Prekindergarten | Fremont

Hilltop Children Center’s half-day (six hours) prekindergarten program is for children three to five years. Our classrooms are open from 8:00am-2:00pm, Monday-Friday and run from September to June and follow the Seattle Public Schools academic calendar from September to June. Our skilled primary educators help build essential skills by carefully crafting engaging activities that balance instructed learning and purposeful play.

We also offer an optional 2:00pm-5:00pm, Monday-Friday extended day program for children enrolled in our morning half-day program for those needing care after school.

Our Reggio Emilia-inspired, emergent learning curriculum is designed to stimulate the whole child through experiences in math, science, language, drama and music. Language development is rapid at this age, so we also take this opportunity to help increase their vocabulary. All lessons are presented in a way to help develop each child’s imagination by learning through play.

Your child will also be taught fine motor skills, reading, writing and math readiness. They will be able to retell stories and, in the process learn to sequence. Simple analogies are also introduced to expand critical thinking skills. Throughout their time in pre-kindergarten, your child will develop self-esteem, learn how to follow instructions, listen, and communicate effectively, practice self-control, connect with others, manage bathroom needs and actively participate in physical activities. We consistently evaluate your child’s kindergarten readiness based on age-appropriate benchmarks to assess individual growth and development.

Alder Room

Maple Room

Spruce Room

Spruce Room – Extended Day

Suite Mentor Educator and Support Educator

Stories from the classroom: Social negotiation

Over the past few weeks the teachers have noticed a new schema has developed within the games this group plays in the classroom.  They now usually have a boss, a person who makes many of the decisions for the game.  In some ways this figure has been helpful – they help solve disagreements between players and help the game move forward.  There have also been some downsides – sometimes the boss is focused on control instead of leadership and often the same kids are the boss day after day.

Wanting to give the group time to reflect on this structure and to brainstorm ideas for future games, the teachers gathered a list of questions for them to think and talk about. When presented with these questions the kids had a lot to say.  First we took time to draw or write alone and many filled multiple pages with pictures and words with their responses.