Curriculum

Calendar of Curriculum Themes™

Stepping Stone’s proprietary publication — developed from 45+ years of direct teaching experience and the finest research in early childhood education. Informed by Piaget, Montessori, Reggio-Emilia, and Vygotsky.

Teacher reading a storybook to a young child in a classroom sitting on a colorful rug
Teacher reading a storybook to a young child in a classroom sitting on a colorful rug
How It Works

A consistent framework for learning

The Calendar of Curriculum Themes™ guides our educators through monthly themes that flow sequentially — beginning with the child, moving outward to family, community, and the Earth. We call this our Circle of Esteem™. Each theme creates cohesive learning opportunities across all age groups, with suggested content emphasis rooted in NAEYC accreditation guidelines.

Teacher reading to a child with a puppet and book on a play mat in a classroom setting.
What Makes It Different

Not a canned curriculum. Never a franchise.

Unlike off-the-shelf programs used by national chains, our Platinum Learning for Life™ curriculum gives teachers a framework, not a script. Educators use their expertise and imagination to make every weekly learning plan unique — tailored to the developmental needs of the individual children in their classroom.

Our Circle of Esteem™

Monthly themes flow outward from child to world — building self-esteem, empathy, and a sense of belonging at every stage.

The Child

Building self-esteem and identity

The Family

Connecting home and school life

The Community

Growing empathy and belonging

The Earth

Developing responsibility and wonder

Research Foundation

Built on the shoulders of the field’s greatest thinkers

Our curriculum draws from the most respected voices in early childhood education — translated into daily classroom practice, not just cited on paper.

Piaget
Child-centered development; learning through exploration and discovery
Montessori
Each child as an individual; environment designed to support their unique potential
Reggio-Emilia (Malaguzzi)
Parents as partners and collaborators; teachers as co-learners
Vygotsky
Scaffolded learning; social connection as a driver of development
Smiling girl in pink dress reading a picture book in a cozy room with bookshelves