Welcome To The Lake School
2021-2022 Registration Is Now Open!
The enrollment form is here
COVID19 note: The Lake School is constantly reviewing the latest research regarding young children and COVID19 transmission and following the CDC guidelines for a safe and healthy reopening in the fall. Please review our Community Care Agreement to see the policies, procedures and protocols that we are putting in place to keep our students, families and staff safe and healthy this school year.
Our Philosophy
The school was founded on the premise that an organized and enriched environment provides a child with a sense of self, of her world, and of her own development. It provides a supporting and stimulating preschool experience in which the child's needs are recognized and their skills and interests are broadened. The Lake School provides a learning experience which reinforces the child's fundamental need to learn and to play in a joyful and challenging environment.
At The Lake School, we believe that children benefit from having choices. We encourage individuality while emphasizing social behavior such as cooperation and respect for others. For example, children in the yard get to learn about the world, nature, weather, how to be part of a group, how to share, take turns, respect the environment, and about living creatures and plants. The school encourages many opportunities for play during the day with an emphasis on outside time.
Our educators treat children with the utmost respect, scaffolding opportunities for them to
direct their own emergent learning. Children learn through experiences of touching,
moving, listening, and observing. We encourage them to explore and provide endless
opportunities for expression.
Most importantly, the learning experience needs to be fun and exciting so children
develop curiosity and a lifelong love of learning.
In every class, our teachers emphasize the strategies and processes involved in learning and self-growth, preparing our students to live thoughtful, creative, and fulfilling lives.
