FAQs

Our outdoor space is designed to provide ample opportunities for movement and exploration. There are two separate spaces within our playground, one for infants and toddlers (up to 2 years) and one for preschoolers (ages 3-6).

The infant toddler playground is designed specifically for our youngest learners to have a safe environment for outdoor exploration. Varied surfaces and gentle height differences encourage movement as their gross motor skills develop.  

The preschool playground grows with the children, with a variety of different spaces for climbing, running, and large-scale imaginative play. 

Our infant teachers work with parents to ensure that each child’s nap aligns with their natural schedule. Cribs are kept in a designated area of the classroom where lights can be adjusted to a comfortable level for sleeping. 

Children in the 1s program transition to one afternoon nap. Teachers create a calm environment conducive to sleep, but respect a child’s sleep habits , including wake up time. Children are provided with opportunities for quiet play if they wake up before the rest of their classmates. 

We will maintain a rest period in the afternoon through the 4s, allowing for children to either nap or work quietly in the classroom, as we know not all children drop their naps at the same time. 

Our student to teacher ratio meets - and often exceeds - the standards laid out by the State of Connecticut. Please see the individual program page for your child’s age group for more specific information! 

We ask that families in our infant program provide children with any milk, formula, and/or food they will need during the day. Starting in the 1s, the school will provide all children with a healthy, balanced snack each day between drop off and lunch time and again in the afternoon and families will send children with lunch. We are very aware that children may have allergies or intolerances to certain foods, and are happy to discuss with you any concerns you have or accommodations needed!

Potty training in the 2s is absolutely not required! When the child is ready (we know what to look for, and we will share our observations with you at the appropriate time), we will work with the child on using the toilet. Additionally, we pair children in diapers with already potty-trained children. This peer-teaching is an effective strategy that empowers all children involved in the process.

We have an open door policy at TCS Ridgefield, and love for parents to join us in the classroom. 

We do not follow a set curriculum, but work alongside the children on both short and long term investigations that develop from the children’s interests and needs. Our teachers create opportunities for children to interact with one another and collaboratively problem solve while building knowledge across a variety of topics. Please visit our Philosophy page to learn more!

Yes, absolutely. We work with each family to implement their individualized feeding plan.

We view conflict between students as an opportunity for learning. We take this approach because we do not want to solve the children’s problems for them, but, through the use of scaffolded language and support, provide them with the tools to solve problems on their own. This is important as we want to support children in their independence and acting responsibly, not just when they are being observed. 

Our teachers find natural ways to weave early academic skills into classroom projects. Research shows that when learning happens in meaningful contexts, children are more likely to understand and remember what they learn. We strive to incorporate the skills children will need for future academic success throughout all aspects of our program.

We take the health and well-being of our children, families, and staff seriously. Our school follows Connecticut Office of Early Childhood and Department of Public Health guidelines regarding illness and communicable diseases. Children who are ill or unable to comfortably participate in the school day may be asked to stay home until symptoms improve and children are well enough to return to school. We maintain healthy classroom practices through regular cleaning, handwashing, and open communication with families to help support a safe and healthy school environment.