Ages 2-3 (Abejitas)

Abejitas (2 – 3 year-old)
Children do not have to be potty trained to be eligible for this program.

The Abejitas program introduces our young children to their first preschool experience, to a social world of sharing, exploring, discovering, and many learning opportunities. Our 2-3 Year-Old curriculum centers on engaging small-group learning opportunities through real life and hands-on experiences while providing them with the early fundamentals they will need as they continue the following years.

Goals and Developmental Objectives
Music and Story Time

We incorporate music and movement for enjoyment and language development. Use of contagious joyful songs in an engaging music class. Music is often introduced with stories. Verbal imitation, following rhymes and learning vocabulary, is connected with visual cues and lyrics. Gross motor movements accompany fun songs to reinforce understanding of content. Exposure to early literacy and develop listening and social skills in a group setting.

Fine and Gross Motor Skills

Learning opportunities to develop large and small muscles through a variety of activities and materials. Manipulatives are provided during math, art, science, such as playdoh, puzzles, beads, and lacing boards. Outdoor games and activities such as bikes, soccer, basketball games, painting, water play, sandbox, and drawing outdoors.

Visual Learning

Part of our weekly themes involves a visual and hands-on approach to learning so students make better connections of the daily lessons. Connecting language and vocabulary with visuals. Imitation of the body, oral, and facial expressions are encouraged to link the vocabulary and develop language skills. Students enjoy visuals (such as puppets) and movement to access new learning concepts. Use of props and engaging activities make learning fun.

Art and Science

Art and science are part of our weekly curriculum to encourage our students to express their creativity and express their ideas. Art and Science provide students with observations and discoveries. Making connections by observing cause-and-effect as students learn problem-solving and language skills. Utilizing inquiry-based thinking reinforces that each student has unique thinking, fosters learning from each other, problem solving, fosters the joy of investigating and being creative thinkers, encourages to ask and answer and discovery through others’ input.


Age-appropriate math concepts through hands-on activities to teach numbers, shapes, more or less, calendar, sorting, cooking, measuring, size recognition, and counting. Use of a variety of manipulatives to make learning fun, functional, and accessible to young students.


Teachers introduce the Get-Ready-for-School materials as a support of our pre-literacy curriculum. Fine motor and Pre-writing skills are taught through a variety of activities and manipulatives. Such as songs to prompt letter formation, letter recognition activities, recognition of student’s own name and friend’s name. Use of Handwriting Without Tears curriculum and materials to reinforce fine motor and visual planning skills.

Culture and Diversity Appreciation

We integrate culture and appreciation of each other background into our curriculum through dramatic play, classroom activities, and family events. Recognizing our community’s rich diversity is appreciated by having class discussions and inviting families to share traditions.

Curriculum Expectations
  • To promote parents/guardians as partners in their child’s learning process with honest and valuable communication by the teacher through newsletters, conferences and regular assessment of their children.
  • To provide a developmentally appropriate curriculum in a Spanish immersion setting for each child in all developmental areas: physical/motor, social/emotional, and cognitive/language, while introducing beginning math, reading, and writing literacy.
  • To encourage exploratory learning stimulated through play, self-selected learning experiences, dramatic play, and learning centers.
  • To encourage appropriate behavior through guidance techniques which include positive reinforcement, group and individual problem solving, redirection, logical and natural consequences, verbal expression of feelings, consistency and patience.
  • To promote appreciation of each individual child through recognition of individual strengths, areas of need, and individual learning stages; also, by encouraging creativity and by expanding the desire to learn.
  • To use child assessment data to develop and implement activities for children in their areas of need.
  • To help parents/guardians improve their parenting skills and become more responsive in meeting both the emotional and physical needs of their children.