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Beginnings School

210 South Avenue
Weston, MA 02493

(781) 891-1011


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Beginnings is a private school for young children ages 3 months through 6 years offering school year, summer, and afterschool programs. The school offers part-time and full-time programs. Alongside a rich academic curriculum, children at Beginnings are taught the fundamentals of emotional and social intelligence. This learning allows children to better express, understand, and manage their own emotions and the emotions of others; essential skills which can help them throughout their lives.

Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based, Teacher-Led

From the Director:

As a private day school for young children, Beginnings School has the distinct ability to employ a unique and transformative educational philosophy. Alongside a rich academic curriculum, children at Beginnings are taught the fundamentals of emotional and social intelligence. This learning allows children to better express, understand, and manage their own emotions and the emotions of others; essential skills which can help them throughout their lives. The program's emotional foundations of learning involve best practices and principles in early childhood education, child development, and research. We continually incorporate academically-sound and timely research as well as feedback from parents into a child’s day-to-day experience. True to founder Dr. Donna Housman’s original vision, we work to instill a love of learning in each child. Programs focus on letting the seeds of curiosity and wonder take root, blossom, and continue to grow for a lifetime.

Curriculum & Teaching Approach

Learning Philosophy & Tools

  Play- based mostly teacher led not formally in curriculum conducive environment
Language       more

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  • Tracing paper and other writing instruments
  • A well-stocked bookcase
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
Time & space more

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  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Maps
  • Building blocks
Sci. reasoning/physical world more

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  • A place for science activities such as growing plants
  • Pets for children to watch and care for
Music more

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  • Musical instruments
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
Physical activity more

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  • A playground with climbing equipment
  • Bean bags, balls, and other objects that children can throw, kick, and play
  • Tricycles
  • Enough room for children to move around and play and a suitable indoor alternative to the outdoor playground on rainy days
  • Sandboxes and/or water stations for play
Other subjects taught In addition to airy, light-filled classrooms and indoor play spaces, Beginnings offers an open-air environment that allows children to gain an appreciation for nature and explore habitats right in the school’s backyard. Beginnings’ Wildlife Sanctuary provides the perfect “living labs” for children as they experience plants and animals in the nearby fields, woods and wetlands. Through careful observations, activities and projects in these habitats, our young naturalists develop an awareness and understanding of the interdependence of all living things. A wooden bridge over a stream bed brings the children to a tree house, offering them “birds-eye” views from the branches. The Children’s Garden is a magical place. Here, children and their families are encouraged to plant seeds, study the seasonal life cycles of vegetables, flowers, and butterflies, and, document changes over time with sketches, photographs, and words. The Beginnings Playground is a spacious outdoor area that provides opportunities for children to express their enthusiasm and release their energies as they climb, crawl, roll, run, swing, and dig. The outdoor play surfaces allow for riding tricycles, playing ball and rolling hula-hoops. The infants and toddlers have their own riding path, green lawn and enclosed sand box. The play structure offers a variety of choices to match skill development and interests. As part of the curriculum, children learn about preserving the natural world in which we live. Teachers help children to identify the many opportunities we each have to make a positive impact on our environment from reducing waste, reusing materials, and recycling.

Quality of Teaching

Individualized Teaching: From the Director

Children can excel in one area more than another, and at different rates in the various areas of development, and we provide a curriculum that covers all areas of growth and development - emotional, social, cognitive, aesthetic, and physical - in order to introduce new levels of challenge when the child is ready. Our basic premise is each child progresses at their own rate and may excel in one area but find another area particularly challenging. By providing opportunities for exploration that cover a wide array of developmental areas, we believe we can help the child express themselves broadly, feel out their interests, and in this way, provide a curriculum that is responsive to the needs of every child.

Day in the Life

General School Mission

“It is more important to pave the way for the child to want to know than to put him on a diet of facts he is not ready to assimilate.” Rachel Carson

At Beginningsâ„¢, we believe that children who possess positive feelings of self-worth are better able to learn about themselves and engage more fully with each other and the world around them. Our curriculum meets the unique needs of every child by providing opportunities for exploration and experimentation based on their special interests, talents, and abilities. Beginnings offers a secure and stimulating environment that encourages creativity, imagination, and desire for mastery. Our program serves children ages 3 months through six years in all areas of personal growth including emotional, physical, social, and cognitive development. Our experience confirms that every child must be allowed to progress at his or her own rate through these important life stages.

Here at Beginnings, a fundamental goal is to enhance each parent’s understanding and knowledge of child development in order to help family’s thrive. Our faculty and administrative team believe that a strong working relationship between parents and school is essential and we encourage open communication, close collaboration, and active participation.

A Typical Day

Beginnings Child Development Center is a vibrant place where young children learn and grow in a safe and nurturing environment. The Beginnings staff has created warm and welcoming indoor and outdoor spaces for children 2.9 months to 6 years to experience and explore. Here, children interact with each other and the world around them.

Offerings are developed to meet the needs of today’s families and include Infant and Toddler, Preschool, Junior Kindergarten and Senior Kindergarten classrooms. After School activities, Summer Camp, and a Spanish Immersion Curriculum round out the program.

Parents are an important part of the Beginnings community. Support and resources are available to parents at every stage of their child’s development.

For twenty-five years, Beginnings’ knowledgeable faculty has encouraged each child in their care to develop a sense of wonder, a love of language, their individuality, their natural curiosity, and their creative spirits.

Home-School Connection

Home-School Connection: From the Director

Beginnings encourages a strong working relationship between teachers and parents. We stress open communication and close collaboration. Daily communication is provided to parents so they understand what their child is experiencing. We encourage parents to share their experiences at home to encourage a better understanding of each family and establish a strong home-school connection.

Beginnings encourages parents to spend as much time as they can visiting us. We have special observation booths for training and research purposes, and also as a means for parents to observe their children interacting with peers and adults. Questions about children?s behavior are welcome and we do all we can to help parents understand the development of their child.

To further assist communication, parent-teacher conferences are held at specific intervals during the year. There are also special curriculum nights and activity days for parents and their children. Please refer to our school year calendar for these dates.

Parents Say They are Encouraged to:

  • Sit on the board of trustees
  • Hold social events at the school to build community
  • Fundraise
  • Are required to make donations ourselves
  • Are able to visit the school anytime we want
  • Go on field trips
  • Volunteer in the classroom
  • Receive newsletters

Modes of Communication

  • Notes
  • Phone Calls
  • Voice Mail
  • Email
  • Special Meetings
  • Two or More Regular Conferences
  • Drop-Off
  • Pick-Up
  • Regular newsletter/printed updates circulated to the whole school


Separation is Handled through:

  • Home visits by teachers
  • Pre-entry meetings with parents at school
  • Small group sessions
  • Parents in classroom early on

Handling Separation: From the Director

Families are encouraged to stay and spend time with the child to help them through any separation anxiety. Parents are invited to bring a special toy or book that feels comfortable to the child if it feels right to do so. Teachers and the parents will typically communicate what will happen next, for example, next mommy or daddy willl go to work, and we will sit down for a puzzle. Once parents finish saying their goodbye, the teacher will step in to help the child find an activity that they think the child would enjoy and that will help them through the transition.