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Love. Honesty. Responsibility.Courage.Respect.Faith.



  • Academically World-Class Curriculum Japanese/Russian Mathematics

  • Our Children read/write by 3 to 4 years old

  • Our Children learn the four basic operations of math by 6 years old

  • Learn and operate on a higher thinking level

  • Outstanding hands-on science program that develops conceptual understanding

  • God-centered character & social development based on work by world-renowned social psychologists

  • Excellence staff with knowledge of children with quality training based upon: Northeast Foundation for Children, Yale University, and the Core Knowledge curriculum

  • Micro-Environment with individual instruction in an on-going research tested environment

  • Our programs are supported in line with curriculums from the highest caliber university research in the country

  • 9 out of 10 students who stay through 2nd grade place in the top 10% in the nation.


Our Curriculum

Our curriculum is both theme-based and comprehensive, yielding vast, yet specific knowledge, building on progressive paradigms.Mikey can read and write. He knows where Madagascar is and Timbuktu too. He can tell you who Nero was. But he can also tell you that people with African descent started the first universities. He knows about Columbus, and George Washington. Mikey can speak a little French and sing Swahili. But they can also think; analyze, synthesis, fuse, take apart, think through, around and form a view of his/her own based upon Truth. At The DaySchool for children, we do adhere to the Core Knowledge curriculum as developed by Ed Hirsch but at an accelerated pace and definitely including the rich cultural diversity and heritage of other American people. Our curriculum brings together several top programs across the board including ones in music, art and ethics. This means we have brought together the very best approaches to bear in one place. ​​


A very significant aspect of school life is the infusion of our character education and social development. Its’ intent is to aid specifically at the moral education of the young. Moral education – the training of the heart and mind toward the good - involves many things, including explicit instruction, exhortation and training. It has been said that there is nothing more influential, more determinant, in a child’s life than the moral power of quiet example. The necessity of example is taken quite seriously at The Day School. Along with precept, habit and example, there is also the need for what we might call moral literacy. Because we respect the minds of the young – all our literature; stories, poems, essays and other literacy writings are intended to help children achieve this moral literacy. We show them what virtues and ethics look like, what they are in practice, how to recognize them, and how they work for the betterment of all. ​


Second, in our social development program we take this moral literacy a step further which involves explicit training in good habits and socially responsible behavior. We teach the children how to treat others as they desire to be treated and then give them opportunity to practice it. Next we help them to become consistent at it when they’re playing or during moments when they want to play with the same game that another child desires to play with – What should they say? What should they do? And what should they think? They learn social manners, self-control, respect for self and others, and cooperation etc. They begin to acquire the ability to communicate, negotiate and resolve conflict peacefully, while gathering listening and problem solving skills.


The Teacher


The teacher functions primarily as a guide and facilitator for learning. Their objective is to discern specific abilities, curtail weaknesses and to develop intellect. The teacher is a keen observer of the total human capacity and potential evolving. They are to provide great levels of encouragement and support for the growth process. We believe that the development of the child’s potential depends on the ability of the teacher to perceive the child’s possibilities, to stimulate the child to learn, and thereby to make the child’s hidden potential, a reality.

The Classroom


Our classes in The Day School for Children; preschool and kindergarten are multi-aged. Children ages three through nine can learn and play in the same environment promoting greater levels of learning in the young and greater levels of leadership in the old. Learning is individualized, that is, children are free to learn at their own pace and much of the contact between child & teacher is one on one. We found that this enhances learning, not limiting one child to the pace of another and respecting individual differences, even in the style of learning. Normally a child finishing The Day School for Children at age five or six has had, three years of cognitive work, has been able to read well for a year or two, and has had hands on experience of the four mathematical operations along with specialized classes in art, music, science, French and Spanish. If these children go to any other private school for 1st grade besides The Day School, they are likely to be asked to learn by rote [memorization] what they mastered two years ago.


Each DaySchool classroom is a structured, rich and carefully designed learning environment. All the didactic materials it contains are meant to attract and engage the child and help him/her develop the skills and abilities for which they are ready. For example the algebraic cube that is joyfully put together by the four-year-old displaying an exponential equation, lays the paradigm for mathematical success in the future during which this same child finds the mathematical ease of other algebraic problems quite simple because of their early years of sensorial success. We believe that little people are ready to think big thoughts. Why not invite a four-year-old to explore the continents and the five-year-old to learn about famous presidents and great inventors which will allow their imaginations to explore themselves as famous people. Why shouldn’t they fashion marshmallows into models of atoms and experiment with changing states of matter, understanding characteristics of solids, liquids and gases. Why shouldn’t a three-year-old look at a leaf and say, “Mommy, mommy a trifoliate, a trifoliate”?

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