
Finding the right preschool can feel like learning a new language while juggling a calendar, a budget, and a three-year-old who insists stripes and polka dots match. The preschool years are short, but the decisions you make now shape your child’s first experiences with peers, teachers, and learning. Private preschool admissions add layers you don’t face in public options, from application timelines to interviews, and that can make the process feel opaque. It doesn’t have to be.
What follows draws on years of working with families who explored everything from toddler preschool playgroups to full-day preschool programs with year-round care. The priorities are different for every household, yet the questions tend to be the same: What does “good fit” mean for a three-year-old? How selective are schools, really? How do teachers think about readiness for 3 year old preschool versus 4 year old preschool? And how do you navigate financial aid and waitlists without losing sleep?
A compelling website tells you almost nothing about whether your child will thrive there. Begin by observing your own child for a week. Notice when they naturally lean into play, need rest, ask for help, get overwhelmed, and bounce back. Do they recharge by being with people or playing alone? How do they handle transitions like cleanup or leaving the park? Then map those patterns onto program structures.
Private preschools vary widely. Some run full-day preschool that mirrors a school-day with extended care; others offer part-time preschool or half-day preschool with short mornings; some do a hybrid. A child who naps deeply and needs outdoor time in the afternoon may do better with mornings at school and a relaxed afternoon at home. A child who craves predictability may settle more smoothly in a full-day program with a consistent rhythm.
A family in a downtown apartment with two working parents may prioritize dependable 8 to 6 coverage. Another family with flexible schedules may see big developmental benefits in a half-day that leaves room for playgrounds, grandparents, and swim lessons. Neither is more “committed” than the other. Fit is not about ambition, it is about daily reality.
Labels like Montessori, Reggio Emilia, Waldorf, or “play-based” are often used as shorthand. They point to different structures and mindsets, but every school adapts these to its context and staff. Visit if you can, and ask questions that tie the philosophy to daily practice.
Montessori classrooms typically have mixed-age groups, carefully sequenced materials, and longer stretches of independent work. Independent does not mean unattended. Teachers observe closely, guide choice, and step in when a child hits frustration. I have seen children who seem distractible in one setting become laser-focused when they are free to repeat a practical life task like pouring beans or washing a table.
Reggio-inspired programs emphasize projects that arise from the children’s interests, with documentation on walls that shows the learning process, not just the final product. If your child is constantly inventing games about rainbows and frogs, a project approach can be magical. If your child needs more explicit structure to feel secure, you want to see how teachers scaffold choice.
Traditional play-based preschools cover literacy, numeracy, and social skills through centers, songs, stories, and preschool teacher-led small groups. The best of these programs differentiate without fanfare. A teacher might slide magnetic letters next to the block area for a child who loves trucks and letters equally, or quietly add tongs to the sensory bin to build fine motor strength for early writing.
Curriculum buzzwords matter less than the quality of interactions. Ask how teachers respond when a child bites, when someone refuses to share, or when a child refuses circle time. Listen for language that emphasizes regulation and relationship, not punishment.
Most private preschools group children by age, often with a toddler preschool option for 2-year-olds, a 3 year old preschool class, and a 4 year old preschool group that might be labeled pre K programs. Age cutoffs vary by city, but many schools use a date between late summer and early fall.
Two groups tend to cause parent jitters:
Younger-for-grade children who just make the cutoff. A child who turns three in late August can be developmentally different from a child who turned three the previous September. Good programs accept that range and set up classrooms to accommodate it. If you worry your child is “behind,” focus on regulatory skills, not academics: can they separate with support, use the bathroom with help if needed, join a group, and recover from a conflict with teacher guidance?
Older-for-grade children who miss the cutoff or repeat a year in preschool. Some families opt for an extra year in a preschool setting to allow more time for language, fine motor, or confidence before kindergarten. This is often helpful in 4 year old preschool when a child is close but not quite ready for the expectations of a structured kindergarten day. Schools usually support this without stigma.
The admissions team will consider readiness across multiple domains: separation, communication, flexibility, and emerging self-help. If your child still naps, uses diapers, or is cautious in new settings, say so. Experienced directors want a full picture to build a good cohort and place the right teachers with the right group.
Private preschool admissions run on cycles that can feel abrupt. Many schools accept inquiries year-round, but serious application timelines in many metro areas cluster between October and February for the following fall. Schools with rolling admissions exist too, especially for part-time and half-day preschool.
Expect these steps in some form: an open house, a parent tour, an application, possibly an observation or playdate with your child, references, and a decision window that may be just a week. If you need financial aid, deadlines can be earlier because schools use third-party services to verify income and set awards.
Write deadlines on a single calendar and note which require you to pick one school by a certain date. If you have an offer you like but are still waiting to hear from another, ask respectfully for a short extension. Directors know families are juggling multiple schools. You will not be the first to ask, and the tone of your request matters more than the request itself.
A director once told me they look for “children who can be happy here and parents who will be partners.” That is it. There is no secret handshake.
For children, staff want to see curiosity, capacity to separate with support, and a baseline of peer awareness. Perfection is not expected. If your child is shy, clings, or speaks softly, that is fine. Teachers note temperament and think about classroom balance. If your child storms through the room, that is not a disqualifier either; it tells them your child needs a teacher who structures movement and channels energy.
For parents, teams look for alignment. Do you support a play-based approach if the school is play-based? Will you trust the process if early writing looks like scribbles with meaning? They also look for transparency. Share allergies, past evaluations, speech therapy, or any behavior plans. A good school will use that information to support your child. Withholding it rarely ends well.
Families sometimes assume full-day preschool is a sign of rigor and half-day a sign of leisure. The length of the day has more to do with family logistics and the child’s rhythms than with the quality of learning. A superb half-day program can offer richer peer interaction and instructional time than a full-day that stretches thin after lunch.
If you are evaluating full-day preschool, ask about the afternoon. Do children nap or rest? What is the child-to-teacher ratio after 3 p.m.? Are the same teachers present, or do different staff rotate in? Continuity matters for young children. An afternoon filled with screens is a red flag, although short calm videos during pickups may be reasonable in some communities.
If you are leaning toward part-time preschool, understand how the school integrates children who attend three days a week with those who attend five. Some programs maintain consistent groups; others mix. Both can work, but it is helpful to know if your child will see the same peers consistently.
Half-day preschool is often a sweet spot for children who wake early, thrive in morning social time, and need afternoons to decompress. It also saves tuition. The tradeoff is scheduling therapy or enrichment after school without overtiring your child. I have watched families regain balance the week they shifted from full-day to half-day, simply because the child could rest at home and arrive the next morning eager to play.
Tours tend to be polished. You still learn a lot if you step past the staged corners. In classrooms, look down: Is the floor messy in a purposeful way? Are children engaged with materials at their level, or are they waiting for adults? Listen for teacher language. A calm teacher who says, “You are mad because you wanted the red shovel. You can have a turn when Marcus is done. Let’s set a timer together,” is teaching conflict resolution in real time.
Check the bathrooms and hallways. Cleanliness matters, but perfection in an active preschool usually means children are not exploring freely. Peek at the playground. Asphalt and plastic can be fine if teachers are inventive with movement and loose parts, yet a mix of surfaces and natural elements generally correlates with better gross motor experiences.
Ask to see documentation. Many preschool programs display photos with captions that explain the why behind the activity. A wall that says, “We mixed cornstarch and water and noticed it was hard when we pressed and soft when we let go,” shows teachers are naming properties, encouraging predictions, and valuing observation.
Toilet readiness is one of the thorniest admission questions. Some private preschool programs require children in 3 year old preschool to be toilet trained; others accept diapers and focus on routines that lead to readiness. Ask early. If a school requires training by September and your child is unbothered by wet diapers in July, consider a program that allows diapers or a plan that takes pressure off the whole family.
Teacher attitude is key. You want language like, “We follow your lead and keep it positive,” not shame-based charting or forced sits. The same principle applies to naps. If your child needs a nap but the school does not offer it, your child pays the price with late-day behavior. Be honest about sleep needs and choose accordingly.
Allergies, asthma, or medical plans require documented protocols. Request to see how the school handles EpiPens, inhalers, and handoffs during aftercare. Ask who is trained and how often training is refreshed. You are not being difficult. You are evaluating a safety system.
Applications typically ask for basic information, your goals for your child, and how your family aligns with the school’s values. Keep answers concrete. If you value independence, describe the moment your child insisted on putting on boots alone and how you decided to leave five extra minutes for departures. If you value community, talk about the weekly park meet-up your cooperative playgroup started.
Parent essays are not graded on prose style. Admissions teams read for self-awareness and fit. Avoid generic claims about “academic rigor” at age three. Talk about your child and your priorities in this season: consistent caregivers, outdoor time every day, gentle structure, exposure to diverse peers, and teachers who celebrate effort and kind acts.
References help schools triangulate temperament and needs. Choose someone who has actually spent time with your child in a group setting: a nanny share host, a music class teacher, a faith community child care coordinator. Brief them on what matters to you so they can speak specifically.
Schools organize playdates differently. Some observe children in small groups in a classroom, others hold a free play session in the gym, and a few come to your current daycare to watch your child in their comfortable environment. Teachers are not testing letter recognition. They look for how your child approaches materials, navigates peers, and responds to simple prompts.
Your job is to set conditions for success. Prioritize sleep the night before. Offer a familiar breakfast. Dress your child in comfortable clothes with shoes they can move in. Arrive a few minutes early so transitions are not rushed. If your child clings, that is okay. Staff know warm-up time is part of the picture.
When your child emerges, resist quizzing. A simple, “What was your favorite thing?” keeps the tone light. Children sometimes report that they “did nothing” or “played with a red car,” and that is fine. The teachers saw what they needed to see.
Private preschool tuition ranges widely by city and program length. A full-day preschool slot in a high-cost area can run the equivalent of rent. Many schools have some financial aid or sliding-scale options, although funds may be limited.
Complete financial aid applications fully and on time. These usually require tax returns, pay stubs, and a snapshot of expenses. If your situation changed after filing taxes - a job loss, new caretaking responsibilities - include a letter explaining the context. In my experience, transparency helps schools stretch to meet families where they can.
If your child receives public services like speech therapy or occupational therapy through an early intervention program, ask how the school coordinates with those providers. Some private preschools welcome therapists into the classroom; others prefer pull-out during the day. Coordination affects your schedule and your child’s continuity of care.
Schools often proclaim commitment to inclusion. The test is in staffing, curriculum, and daily practice. Look for teachers and administrators who reflect the diversity of the families served. Ask how holidays are recognized. Ask how teachers address differences in family structures, languages, and abilities. For a child with visible or invisible disabilities, ask how teachers will support peer questions with respectful language and accurate information.
A school that truly values inclusion tends to show it in small moments. In one classroom, a teacher tagged books with sticky notes in multiple languages so family members could read aloud during visits. In another, teachers adapted a climbing unit to include a child who used a walker, not by sidelining the child but by changing how they measured “climb,” focusing on grip, balance, and courage.
Commute time matters more than parents expect. A 25-minute drive each way with a toddler can sap everyone’s patience. Shorter commutes create space for morning routines that are calm rather than frantic. Proximity also makes it easier to pop in for a brief conference, join a class celebration without taking a half day off work, and build friendships with families who live nearby.
At the same time, an exceptional fit across teachers, philosophy, and schedule can justify a longer trip. If the only school that supports your child’s medical plan is across town, consider sharing a carpool with another family or aligning telework days with drop-off. Expect to revisit this calculus each year. What is tolerable at age three may be unworkable when a younger sibling arrives.
Even warm, well-meaning programs sometimes reveal misalignments during admissions. Watch for vague answers to specific questions about safety, discipline, or staff training. Pay attention to how staff talk about children’s behavior. If the language centers on “good” and “bad” kids rather than skills and supports, consider how that framing will land with your child.
High turnover can be a warning sign. Early childhood education is underpaid in many places, so some turnover is inevitable. But if a school cannot keep lead teachers year to year, the program’s stability suffers. Ask how long the director and lead teachers have been in place and what the school does to retain staff.
Overpromising is another caution. A preschool that claims to guarantee kindergarten outcomes is selling something they cannot deliver. At this age, building self-regulation, curiosity, cooperation, and early literacy and numeracy through play-based work is the gold standard. Anyone who insists otherwise should show evidence.
Waitlists are common in crowded markets. They are also more fluid than they appear. Families move, switch plans, or receive multiple offers. I have seen a family move from number 12 on a list to an acceptance in mid-August. If a school you love waitlists you, write a brief note to the director restating your strong interest and any flexibility you have, such as start date or days per week. Keep the tone respectful and short.
At the same time, enroll in a program you feel good about. Children thrive with consistent, responsive adults and peers. A second-choice school with excellent teachers can outperform a first-choice school if your child feels secure from day one. If a spot opens later, you can revisit the decision with new information about how your child is doing.
Once you accept a spot, plan the first two weeks with intention. Most private preschool programs offer a gradual phase-in: shorter days that lengthen as children settle. Work with your employer or family support to be available those first days. Predictable goodbyes matter. A short, consistent routine at drop-off - bathroom, two hugs, one wave at the window - helps your child internalize that you always come back.
Send comfort items if allowed: a small photo, a soft toy, a scarf that smells like home. Label everything. Expect regressions at home the first week or two: potty accidents, clinginess at bedtime, meltdowns over socks. They tend to fade as routines take hold. Teachers can tell you whether your child needs more reassurance or more clear boundaries. Trust their read; they see dozens of transitions each year.
A small subset of children struggle beyond the normal adjustment period. The reasons vary: sensory sensitivities, separation anxiety, temperament mismatch, or simply that the current classroom is too large or too loud. Do not wait and hope it resolves on its own. Request a meeting with the teacher and director. Ask for specific observations and try adjustments: noise-canceling headphones during loud transitions, a visual schedule, a quiet corner with a predictable job on entry.
If after a few weeks there is little progress, consider whether a smaller group or a different structure would help. A part-time preschool with a lower adult-to-child ratio can be a bridge. So can a toddler preschool that prioritizes sensory regulation. This is not failure. It is fine-tuning the environment to your child’s needs.
Preschool is not a race. It is a lab for learning how to be with other people, how to manage big feelings, how to ask questions, and how to follow curiosity. The best private preschool for your child is the one where they are known, welcomed, and challenged at the right edge of their comfort. Sometimes that is the program with a waitlist, glass walls, and a glossy curriculum map. Sometimes it is the smaller school tucked behind the library, with veteran teachers who greet your child by name and remember their love of purple socks.
Parents who thrive in this process tend to do three things well. They adjust expectations as they get to know their child in a school setting. They communicate frankly with teachers and directors, even about tender topics. And they hold the decision lightly, trusting that a good start in any number of preschool programs builds a sturdy foundation for what comes next.
If you focus on daily fit, strong relationships, and the slow work of growth, the admissions maze becomes a series of clear steps. Your child needs a place to play, to be guided with kindness, and to practice being part of a community. The rest is detail.
Balance Early Learning Academy
Address: 15151 E Wesley Ave, Aurora, CO 80014
Phone: (303) 751-4004