Riverdale Temple Nursery School launches kindergarten bridge program for young learners

A new program at Riverdale Temple Nursery School is aiming to ease the shift from preschool into kindergarten.

Set to begin this fall, the school’s Kindergarten Bridge program is designed for children who may benefit from an additional year in a smaller, play-based setting before entering a more structured classroom. Administrators say the initiative reflects both developmental concerns and logistical challenges families face when navigating school systems.

Differences between public and private school cutoff dates can leave children caught between timelines, sometimes forcing families to decide whether to advance a child who may not be ready or have them repeat a year in a new setting. The bridge program offers a third option — one that prioritizes readiness over rigid progression.

“We are doing this kindergarten now because we’ve had a lot of families who were just like, ‘oh, we’d so much rather repeat kindergarten than send them early,’” said Alexandra Abikzer, director of the nursery school.

Beyond those structural concerns, educators say the program is rooted in how young children actually learn. While preschool classrooms emphasize play-based, hands-on learning, Abikzer said many kindergarten environments have become increasingly academic, with longer periods of seated instruction and higher expectations for reading and writing.

The new class is designed to preserve that earlier education approach while gradually introducing structure. With a projected enrollment of 12 to 15 students, the program will offer more individualized attention than typical classrooms, allowing teachers to tailor instruction and pacing to each child.

Students will be introduced to literacy, math and writing using curricula aligned with local schools, but those subjects will be taught through interactive, hands-on methods rather than rote memorization. Teachers will also incorporate small-group instruction and flexible learning centers, giving children opportunities to explore concepts at their own pace.

Stephanie Cruz, the school’s special education coordinator and lead teacher for the program, said the goal is to balance preparation with developmentally appropriate learning.

“I’m most excited about creating a space where we can do play-based learning for kindergarten, because now kindergarten in private and public schools [is] very intensive,” Cruz said.

While the classroom will include structured elements — such as group instruction and routines — those will be integrated alongside time for exploration and play. Educators say this approach helps children build both academic and behavioral readiness before entering more traditional school environments.

A central focus of the program is social and emotional development, particularly for children who may struggle with self-regulation or transitions.

“This gives us an opportunity to work with them on a social-emotional component and really teach them strategies they can carry into kindergarten and first grade,” Cruz said.

Teachers will work with students on skills such as managing frustration, solving problems and interacting with peers — areas that educators say are just as critical as academic preparation at this stage.

To support that work, the school also maintains a sensory room upstairs. The dedicated space allows students to step away from classroom stimulation, regulate their emotions and return ready to learn. Abikzer said the space is especially helpful for children who need short breaks to manage stress or sensory overload.

The program will also support children offered disability accommodations through individualized education programs, or IEPs, by incorporating services directly into the classroom. That includes coordination with therapists and opportunities for early intervention, which Cruz said can help address challenges before they intensify.

In addition to academics, students will participate in enrichment activities similar to those offered in the nursery school’s existing programs, including music, movement, gardening and a new science class. The curriculum will also remain flexible, allowing teachers to adapt lessons based on students’ interests.

Abikzer said that responsiveness is key to the program’s design, as children develop at different rates and benefit from environments that can adjust to their needs.

“It’s also for families whose kids are not mature enough yet, they want more of a play-based environment before going to public school,” she said.

Enrollment for the program is now open, with classes scheduled to begin after Labor Day. Abikzer said the first cohort will be relatively small as families become familiar with the concept.

For the educators, the program represents a shift away from a one-size-fits-all model and toward a more individualized approach to early learning that acknowledges that readiness is not defined by age alone.

As Cruz described it, the goal is to give children the space to grow into the next stage of their education, rather than rushing them toward it.

“It’s kind of nice to watch them explore and find the things that they love,” Cruz said. “This gives them the time to build skills before they’re expected to do everything at once.”