Multi-Age Program (MAP) 3

  • Child catching bubbles

16 children, (3-5 years old turning 3 by 9/30), with 3 full-time teachers and several student interns per day, meeting Monday, Wednesday, and Friday 9am-4pm.

Multi-Age Program (MAP) 3 - Classroom Family Packet

A Classroom Family Packet will be sent to you in August, containing information from your child’s teachers about the philosophy, schedule, curriculum, and classroom practices of the classroom that builds on to the CSDC Family Handbook.

  • Nursery 3-1
  • Nursery 3-2
  • Nursery 3-3
  • Nursery 3-4
  • Nursery 3-5

Classroom Teachers

    Phone: (603) 862-2835
    I began my professional career at Families First Health and Support Center in 2005 where I provided care for multi-age groups. I taught in a kindergarten classroom at Little Harbour School before coming to CSDC in 2011. I have taught in Preschool 1 and 2 before moving to Kindergarten in 2014. I graduated from Roger Williams University in 2004 with a Bachelors of Arts in Sociology and Political Science. I pursued further education at the University of New Hampshire where I earned…
  • Early Childhood Teacher
    Phone: (603) 862-2835
    Bethany has been teaching in the Early Childhood field for over 20 years, in a variety of settings. She graduated from Boston University with a BS degree in Early Childhood Education, and her professional experience began in the lab school in the School of Education at BU. Bethany has been teaching in the Multi-Age Preschool Program (formerly Nursery) at CSDC since August, 2017.  Her time in lab school settings has greatly influenced her understanding that observation and collaboration are…
    Emily earned her Bachelor’s degree in Family Studies from the University of New Hampshire in 2011, and went on to receive her Master of Education degree in Early Childhood Education, Special Needs Option in 2014. Emily currently holds a NH State Teaching Certification to teach children who are infants through age nine. She spent much of her academic career at UNH working and training as an intern and teaching assistant at the Child Study and Development Center. Emily has spent the last five…

MAP Program Schedules: Please note that this schedule is fluid and flexible as we observe the needs and interests of the children.

Daily Schedule 

Daily Schedule


child walking through the snow

 Approach to Curriculum Development

One of the greatest gifts we can give our children is the empowerment to create a life they love, filled with purposeful, enjoyable work, and relationships they hold dear.”-Sarah L. Cook.

When children are empowered throughout their early years, they view themselves as valuable members of the family and school communities. Empowering children in appropriate situations highlights their abilities and the way they experience big emotions.

As stated in the CSDC Curriculum Philosophy, children will: 

  • Solve meaningful and challenging problems

  • Be a respectful and competent friend, community-member, and citizen
  • Develop curiosity, a sense of wonder, and a lifelong love of learning
Two kids playing at a table
Child eating at a wooden table
children playing arts and crafts

In addition to traditional content areas (math, science, literacy, etc.), we believe that children need to have a strong sense of self. In order to access future curriculum and be lifelong learners, children must first be able to identify who   they are and how they fit into their community. This includes:                   

  • Metacognition                                         
  • Observational skills
  • Considering other possibilities
  • Secure relationships
  • Executive function 
  • Challenging and inviting environments
  • Nurturing children's curiosities
  • Independent exploration
  • Revisiting experiences
  • Long term exposure & project approach


Emergent Curriculum

Utilizing observations of children's interactions with materials and peers to guide curriculum development in the classroom.

  • Time and space                         
  • Questioning                                     
  • Scaffolding
  • Agency
  • Following child's lead
  • Authentic experiences and materials
child using hands to paint
kids outside
child playing with paint

Socio-Constructivism in Practice


  • Children learn and deepen understanding through social interactions.
  • Teachers foster these relationships through ongoing modeling and referring children to their peers for support.
  • Children advocate for own learning
  • Trusting relationships between teachers and children
child and teacher playing in the snow
group of kids using yarn to make things
2 kids playing with wooden structures