Speak with Us!
Reach out directly to discuss your child’s unique personality and transition needs
Frequently Asked Questions
- Open campus lets hesitant kids stand back and observe safely before joining
- Low child-to-teacher ratios ensure an educator is free to sit and comfort your child
- Comfort items like blankets and favorite stuffed animals are highly encouraged
Morning separation can be difficult, especially for children who need extra time to feel comfortable in a new environment. At Laurel, our spacious setting allows children to ease into the day without feeling pressured to join an activity immediately. They may watch from a comfortable distance, stay close to a teacher, or begin with a familiar activity until they feel ready. Our child-to-teacher ratios allow educators to provide individual reassurance, connection, and comfort during the transition. Families are also welcome to send a familiar comfort item, such as a small blanket or favorite stuffed animal, to help their child feel safe and connected to home. We work closely with each family to create a consistent drop-off routine and help children build trust at their own pace.
- Zero timeouts or isolation chairs used on our campus
- Open-air setting naturally absorbs distress sounds to help children downshift faster
- Teachers stay close to validate big feelings and practice calm breathing techniques
We understand that tantrums are often a young child’s way of communicating feelings they do not yet have the words or skills to express. At Laurel, we do not use timeouts, isolation chairs, or shame-based discipline. Instead, teachers remain nearby, help children feel safe, acknowledge their emotions, and guide them through calming strategies such as breathing, sensory play, movement, or taking a quiet break with a trusted adult. Our outdoor environment also provides children with room to move, reset, and regulate without feeling confined.
Once the child is calm, teachers gently help them understand what happened and practice more appropriate ways to communicate their needs. Our goal is not simply to stop the behavior, but to help children gradually develop emotional awareness, self-regulation, and confidence.
- Removes the intense peer competition found in single-age classrooms
- Observant children can watch and learn from older peers at their own speed
- Older children naturally step into gentle mentorship and leadership roles
Quiet and observant children are never expected to participate before they feel ready. In our mixed-age environment, children can watch, listen, and learn from others while becoming comfortable at their own pace. Younger or more reserved children often benefit from seeing older peers model classroom routines, communication, and play skills. Older children, in turn, develop empathy and confidence as they naturally help and encourage younger classmates.
Teachers remain attentive to each child’s personality and gently create opportunities for connection without forcing participation. Whether your child joins quickly or prefers to observe first, their way of engaging is respected and valued.
- Nature acts as a passive therapeutic tool for speech and physical development
- Balancing on cedar logs and climbing grassy hills builds core physical confidence
- Outdoor discoveries give children a natural, exciting motivation to use new words
Nature provides children with meaningful reasons to move, explore, communicate, and problem-solve. Walking across uneven ground, balancing on logs, digging, carrying natural materials, and participating in outdoor games can help children strengthen coordination, balance, core stability, and physical confidence. Outdoor discoveries also create natural opportunities for language. A child may point to an insect, ask for help, describe a leaf, call a friend over, or share excitement about something they have found. Teachers build on these moments by introducing new words, asking supportive questions, and encouraging communication without pressure. While our program does not replace speech, occupational, or physical therapy, our teachers are happy to partner with families and specialists so that classroom experiences can support each child’s individual goals.
Hours and Operations
- Dedicated tracks for infants, toddlers, and preschool students
- Afterschool programs and seasonal summer camps for ages three to seven
- Open Monday through Friday from 7:30 AM to 5:30 PM
- Flexible full day windows or a part-time half day from 9:00 AM to 1:00 PM
We offer dedicated programs for infants, toddlers, and preschool-age children. We also offer afterschool programs and seasonal camps for children ages 3 to 7.
Our campus is open Monday through Friday from 7:30 AM to 5:30 PM. Families may choose from full-day options or a part-time half-day schedule, depending on availability and the child’s program. We understand that every family’s schedule is different, and we are happy to help you identify the option that best fits your child and your family’s needs.
- Built on the research-based Creative Curriculum by Teaching Strategies
- Phonics, literacy, math, and social skills embedded directly into physical play
Our program is built around the research-based Creative Curriculum by Teaching Strategies. Children develop early literacy, phonics, math, problem-solving, social-emotional, and communication skills through hands-on experiences, purposeful play, small-group activities, stories, music, art, movement, and outdoor exploration. We believe school readiness is about more than recognizing letters and numbers. It also includes learning how to follow routines, communicate needs, work through frustration, build friendships, make choices, and approach new experiences with confidence. Teachers observe each child’s interests and development, then create experiences that are engaging, age-appropriate, and responsive to how young children learn best.
- Encouraged for the preschool track but not an enrollment requirement
- Teachers partner with parents to handle training at the child’s natural pace
Being potty trained is encouraged for children entering our preschool program, but it is not a requirement for enrollment. Toilet learning is a developmental process, and every child reaches readiness at a different time. Our teachers partner with families to provide patient, respectful, and consistent support without pressure or shame. We encourage open communication between home and school so that children receive similar language, routines, and encouragement in both environments. Our goal is to help each child build independence and confidence at a pace that feels comfortable for them.
- Daily designated rest period from 1:00 PM to 3:00 PM
- Non-nappers do quiet activities like reading or drawing instead of lying in the dark
Children who no longer nap are given a calm, comfortable space to slow down and recharge during the afternoon. They are not expected to lie still or sleep. Instead, after a brief quiet rest, they may choose peaceful activities such as reading, drawing, puzzles, or other quiet table work.
Our teachers help create a soothing environment while respecting each child’s individual needs, so non-nappers can enjoy a restful break without feeling pressured to sleep.
- Every teacher meets or exceeds all State of California requirements
- Full criminal background checks, active CPR and First Aid certifications, and ongoing training
Every Laurel teacher meets or exceeds the requirements established by the State of California for their position. Staff members complete required criminal background clearances and maintain current CPR and First Aid certifications. Our educators also participate in ongoing professional development related to child development, classroom safety, responsive caregiving, positive guidance, and age-appropriate teaching practices. Beyond qualifications, we look for teachers who are patient, dependable, attentive, and genuinely enjoy building relationships with children. We believe families should feel confident not only in a teacher’s training, but also in the warmth and care their child experiences each day.
- Daily deep cleaning of all classrooms and learning materials
- Teachers complete a strict daily checklist using safe sanitizing solutions
The health and safety of our children are part of every classroom routine. Classrooms, shared spaces, frequently touched surfaces, toys, and learning materials are cleaned and sanitized regularly using child-safe products and established procedures. Teachers complete daily safety and cleaning checklists and follow appropriate handwashing, diapering, food-handling, illness, and supervision practices. Outdoor spaces and classroom materials are also inspected regularly to identify and address potential safety concerns. We also rely on strong communication with families. Parents are asked to keep children home when they are sick and to share any health information that may affect their child’s care. By working together, we can maintain a healthy, comfortable, and welcoming environment for everyone.