NIDO PROGRAM

A Gentle Beginning Rooted in Trust


The first years of life are a time of extraordinary growth. In our Nido community, infants and young toddlers are welcomed into a calm, nurturing Montessori environment where secure relationships, freedom of movement, and growing independence are thoughtfully supported.

Low furniture, open floor space, carefully chosen materials, and predictable daily rhythms allow each child to explore safely and participate at their own pace. Our educators observe closely, respond respectfully, and provide just the right amount of support as children develop movement, communication, confidence, and trust in themselves and the world around them.


Kirkland Campus: 6–18 months
Bellevue Campus: 12–24 months

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QUALITY INTERACTIONS

Warm, responsive, and unhurried interactions help each child develop trust, emotional security, and a strong sense of belonging.

Low student teacher ratio 3:1.

FREEDOM OF MOVEMENT

Open floor space and developmentally appropriate materials encourage children to move, explore, and strengthen their bodies naturally.

GROWING INDEPENDENCE

Children are invited to participate in feeding, dressing, self-care, and everyday routines as their abilities gradually emerge.

DEVELOPMENT IN THE FIRST YEARS

MOVEMENT

LANGUAGE AND COMMUNICATION

LANGUAGE AND COMMUNICATION

Open floor space and freedom of movement allow children to practice rolling, sitting, crawling, standing, and walking at their own pace. Grasping, carrying, placing, and manipulating objects also strengthen coordination and fine-motor control.

LANGUAGE AND COMMUNICATION

LANGUAGE AND COMMUNICATION

LANGUAGE AND COMMUNICATION

Educators speak clearly and respectfully throughout the day, naming objects, actions, and emotions as they occur. Conversations, songs, stories, gestures, and responsive interactions help children develop understanding and gradually express their needs and ideas.

COGNITIVE DEVELOPMENT

SOCIAL-EMOTIONAL DEVELOPMENT

SOCIAL-EMOTIONAL DEVELOPMENT

Simple, purposeful materials invite children to explore cause and effect, object permanence, size, shape, texture, and sequence. Through repetition and hands-on discovery, children begin developing concentration, memory, and early problem-solving skills.

SOCIAL-EMOTIONAL DEVELOPMENT

SOCIAL-EMOTIONAL DEVELOPMENT

SOCIAL-EMOTIONAL DEVELOPMENT

Consistent caregivers and predictable routines help children build trust and emotional security. Respectful interactions support children as they begin recognizing emotions, forming relationships, and developing a sense of themselves within a community.

THE PREPARED NIDO ENVIRONMENT

Designed for Exploration and Belonging

The Nido environment is calm, orderly, and intentionally arranged from the child’s perspective. Open floor space supports unrestricted movement, while low shelves, child-sized furniture, mirrors, movement supports, and carefully selected materials invite children to explore with growing confidence.


Distinct spaces for movement, meals, personal care, quiet activity, and rest create a predictable rhythm throughout the day. Materials are simple, purposeful, and placed within reach so children can make choices and begin participating in their environment independently.

As children develop new abilities, educators thoughtfully adjust the environment and rotate materials in response to their movement, interests, and individual needs. Every detail is designed to communicate: You are safe, capable, and an important member of this community.

A DAY IN OUR NIDO COMMUNITY

A Predictable Rhythm, Guided by Individual Needs

Each day follows a calm and familiar rhythm while remaining responsive to each child’s needs for movement, nourishment, care, connection, and rest.

ARRIVAL AND CONNECTION

Children are welcomed individually and given time to transition into the classroom with the support of a familiar educator.

MOVEMENT AND EXPLORATION

Children freely explore the prepared environment, practice emerging movement skills, and engage with materials selected for their current stage of development.

MEALS AND PERSONAL CARE

Feeding, diapering, handwashing, and dressing are treated as meaningful learning experiences. Educators slow down, communicate each step, and invite children to participate according to their abilities.

OUTDOOR EXPERIENCES

Time outdoors offers fresh air, sensory discovery, physical movement, and opportunities to observe the natural world.

REST AND QUIET MOMENTS

Children are supported in resting according to their developmental needs and the classroom rhythm, with thoughtful transitions that help them feel secure and comfortable.


The rhythm of the day remains flexible, allowing educators to respond to each child while providing the consistency and predictability young children need.

PARTNERING WITH FAMILIES

Continuity Between Home and School

Families know their children best, and close communication helps us provide consistent, individualized care. Educators share observations about meals, rest, development, emerging interests, and the child’s experiences throughout the day, while families help us understand changing routines and needs at home.


As children grow, families and educators work together to support new skills and prepare for a thoughtful transition into the Toddler community. The timing of this transition is guided by the child’s development, readiness, and individual needs.

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