Toddler Programs for 12-24 Months | Corlears School

About the Roots Program

The Roots program provides toddlers ages 12–24 months with a nurturing start to their first school experience. Grounded in responsive caregiving and the principles of child development, Roots is designed to support children in developing independence, autonomy, joy, and wonder through developmentally appropriate learning experiences.

New for Fall 2025: An extended-day option providing care until 3 or 5:00 p.m. to meet busy families where they are.

Eligibility

Children must be 12 months old on or before September 1 to be eligible for a fall start in Roots. For children turning 2 on or before October 1, our Seedlings nursery program is a better fit.

Program Options

The Roots program follows a half-day school curriculum from 8:30 to 11:30 a.m.; families can choose to enroll for 3 or 5 days, with classes meeting on Monday/Wednesday/Friday or Monday through Friday.

Extended days are also available as an optional add-on from 11:30 a.m to 3 p.m. or 5 p.m. While a full-year tuition commitment is required for the half-day school program, extended days are available for registration on a month-by-month basis at a competitive rate.

Individualized responsiveness is at the heart of the work we engage in with children and families. No matter the program you choose, our educators are trained to provide exceptionally nurturing comfort and care as a meaningful part of the separation-attachment process. This ensures every child feels a sense of uniqueness, community, and belonging.

How to Apply

There's no simpler way to start your child's Corlears journey than with the Roots program. Applications are accepted year-round and processed on a rolling basis.

To apply, submit an application on our website; following submission, you will be prompted to pay a $50 application fee. Once you have applied, a member of our admissions team will reach out to discuss next steps, including a private tour.

Roots students recommended for reenrollment in our Seedlings nursery program are not required to go through a more lengthy admissions process and will instead follow a simplified reenrollment process.

Staffing

Each classroom is capped at 10 students supported by 3 teachers, including a Head Teacher.

At Corlears School, all Head Teachers hold Master's degrees in early childhood or elementary education, in addition to role-specific certifications. Head Teachers are supported by Associate Teachers and Classroom Teaching Assistants who may hold a variety of early childhood-related degrees in addition to years of experience working with very young children.

Roots is further supported by Colleen Goddard, Ph.D., Corlears School's Early Childhood Division Director, who originated the Roots program in 2021. Colleen brings nearly three decades of experience in early childhood education, research, and leadership to her role. With a deep commitment to inquiry-based, Reggio-inspired learning, Colleen has strategically aligned the curriculum to key developmental domains, fostering a culture of play, wonderment, and meaningful engagement. Beyond her work at Corlears, Colleen is an adjunct professor at Brooklyn College and a contributing writer for the New York State Early Learning Guidelines, as part of the New York State Early Childhood Advisory Council. Her insights have been published by Psychology Today Online, PDI of CUNY, and more.

Caregiving as Curriculum

Play-Based Development

Responsive Daily Schedule

School-to-Home Partnership

Caregiving as Curriculum

The cornerstone of the Roots program is an approach we refer to as "caregiving as the curriculum." Every aspect of your child's experience is thoughtfully designed to foster:

Secure attachments: Gradual separation from a caregiver to establish trusting relationships with teachers and peers.
Social and emotional growth: A gentle process that nurtures independence while creating a strong sense of community.
Play and discovery: Exploration in spaces intentionally created to spark curiosity and hands-on learning.

Play-Based Development

At Corlears School, we believe that children learn best through a play-based approach that emphasizes hands-on exploration and discovery.

In the Roots program, all activities are designed to support growth in key developmental areas, including:

Physical development: Climbing play structures in the yard, running outdoors, jumping, hopping, riding a bike, throwing a ball, dancing, playing in the gym.
Language, literacy, and linguistics: Singing songs, storytelling, rhyming, being read to, writing, drawing.
Mathematical and scientific thinking: Playing with manipulatives like puzzles and building blocks, counting objects, measuring, and comparing sizes, shapes, heights, and lengths.
Social and emotional learning: Responding to and interacting with peers, teachers, and caregivers while reenacting lived experiences and engaging in imaginative, dramatic play areas.
Sensory integration: Playing with textured objects like sand, water, paint, clay, fabric, and soft climbing structures.

These learning experiences take place in expansive, light-filled classroom spaces that are intentionally designed to foster engagement and intimacy between children and their teachers. Throughout the school year, spaces evolve to meet our students' emerging interests and curiosities.

Learn More and Go Inside the Roots Classroom

Roots student using a tool to manipulate play dough with his hands

The below sample schedule will give you an idea of what your child can expect in the Roots program. The individualized, reflective-responsive approach is designed to prioritize our students' emerging needs and interests, so the exact day-to-day might change over time.

Visit our blog to learn more about how the rigor of a nursery school program like Roots differs from traditional daycare settings.

8:30 a.m.: Arrival

Arrival time is an immediate opportunity for our youngest students to feel a sense of belonging and inclusion as they enter the classroom with their grown-up. For example, even beloved stuffed animals — which we refer to as "transitional objects" — are affirmed and acknowledged by their teachers, which helps the children feel known and seen.

8:45 a.m.: Work Time

Work Time involves sensory exploration and socio-dramatic play opportunities, including blocks, puzzles, paint, play dough, puppets, book-sharing, the much-beloved sand table, and much more. You can visit our blog to learn more about how these learning experiences support key areas of child development.

9:30 a.m.: Cleanup / Transition

By helping to clean up their own stations, children get to experience a sense of independence and accomplishment. At the same time, they are contributing to the shared goal of getting to the next activity, which supports the classroom's overall sense of community. Throughout the day, special attention is paid to transitions from one activity to the next because of their essential role in supporting the children's emotional regulation, executive functioning, and language skills.

9:35 a.m.: Morning Meeting

Morning Meeting is a mainstay of the Corlears School curriculum. This important ritual, which is differentiated by age level, allows children to come together as a community, say hello to one another, and find out what they can expect from the day ahead. This moment of connection fosters a sense of belonging, encourages social and emotional development, and sets a positive tone for the day.

9:45 a.m.: Yard Time

Our natural backyard playground has been intentionally designed to promote learning through play. In the yard, children practice their gross motor skills by climbing, jumping, riding on tricycles, and more. Sensory experiences include the "mud kitchen", digging through sand bins, and in the summer months children love playing in our splash pad. Encounters with nature are also meaningful to young children as they experience the leaves, trees, the changing seasons, and the sensation of weather and climate.

10:00 a.m.: Cleanup / Diapering / Transition

Typically, this period is used to check on and change diapers, although teachers are reactive throughout the day to these needs as they emerge. Although it might sound odd, diapering is actually a unique opportunity to form trusting bonds with very young children. During this time, teachers will neutrally describe what is happening — by saying things like, "I'm going to pick you up and lay you down," and, "We're going to get you ready to keep playing," children begin to form expectations and trust in their teachers. We use words like "new" instead of "clean," and we never refer to diapers as "dirty" (although they might very well be!). Teachers are intentional in avoiding any phrasing or behaviors that might inadvertently cause the child to feel shame about their body during this intimate process, which ultimately harms trust formation and their ability to thrive in the classroom setting.

10:10 a.m.: Snack

At Corlears, even snack time is an opportunity to facilitate growth and socialization. When children go to their designated cubby to retrieve their own snack, there's a sense of ownership: "I get to choose what to eat first, and how much to eat." Snack also encourages social reciprocity, because children love sharing about their favorite snacks and learning about what their friends are eating, too — even if they can't quite form full sentences yet! Teachers encourage these interactions by noticing and affirming the children's snacks and positive social interactions.

10:25 a.m.: Work Time

This second Work Time period is another opportunity for children to explore their interests and develop skills across key domains.

11:20 a.m.: Closing Circle

Another Corlears School tradition, Closing Circle is an opportunity to gather, connect, and reflect on an exciting day. Teachers will make the children feel known and seen by reminding them what they accomplished that day, from big to small. At this age, all experiences are meaningful and part of a child's emerging sense of self. Like the morning routines, Closing Circle creates consistency and predictability, cueing an end to the day for children in our half-day school program, and a transition to extended-day for children enrolled in care until 3 or 5 p.m.

11:30 a.m.: Transition / Extended Day

While the half-day program follows a school curriculum, the extended day follows a more responsive rest and care approach. With soft music and the lights turned low, teachers create a calm, relaxing atmosphere that allows children to regulate and fall asleep in their mat or crib. Throughout extended day, play-based learning experiences remain available, and teachers are continually attentive to any eating, diapering, or emotional needs.

School-to-Home Partnership

We recognize that parents and caregivers are an integral part of a child's first school experience. Our teachers work to build strong connections between school and home through open communication, collaboration, and a deep understanding of every family’s unique needs.

Families are invited to share their own reflections on their child’s milestones, ensuring alignment between classroom observations and home experiences. This collaborative approach supports a shared understanding of each child’s individual growth, reinforcing our commitment to inclusive measurement and evaluation.

Together, we cultivate a partnership that nurtures your child’s growth and confidence with the goal of laying the foundation for a lifelong love of learning.

Ariel smiling with one of her Roots students

"Early childhood education is of utmost importance to the foundational construct of growth, learning, and achievement for the youngest of learners. Educational opportunities for the burgeoning child represent a critical cornerstone at which every encounter, engagement, and experience holds meaning and significance. Our youngest of children enter the world motivated by interest, emotion, and curiosity. Children are eager to engage — with others and the environment — to contemplate and consider, as well as create and experiment. It is these same characteristics that manifest for the ever-inquisitive child as an abundance of knowledge, skill sets, attitudes, and responsiveness as they develop and prosper. This is the result of cultivating intentional, motivational, and meaningful learning activities where children can thrive, learn, and grow, which paves the pathway to lifelong achievement and educational success."

Colleen Goddard, Ph.D.

Early Childhood Division Director

Building exterior spring 2024 - background

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Roots Toddler Program:
12–24 Months

About the Roots Program

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