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Our learning spaces

In addition to our classrooms, CHS children have access to other stimulating spaces like our STEM Garden, Gross Motor Rooms, and Innovation Studio.

Parent with a child

Infants & young toddlers

At CHS, we know how important the earliest years of children’s growth are. Our infant and young toddler curriculum and classrooms are designed to stimulate and nurture that growth through:

  • A safe and supportive environment so children feel comfortable and secure
  • Sensory experiences and language-rich environments
  • Purposeful movement and play that helps develop their growing bodies
  • Activities that develop key skills like crawling, walking, expressing and identifying emotions, fine motor, early language, and early math
Child playing with toys

Older toddlers

Older toddlers thrive through action, activity, and their growing independence. Our older toddler classrooms provide opportunities to nurture that independence while keeping children on the move. This includes:

  • Child-driven lesson plans that address their collective interests
  • Activities that build vocabulary and language skills
  • Opportunities to develop fine motor skills
  • Educators that foster self-help and independence
  • Exploration of early math concepts
  • Empowering expression through creative arts
  • Developing social emotional skills like sharing and regulating emotions
  • A purposeful mix of independent play, group time, learning centers, outdoor play, and reflection
Child and teacher playing


Preschool children are ready for more structured learning. They’re making connections and building upon the skills they’ve developed over the last several years. This is a key time to build confidence, as well as:

  • Pre-academic language skills: letter recognition, writing, early phonics, vocabulary
  • Pre-academic math skills: sorting, counting, problem-solving, critical thinking
  • Social emotional skills: communicating feelings, resolving conflicts, making friends

We do this through a purposeful mix of independent play, group time, learning centers, outdoor play, and reflection that our preschool teaching teams have informed through their work with local school districts to ensure that children are ready and able to make a smooth transition to kindergarten.​

Teacher working with a student

Continuity of Care

The relationship between a child and their teacher is of the utmost importance, and studies show that children are more successful when they have consistent caregivers. Because of this, we follow a Continuity of Care model in which CHS children will remain with the same educators and children for several years, from infancy to their older toddler classroom. After they transition to their multi-age preschool classroom, they will remain with those educators and children until they leave CHS and transition to kindergarten. This provides children with a sense of comfort and stability and ensures deeper connections between educators, families, and children that aid in a child’s development.


For interested professionals

Want to know more about current opportunities at CHS? Explore our open positions.


For interested families

Want to learn more about us? Discover our approach to early childhood education.


Have questions?

Enrollment questions? Interested in career opportunities? Contact us to learn more about Catherine Hershey Schools for Early Learning.

Catherine Hershey Schools for Early Learning are subsidiaries of Milton Hershey School and will be staffed and operated independently of the Milton Hershey School core model.

Catherine Hershey Schools for Early Learning admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.