerals.
  • Children build confidence with their ability to follow routines independently and know what is expected of them.
  • Self-management skills are encouraged such as unpacking their backpacks, managing buttons, snaps and zippers, opening their own lunches, and cleaning up.
  • Fours are also beginning to solve their own problems about sharing and differences of opinion. Teachers encourage these budding skills through teaching, encouragement, and modeling.


  • Transition is all about meeting a child where they are and taking them to the next step on their developmental journey.
  • In Transition we focus on the whole child’s social, emotional, physical, and cognitive development. We engage and practice intentional social problem solving and independence skills. We are equally intentional about teaching academic skills in developmentally appropriate ways.
  • Circle time in the Transition classroom is rich in literature, phonemic awareness, and oral language development, because we know that students need a strong foundation in spoken language in order to be successful with written language.
  • Songs, fingerplays and games encourage children to manipulate sounds and “play with language.” Early reading skills are built through shared reading, which is an interactive reading session involving the whole class or small groups.
  • In the Transition class students have many opportunities to develop early writing skills during center time and a teacher lead small group time, as well as participating in the Handwriting Without Tears program. Handwriting Without Tears develops visual discrimination and necessary fine motor skills students will need to be successful in kindergarten.
  • Foundational math skills such as shape and size discrimination, spatial relationships, cause and effect, counting, patterning, and number writing are taught through hands-on activities.
  • The science centers offer opportunities such as exploration, discovering, investigating and problem solving. Spiritual development is also nurtured through daily prayers, chapel and Bible stories. We want all children to know they are created and loved by God!

School readiness is not magically achieved on a child’s fifth birthday. Readiness is built over the years of experiences that support the development of a child’s cognitive, physical, social, emotional and language skills. Before children can master academic tasks, they need time to pretend, build, climb, play, draw, question, and observe. It is important to look at children from a development perspective when considering school year placement. Developmental readiness considers chronological age, social and emotional stability, physical abilities, and cognitive understanding. The Preschool/Children of The Woodlands offers a transition class (a class after 4-year-old preschool and before kindergarten) that provides children extra time they may need for the maturation required to be successful in school.


Curriculum Components

We provide a stimulating environment where children develop a solid foundation for further learning and a positive attitude toward school. We teach a love of learning. Our classrooms are filled with play-based, hands-on learning experiences. This is how children learn best! All components of our program are based on developmentally appropriate practices. In essence, that means that we meet the needs of each student at his or her own level and build upon his or her strengths.

Spiritual Development

  • Daily activities to help children grow in awareness of the love of God
  • Classroom prayers with peers
  • Sharing of Bible stories, Christian-based stories and songs
  • Weekly chapel presented by The Woodlands United Methodist Church Children’s Ministry

Physical Development

  • Outside playground time twice a day (weather permitting)
  • Music and motor class daily
  • Easel in every classroom for both gross and fine motor development
  • Handwriting Without Tears materials in every classroom for fine motor development

Cognitive Development

  • Each classroom is a literacy-rich environment
  • STEAM focus (Science/Technology/Engineering/Art/Math)
  • An atmosphere of exploration, discovery, and individual creativity

Social Development

  • Opportunities to work individually, in small groups and as a class community
  • Sharing, participating and listening to others is encouraged
  • Conflict resolution skills are introduced and practiced

Emotional Development

  • Independence and self-help skills are fostered
  • Encouraging children to be confident learners
  • Establishing a strong sense of self


Four-year-old students have the option of enrolling in Spanish one day per week (Fridays). The Spanish speaking teacher and assistant provide enrichment in Spanish for children without prior Spanish exposure, as well as the bilingual learner. It is a typical school day filled with circle time, centers, music and motor, lunch, and playground.


Children build a solid conceptual understanding of math concepts through concrete, authentic experiences. At all levels, you will find children counting, sorting, building, graphing, measuring and problem solving in classroom centers. Teachers help children advance these skills using a developmentally appropriate sequence.


Every child at our school is exposed to and engaged in a literacy-rich environment. We strive to create an atmosphere where children are explorers, problem solvers, and critical thinkers. We desire for children to become lifelong learners who love to read! We use a research based, balanced approach to literacy.

In order to be successful readers, children first need a strong foundation in phonemic awareness and oral language development. At all levels, you will find children engaged in chants, rhymes, songs and many other opportunities to “play with language.” Because it holds such meaning for a child, we use a child’s name to first introduce letters and sounds. From there, we use a variety of materials and methods to reinforce learning and make connections to new learning.

Our classrooms are filled with authentic purposes for reading and writing. You will find inviting library centers where children can read and well-stocked writing centers where children can write letters, stories, lists or anything they have in mind. Through read-alouds and shared writing, teachers are intentional about modeling strategies for learning. Shared reading is an opportunity for the teacher and students to interact with a text together. Teachers use this time to help students learn about elements of text and to build a foundation for reading skills. Likewise, shared writing is an interactive experience where students can help generate a message or story and even "share the pen" to help write part of the message themselves. These are excellent opportunities to learn about how letters and words work.


Creating art is a positive, tactile experience which encourages expression of ideas and feelings. In child-initiated art, emphasis is placed on the process rather than product. Rather than completing a predetermined “craft,” children become the sole owners of their art as they explore various media (paint, shaving cream, play dough, etc.) using a wide variety of applicators — everything from their own fingers to tree branches to feathers. Process art helps children develop critical-thinking skills as they plan and organize their artwork.

Science & Social Studies

Science provides an opportunity to appreciate living things, improve observation skills, develop vocabulary, and foster children’s natural curiosity. Social Studies topics broaden children’s knowledge of the world around them. For both subjects, our centers emphasize hands-on learning and exploration. Children will also interact with and learn from nonfiction texts.