A young girl wearing a white beaded necklace, a butterfly pendant, and a mustard yellow shirt with white polka dots. She has curly red hair, light skin, and is outdoors in a sunny wooded area with trees and greenery in the background. She is also wea
A woman and a young boy standing and crouching in a shallow creek, with the woman holding an orange net and the boy pointing at the water. They are outdoors surrounded by fallen leaves.
A young girl with curly blonde hair wearing pink rain jacket and pink boots jumping from one tire to another outdoors in a grassy area surrounded by trees.
Four children playing tug-of-war outside on snowy ground, with a girl in a purple coat and red and blue hat pulling a rope against a girl in a pink coat. Two other children, a girl in a blue coat and a boy in a black coat, are also involved, while a

✺ Frequently Asked Questions ✺

  • First, does your child meet the basic enrollment requirements of being self-toileting and at least 2 years 9 months at the start of the school year? If not, you’ll need to wait until those requirements are met.
    You’ll also need to ask if your child is developmentally ready– calendar age is not the same as developmental age. You know your child best. Does your child enjoy playing and working with peers for long periods of time, or does he prefer adult engagement? Most two year olds and even some three year olds still developmentally prefer a classroom with fewer students and more teachers so that they can have more teacher time, while others are ready to watch, learn, and engage with the busy hum of activity that a classroom full of 3 – 6 year olds offers. If you’re not sure, observe your child when he’s in a larger group of other children. Is she at ease, either watching intently or joining in, or is this level of emotional and social input too much for your child, eventually resulting in stress-reaction behaviors like unprovoked hitting, running away, or hiding? If your child is telling you in this way she needs more time focused on creating closeness and connection with you and other primary caregivers, perhaps with just a few friends, rather than making those connections with a classroom full of peers, we recommend that you consider The Mayapple School in another year.

  • We’ve successfully had children transition from another preschool to The Mayapple School for a variety of reasons, and this could be a good option for your child. However, behaviors might also be indicative of special needs that The Mayapple School isn’t equipped to meet, so it’s best to discuss this personally with educators before enrollment.

  • All students at The Mayapple School must be able to stay with a group. We take all children into the forest with the instruction to stay where they can see a teacher. We check in with (and count!) students continually, but we are not able to provide proper supervision and education of the group if one (or both!) teachers continually need to focus on one child because she or he is running away. We need to be able to keep your child safe. If your child’s behaviors with you or other caregivers includes running away in busy stores or parking lots, attempting to leave his house or yard without an adult, or other escape behaviors (beyond “trying out” this type of misbehavior one or two times, just to experience it), then wait another year before enrolling your child at The Mayapple School.

    Mistaken behaviors are a normal part of childhood, and there are many different behaviors that teachers at The Mayapple School can help with. Unfortunately, elopement is not one of them.

  • Teachers are available to help children as needed with accessory tasks such as helping take off/ put on clothing, hand washing, and reminding children to flush the toilet, wipe properly, etc. Teachers do not wipe children or do these things for children, as our center is not licensed for any regular diapering activity. If your child does not need help, we can also respect her desire for privacy as well.

  • Your child can be warm and happy outside. You can help your child get used to different types of weather by spending time, appropriately dressed, outside every day.  When we keep children inside in all but the best weather, we undermine children’s resiliency and prevent the growth of children’s hardiness and stamina.


    Teachers firmly believe that all children can be warm and happy outside, yet we know that without the proper preparation, the opposite can also be true. We keep a close eye on all children. If your child complains of or show signs of being cold, we make immediate efforts to warm your child. We will also let you know so that we can work on a plan to ensure her warmth in the future.

    In some outdoor weather, children cannot stay warm indefinitely; on those days, we talk to children about participating in active play and go inside when stamina limits will soon be reached. Last school year, our shortest outdoor play period has been 40 minutes, but it could be much shorter depending on the weather.


    The Mayapple School can be appropriate for children who are small or thin for their age, but your child should at least be wearing size 2T clothing before you expect her to join in. Such children may need to wear specific brands or items of clothing that provide a lot of warmth for their weight and bulk. Outfitting your preschooler appropriately may take a little planning, and we have a selection of outdoor items to borrow from should you be waiting on an order or even curious to try out different clothing brands or items.

  • Initial separation anxiety is not uncommon. Creating the habit of going to school and good separation routines will help your child. It can be very hard for parents to see their child upset, but it is best to show your child that you feel positive about his abilities to gain in independence and have fun at school. Even if you feel sad, you should model calmness for your child when saying goodbye. Some children keep pictures of their parents in their cubbies that they can take out when they need them. Your child can also take a “lovey” to school– and don’t worry, we will never force your child to share her lovey, (though we do ask that loveys be put away if they become a distraction, and also while children are eating and in the bathroom).


    One thing Mayapple School teachers discourage is leaving while your child is distracted, i.e. “sneaking out.” This does not build long-term trust. On the other hand, if you say “I’m leaving now,” and your child fusses, you should still follow through with your statement– when we see parents say goodbye 3, 4, or even 10 or more times, it’s always harder for the child than if you just say goodbye once after your special routine, and go. (The child will focus her energies on adjusting to the school, and not on figuring out how to extend the routine.) We also ask that parents not say things like, “If you don’t like it, then you don’t have to go,” even if that really is the case. When children hear that, then they make up their minds not to like it so they can stay home like they are comfortable with. You may have heard the saying that “It takes 21 days to make a habit.” We ask that you give your child 21 school days to transition. If your child is still experiencing separation anxiety that lasts longer than 3 minutes, parents should be prepared to work with teachers to create a plan for increasing classroom confidence and comfort.


    If you leave and your child is crying or seems not ready to play, there are a variety of methods we use to help increase his comfort. We offer hugs, a book, or a windowsill to wave goodbye. We talk about what we will do that day and when mom/dad is coming back. We talk about what mom/dad is doing right then, and how much the student is loved. We encourage children to look at their pictures, hold their loveys, find a comfy corner, or make a picture for mom and dad. We might assign your child a special job to help them find their place in the classroom. Children will feel comfortable when they have created relationships with teachers and students in the classroom, but throughout the year as your child grows and experiences different life events, it isn’t uncommon for separation anxiety to crop up now and then. Be prepared to approach drop off calmly and with belief in your child’s abilities.

  • Teachers focus on creating positive relationships with and between students through shared activities and meaningful personal interactions. A strong relationship base gives children incentive to work through problems that come up and helps them feel safe and find their voice in doing so.


    Disruptive classroom behavior, disagreements between peers, and group or individual misguided behaviors will occur each year, and most are normal events. Working through these normal incidents can be used to further children’s social and emotional learning.


    We encourage parents to view misguided behaviors in a calm way. A child’s mistaken behavior is an attempt to satisfy her needs or desires. Though it is not always a straightforward task, it is possible to help her learn to satisfy her needs and desires in a more positive way.


    At all times, the focus is on “problem solving,” which means that the question teachers ask is “How can we help solve this problem?” not “How can I best punish this child?” The answer to that question may be different for each child or incident. Teachers have used small and whole group role playing, books, puppets, apology of action (where students check on each other and see what they can do to make the injured party feel better– sometimes this is a hug, sometimes saying “sorry,” other times agreeing to change future behavior), hugs, and discussion with and without peers to help children solve problems. Some children need physical space apart from others while processing emotions, which could be found on the couch or in walks with teachers. We do not regularly use any reward/punishment systems such as sticker charts or red/yellow/green cards. Studies show that any such use is effect only in the short term as a support for helping children link cause and effect, and any such use is first discussed with parents. Problem solving techniques may be done before (pre-emptive), during, or after (process) problem experiences.


    If your child comes to you with a problem that he says has not been addressed at school, and it would be beneficial to do so, please inform teachers of your child’s report. It is possible that teachers may miss events or nuances of children’s experiences, and important incidents can be reopened for children as needed.