Kinder Prep Schoolhouse

08/20/2026

Your child is happily playing at the park… until another child approaches.

Someone waves and says hi, and your child looks away.

Another child asks them to play, and instead of joining in, they run back to you.

And you find yourself wondering…

Why won’t my child just say hi?
Why don’t they want to make friends?
Are they being rude?

Probably not.

Some children are naturally slow to warm up in unfamiliar social situations.

Before they feel comfortable interacting, they may need time to watch, observe, stay close to someone they trust and figure out what is happening around them.

What looks like avoidance can actually be a child saying, in the only way they know how:

I’m not comfortable yet.

And that’s an important distinction.

We sometimes treat social confidence as though it’s something children need to perform—“Say hi!” “Go play!” “Don’t be shy!”—when what many children actually need is time and repeated experiences of feeling safe around new people.

You can still gently encourage social skills. Model saying hello. Give them simple words they can use. Stay nearby while they warm up. Celebrate the small steps.

But you don’t have to force the interaction.

Some children run straight into a group of kids they’ve never met.

Others stand beside us and watch for twenty minutes before taking one tiny step closer.

Neither tells us how kind, social or capable of friendship that child will eventually be.

Sometimes friendship starts with playing together.

And sometimes it starts with quietly watching from the sidelines until they’re ready.

08/17/2026

I don’t follow one early childhood philosophy.

And the longer I teach, the more intentional that choice has become.

There are so many beautiful approaches to early childhood education: Montessori, Reggio Emilia, Waldorf, play-based learning, and emergent curriculum. I find pieces within many of them that deeply resonate with what I believe about children.

From Montessori, I value independence, meaningful responsibility, accessible materials and the belief that children are capable. I want children to experience the confidence of realizing, I can do this myself.

From Reggio Emilia, I value the image of the child as curious, competent and full of ideas. I believe the environment can activate curiosity, invite investigation and inspire children to take their thinking somewhere I never could have planned.

From Waldorf, I appreciate the protection of childhood: rhythm, imagination, storytelling, nature, creativity and giving children time to experience the world without rushing them toward what comes next.

From play-based and emergent learning, I value the freedom for learning to become something we didn’t plan.

Because I believe learning happens not only between a child and a material, but between children.

Through conversation and collaboration. Pretend play and problem-solving. Disagreement and repair. Helping a friend, sharing an idea and learning how to belong to a community.

And underneath all of it is relationship.

Young children learn best when they feel safe, known and connected. Learning to regulate emotions, navigate conflict and communicate needs isn’t separate from our curriculum.

It is part of the curriculum.

There are academics, routines, expectations and intentional teaching here. But there is also room for independence and collaboration, quiet concentration and loud, joyful play, structure and spontaneity.

I don’t need Kinder Prep Schoolhouse to fit perfectly beneath the name of one educational philosophy.

I want the philosophy to fit the children.

Capable. Curious. Social. Imaginative. Developing. Wonderfully individual.

And still very deserving of a childhood. 💛

08/14/2026

Sometimes the smallest moments tell you so much about a learning environment.

He wasn’t asked to find the letters in his name. There wasn’t an activity directing him to do it. During play, he noticed the letters, gathered the ones that belonged to his name and began putting them together—all on his own.

That kind of moment is something we intentionally make room for at Kinder Prep Schoolhouse.

Our learning space is designed around the child. Materials are accessible, the environment invites exploration, and children are given time to follow the interests and ideas that naturally capture their attention.

Because when the environment activates a child’s interest, something powerful happens: the desire to learn begins to come from within.

That intrinsic motivation matters.

A child who wants to find the letters, figure something out, build the idea, ask the question or try again is doing more than learning a particular skill. They’re developing curiosity, independence, confidence and a relationship with learning that says, I want to know more.

We absolutely teach, guide, model and introduce new ideas here. But we also know when to leave room for children to discover.

Because sometimes our role isn’t to create the learning moment.

It’s to create an environment where the child wants to create it for themselves.

08/11/2026

A new chapter is beginning at Kinder Prep Schoolhouse.

Since I first opened the doors of KPS, one of my dreams has been to create a curriculum that truly reflects what I believe about childhood and how young children learn best.

I’ve always wanted KPS to be a place where relationships matter, play is valued, curiosity is protected, and learning feels meaningful rather than rushed. Academics have always had a place here, but I’ve dreamed of bringing all of those pieces together in a way that feels even more connected and intentional.

This year, that dream is beginning to take shape.

Each month, we’ll step inside one carefully chosen children’s book and allow it to inspire weeks of play, exploration, creativity, conversation, discovery, and learning throughout our classroom.

Behind it is a complete three-year literature journey—27 stories, each thoughtfully chosen with endless possibilities for where they might take us.

The heart of KPS isn’t changing. In many ways, this feels like becoming even more of who we’ve always been.

We’re building a curriculum around it.

I’ve dreamed about creating something like this since the beginning, and I cannot wait to finally begin this chapter with our Little Learners.

And to my current KPS families—you’ll find a special look at our new curriculum and three-year literature journey waiting in your inbox. 💛

08/08/2026

To my little graduates,

What a privilege it has been to know you, love you, and have a front-row seat to these little years.

I hope you always know how very proud I am of you.

Go do beautiful things, little ones.

💛 Ms. Janell

08/07/2026

08/06/2026

Today is the last day for a few of my little learners.

I’ve known this day was coming, but somehow that doesn’t make it easier.

The beautiful thing about running a preschool like this is that goodbye is rarely really goodbye. I’ll still see these sweet faces. I’ll get updates. I’ll cheer them on as they grow. They’ll always have a place in my heart.

But there’s still something about the last day.

There is a final page turning. The routines we’ve shared, the morning hugs, the conversations at snack time, the laughter during play, the little voices calling, “Teacher!”… those become memories instead of everyday moments.

People often talk about how much children grow during their preschool years.

And they do.

I’ve watched these little ones find confidence, friendships, independence, kindness, curiosity, and joy. Watching them become who they’re becoming has been one of the greatest privileges of my life.

One of the hardest parts is knowing that, as they grow, these years here will slowly become a faded memory to them. The ordinary days that meant so much to me will one day be just a small chapter in their childhood.

What an incredible privilege it is to be trusted with such a small piece of someone’s childhood.

To my little graduates… thank you.

Thank you for letting me be part of your story.

You’ll probably never know just how much you became part of mine. 💛

08/02/2026

I spent this past week teaching preschoolers at our church’s Vacation Bible School. As much as I enjoyed it, it reminded me how different it is to teach an unfamiliar group of children than one you’ve spent months building relationships with.

When you’ve had time to know each child’s personality, interests, and learning style, teaching feels very different. You know who needs extra encouragement, who learns by watching first, who thrives with hands-on experiences, and who simply needs a trusted adult nearby before they’re ready to engage.

It reminded me of one of the biggest differences between preschoolers and older children:

They don’t learn the same way.

An older child can attend a one-time class with a teacher they’ve never met and walk away with meaningful, lasting knowledge.

A preschooler? Not usually.

Young children learn best through trusted relationships, consistent experiences, and repetition over time.

Before they can fully absorb what we’re teaching, they’re often asking themselves questions like:

“Do I feel safe here?”
“Can I trust this person?”
“Is this a place where I belong?”

When those needs are met, their brains are free to explore, wonder, and learn.

That’s why preschool isn’t just about exposing children to new information. It’s about creating an environment where they feel known, loved, and secure enough to take risks, make mistakes, ask questions, and try again.

The same songs.
The same routines.
The same caring adults.
The same opportunities to practice, day after day.

To an adult, it might look repetitive.

To a preschooler’s brain, it’s exactly how deep learning is built.

Research in early childhood development consistently shows that secure relationships and repeated, hands-on experiences create stronger neural connections than isolated lessons ever could.

Learning at this age isn’t about how much information we can give children.

It’s about giving their growing brains the conditions they need to truly make that learning their own.

08/01/2026

One of my favorite things about KPS is watching the friendships that grow here. 💛

Writing hasn’t been something he naturally enjoys, but missing his friend was all the motivation he needed to write this note completely unprompted.

It’s one of my favorite reminders that meaningful learning doesn’t always happen through worksheets. Sometimes it grows out of real life, real relationships, and a child’s own desire to connect.

These are some of the most rewarding moments I get to witness.

08/01/2026

If your child has asked you to read the same book for the 183rd time this week…

First, my condolences. 💛

Second, there’s actually a good reason they’re asking.

To us, it can feel like we’re just reading another story.

But to a child, so much more is happening.

With every page, they’re hearing new words.
They’re strengthening brain connections.
They’re learning how stories work.
They’re making predictions.
They’re asking questions.
They’re stretching their imagination.
And perhaps most importantly, they’re creating positive memories around books because they’re sharing them with someone they love.

You don’t have to read with the perfect voices or finish every book in one sitting. Pause when your child notices something interesting. Laugh together. Read the same favorite story again and again.

Those moments may seem small.

But they’re doing some of the biggest work.

Research consistently shows that:
• Children who are read to regularly develop stronger language skills, larger vocabularies, and stronger early literacy foundations.
• Shared reading supports healthy brain development, including areas involved in language, comprehension, and imagination.
• Reading together strengthens the parent-child relationship and helps children develop positive associations with books and learning.

One day, they’ll stop asking you to read that favorite book over and over.

Until then, know that each “Again!” is more than repetition, it’s another opportunity to help build a reader, a learner, and a child who associates books with love.