Sandbox Academy gives parents the tools to teach their preschool-aged children the academic and social skills they will need to be successful in kindergarten.


My units are purposefully designed to stimulate your child’s creativity as they gain a strong understanding of beginning academic and social concepts. My program is designed to use hands-on activities for about an hour per day so your child still has plenty of time for exploration and play. I strongly believe that children learn through free exploration, but with our society’s fast-paced schooling environment, it is essential our children have formal learning opportunities prior to entering kindergarten. Sandbox Academy provides the ideal combination of structured learning and unobstructed play, giving your child the tools he needs to succeed in kindergarten.


The Lil’ Explorer program is for children 2-3 years-old. Your Lil’ Explorer is continuing to investigate his environment and noticing that learning opportunities occur all around him. Our Lil’ Explorer program will allow your child to engage in hands-on activities that bring to life more advanced literacy skills, math concepts, and problem solving skills.




  1. Follow two-step directions
  2. React with appropriate behaviors to simple questions
  3. Comment on the topic of conversation
  4. Use language to interact socially with others
  5. Make eye contact when speaking and listen to others


  1. Point to and comment on the pictures independently
  2. Interact with and recall details from a text that was read aloud
  3. Concepts About Print
  4. Turn the pages the correct direction when being read to
  5. Hold book right side up
  6. Sings the alphabet
  7. Recognizes name
  8. Identify the letters in name
  9. Can identify all capital letters and some sounds


  1. Uses writing materials to write (pencils, pens, crayons, markers)
  2. Makes marks or scribbles as to represent word
  3. Recognizes that writing is used to create meaning (scribbles a letter or grocery list) using some legible letters
  4. Can form some capital letters
  5. Begins to write name
  6. Begins to type and locate letters in own name on electronic devices



  1. Count from 0-10
  2. Understand values of numbers 0-10
  3. Combine sets to get larger sets up to 10 total (8 crackers and 1 crackers make 9 crackers)
  4. Separate a total (up to 10) to get smaller sets (8 crackers, eat 2 now you have 6)
  5. Share a set up to 10 (even number sets only) between 2 individuals


  1. Sort objects based on two characteristics; size, color, shape, texture, or weight
  2. Create simple A-B or A-B-B repeating patterns
  3. Use vocabulary such as first, last, near, far, over, under, top, bottom, front, back


  1. Identify common 2-dimensional shapes such as squares, rectangles, triangles, heart, star, circle, semi-circle, oval, diamond, heart
  2. Use common shapes to create complex objects (triangle on top of a square makes a house)


  1. Compare two sets using the terms more, less, or same as
  2. Describe and compare objects using general measurements such as heavy, light, big, small, short, tall, long, always, never
  3. Use nonstandard units to measure items (hand lengths, string lengths, etc.)
  4. Begin to understand the schedule of days in a week


gross motor

  1. Use locomotor skills with balance in a variety of directions and changing directions
  2. Use locomotor skills with coordination in a variety of directions
  3. Engage in non-locomotor body movements with balance and coordination (Stand on tip toes and raise your arms)
  4. Use objects during active play
  5. Utilize spatial awareness during physical activity

fine motor

  1. Coordinating the use of arms, hands, and fingers together to manipulate objects with increasing accuracy
  2. Engage in activities that require hand-eye coordination


music and dance

  1. Begin to sing along with familiar songs and dance to them
  2. Listen to a variety of different music styles and experiment with a variety of instruments
  3. Engage in movement paired to music
  4. Use simple movement patterns to music


  1. Engage in pretend play to represent known and make believe situations
  2. Utilize familiar props for their intended purpose (use a phone to call someone) and invent new purposes for them
  3. Act out or use hand gestures to dramatize a song or story

visual art

  1. Use a variety of visual art materials (paint, markers, crayons, clay) with minimal adult assistance
  2. Use visual arts to represent people, places, and things, using spatial awareness to coordinate the features of the representation
  3. Explore the use of materials in a variety of different ways
  4. Identify different visual art materials
  5. Identify basic colors



  1. Pose “what,” and “why” questions about their surroundings
  2. Illustrate observations
  3. Make predictions and perform experiments
  4. Use graphs and charts to describe data
  5. Understand 3 of the 5 senses to make observations


  1. Construct models to represent their imagination and objects in the world
  2. Build using a variety of materials in both conventional and unconventional ways
  3. Use tools with appropriate safety and purpose
  4. Engage in problem solving activities
  5. Understand that you can build things to solve problems
  6. Recreate or improve upon an object


  1. Use tools with appropriate safety and purpose
  2. Use materials or tools to do a job with ease or with better precision (i.e. use scissors to cut paper rather than tearing)
  3. Computer Literacy Skills:
    1. Control a screen using finger or mouse
    2. Identify most letters and numbers on keyboard
    3. Recognize that the different icons represent different apps/programs
    4. Use parent selected internet games and apps
    5. Launch and quit programs


self care

  1. Identify and label emotions in characters and others
  2. Describe self using likes, dislikes, and abilities
  3. Shows eagerness to learn by asking questions about surroundings
  4. Choose an activity to play and follow through with self-direction and independence
  5. Engage in one or two activities that interest him or her for at least 20 minutes each
  6. Engage in activities that are not geared towards his or her interests for at least 15 minutes

peer interactions

  1. Demonstrate sympathy and caring for another child’s feeling
  2. Begin to develop friendships
  3. Ask to play with another child or group of children
  4.  Share with or help another child
  5. Stop negative actions and suggest, with help from an adult, positive alternatives
  6. Talk with another child during play or daily activities
  7. Engage in group activities with minimal adult assistance

adult interactions

  1. Greet a familiar adult
  2. Seek help from an adult
  3. Understand that there are rules that must be followed
  4. Understand that there are consequences for not following rules
  5. Follow directions given by a familiar adult