Trinity School Early Childhood Program

Two’s – Transitional Kindergarten

Children should be two years old by September 1st* 

Located at 330 Ravenswood Avenue, Menlo Park, CA.

Regular Day Program: 7:30 am – 1:00 pm

Extended Day Program: 7:30 am – 6:00 pm

*Children who are very close to the age cut off date will be considered in conversation with parents.

The Early Childhood Program values an emergent curriculum that advocates for children’s play in an intentional learning environment and sees each child as a competent, capable individual. Thoughtfully facilitated projects emphasize the understanding that knowledge is constructed over time and in socially charged environments. Teachers and children work together on a shared desire to uphold the classroom as a place for the children’s theories to evolve and open-ended materials and media are powerful tools for communicating ideas and stories. 

Our educators believe teaching must be constructive and instructive with an aim to facilitate understanding. Our practices rely on cultivating relationships with peers, adults, and materials to offer a differentiated curriculum that meets a wide range of developmental levels.


Lower Campus NAEYC

Leave Room for Learning
Leave Room for Learning

“Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.” – Loris Malaguzzi

We have three classrooms, purposefully designed to suit the stages of development for children in each age group. Our spaces are inviting, aesthetically pleasing, and incorporate natural elements with loose parts that encourage children to design, create, and represent ideas and discoveries through conversation, art, writing, and invention. Educators value students’ graphic language expressed in a painting, a sculpture, and in written words. The visual representation of children’s ideas becomes increasingly deliberate as teachers document to make learning visible and drive a responsive, actionable curriculum. Music/dance, Design Thinking and storytelling specialty classes provide students opportunities for self-expression and further social interactions. 

Pine Room - 2's and Young 3's Classroom

This classroom for our youngest learners prioritizes active exploration in a tactile learning environment. Educators facilitate learning experiences that emphasize socialization, independence, language, and physical skills. Educators work collaboratively with families with potty training, establishing consistent routines and child-sized toilets to ensure a smooth transition.

Age Specifics: Children should be two years old by September 1st, or close to that date to be eligible for admission.

Laurel Room - 3’s Classroom

The 3-year-old classroom is specifically planned with the growing toddler as its focus. Open-ended materials and engaging provocations are designed to facilitate an understanding of identity and self-esteem. Engaging conversations and collaborative projects emphasize key developmental concepts through independent exploration, hands-on activities, and small and large group work.

Age Specifics: Children should be three years old by September 1st, or close to that date to be eligible for admission.

Tierra Room- 4's and Transitional Kindergarten Classroom

The stimulating classroom environment facilitates independence, collaboration, integration, and imagination by offering opportunities to actively investigate questions and research answers. Educators encourage the children to think critically, extend their schema, and represent their theories. The differentiated curriculum encourages young children to participate in emergent reading and writing activities that are both age and developmentally appropriate. 

Age Specifics: Ages 4-5.  Children should be four years old by September 1st, or close to that date by eligible for admission.

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As the children engage with learning opportunities, questions and observations form the basis of interaction with teachers and other students.

Handling, moving, and thinking about different materials leads to problem setting and problem-solving. A piece of string might generate a conversation about line; a found wheel might lead to exploring why certain shapes roll and others do not. All of this exploration leads to transformative thinking in classroom spaces that provoke curiosity and invite engagement.

Every activity in our Early Childhood Program is offered on the premise that collaboration in the pursuit of knowledge is enjoyable and rewarding for all.

Why Play?

  • Play has been recognized globally as an important learning tool and as an important right of children
  • It promotes development in all domains 
  • Builds social skills
  • Allows practice of cultural roles
  • Alleviates stress
  • Allows construction of meaning from emotional experiences
  • Is a vehicle for optimal cognitive development
  • Encourages flexibility in thinking and risk-taking
  • Encourages self-regulation
  • Enhances language and literacy skills
  • Allows children to practice skills in meaningful ways.

Specialist Programs accentuate and complement the teaching and learning practices in the classrooms. Engaging with these teachers, and their expertise, throughout the week, offers a unique and holistic opportunity for our children to explore and extend their learning.

  • Music and Movement
  • Library
  • Design Thinking
  • Chapel
  • Studio Art

Trinity School’s Early Childhood Program looks at teaching and learning through a holistic lens, placing equal value on wonder, curiosity, engagement, focus, initiative, learning dispositions, and social-emotional well-being along with age-appropriate skills and concepts.

Learning trajectories are assessed with formative, ongoing assessments, small group, and individual activities in the classroom. Formative evaluations are an essential component of emergent teaching practices that allow educators to modify, differentiate, scaffold, and extend to offer developmentally appropriate curriculum.

Summative assessments are compiled into quarterly report cards, followed by conferences to ensure collaborative and shared goals for the child’s growth and development.