Developmental Readiness for Thriving Threes
As children enter our older preschool programs, certain developmental skills help them participate successfully in classroom routines, group learning, and relationships with peers. The expectations below outline the readiness indicators for this program.
Key Readiness Expectations
Toileting
Children should be progressing toward toileting independence. Independent restroom use is the standard expectation in the older three-year-old program, with individual consideration of disability-related needs.
Group Participation
Children should be able to participate safely in classroom routines and remain with their group during activities and transitions, such as gathering on the rug or moving between areas of campus, with typical teacher support, including verbal reminders and modeling.
Communication & Regulation
Children should communicate basic needs, respond to simple directions, and accept age-appropriate redirection.
Summer Swimming & Swim Lessons
During the summer, children in our Threes programs may use our in-ground swimming pools and enroll in swim lessons when they are fully potty trained, under our standard pool participation policy. If a disability affects toileting, the school will review the child’s circumstances, reasonable modifications, and applicable health and aquatic safety requirements individually. Other summer activities remain available as appropriate.
Developmental Readiness Indicators
Group Participation
- Follows daily routines and transitions with typical teacher support
- Shows interest and engages in group activities with limited teacher support
- Participates safely with the group, with individualized guidance and support as appropriate
Communication
- Communicates basic needs (e.g., toileting, hunger, help) through speech, gestures, or other effective methods
- Understands and responds to simple directions
Self-Help & Toileting
- Progressing toward toileting independence in most preschool classrooms
- Independent restroom use is the standard expectation for the older 3-year-old program; disability-related needs are considered individually
- Indicates bathroom needs and cooperates with hygiene routines
Social-Emotional Readiness
- Separates from caregivers with typical support
- Participates more frequently in cooperative play versus parallel play
- Accepts redirection and is beginning to manage frustration with support
Expressive Language & Regulation
- Uses age-appropriate ways to express needs and emotions
- Responds to redirection intended to guide safe and respectful behavior
- Develops safe ways to interact with others, with teacher support and redirection when needed
- Can be soothed or redirected after emotional upsets
- Is able to rest their body during nap time and respects the rest needs of sleeping children
Let's Talk About the Right Placement
Children develop at different rates. If your child is not yet demonstrating some of these skills, we encourage you to speak with your Preschool Director. Together, we can discuss your child’s development, consider individualized supports or reasonable modifications where appropriate, and explore a suitable placement.
Individualized Readiness Considerations
These indicators describe typical program expectations and are not an inflexible admissions checklist. WHPS considers each child’s individual circumstances and requests for reasonable modifications or accommodations, including disability-related needs, consistent with applicable law. Families are welcome to discuss these needs with their Preschool Director. Placement and participation decisions are made individually, taking into account appropriate supports and applicable health and safety requirements.