L&L ACADEMY · WICKER PARK

Infant & Toddler Programs

Infant & toddler preschool in Wicker Park, Chicago

Name: L&L Infant & Toddler — Wicker Park
Address: 2033 W. Division Street, Chicago, IL, 60622, US
Telephone: (773) 904-7334

The first few years are full of small moments that matter. A baby reaching for something new. A toddler finding the words to ask for help. The first time your child feels comfortable enough to reach for a teacher at morning drop-off. At our Wicker Park preschool, teachers slow down enough to notice those moments. They learn each child's cues, build trust over time, and give them the security they need to explore what's around them.

Explore Programs ↓

What Makes L&L Different

How Learning Takes Shape

Learning looks different at six months than it does at two years old. That's why our approach changes as children grow.

With infants, we follow a RIE-informed approach built around respectful care, close relationships, and giving babies the time and space to discover what their bodies can do. As children move into toddlerhood, those observations begin to shape an emergent curriculum. Teachers notice what children are interested in, what they're working on, and what they're ready to explore next.

In both, the teacher's role starts with the same thing: paying attention.

For Infants: Relationships Come First

A baby learns best when they feel safe with the person caring for them.

That relationship is built during the ordinary parts of the day.

During a diaper change, a teacher doesn't simply move quickly through the task. They talk to the baby about what's happening. They pause for a response. They might say, “I'm going to lift your legs now,” before they does it.

Over time, the baby begins to recognize the routine. They know the teacher's voice. They may lift their legs, reach for a clean diaper, or respond with a sound.

Something as ordinary as a diaper change becomes a back-and-forth experience between two people.

That's part of our RIE-informed approach. Care isn't something we do to a baby. It's something we do with them.

For Infants: Time and Space to Discover

Sometimes helping a baby means giving them time to try.

If a baby is reaching for a toy, a teacher doesn't always put it into their hand. They may move close, make sure they're safe, and watch.

The baby stretches. Changes position. Reaches again.

Maybe they get it. Maybe they don't.

Either way, something important happened.

They had a chance to learn what their body can do.

This is why our teachers don't rush babies through milestones or constantly position them into something they aren't ready to do on their own. We create safe spaces for movement and let development unfold with support rather than pressure.

The teacher is there. They're watching. But they don't need to direct every discovery.

For Toddlers: Their Curiosity Becomes Curriculum

As children grow, their interests begin giving teachers clues about where learning can go next.

A toddler might spend several days filling a bucket with blocks, carrying it across the room, dumping everything out, and starting again.

An adult might see the same activity happening over and over.

A teacher sees a child experimenting.

What fits? How heavy is this? What happens when I turn it over? Can I carry more?

Instead of quickly moving the child to another activity, the teacher might add different-sized containers. They might introduce words like full, empty, heavy, or more. Another child may join, and suddenly they're figuring out how to play alongside each other too.

That's emergent curriculum.

Teachers don't decide every lesson before children enter the room. They watch what children are showing us and use those interests to decide what might be meaningful to explore next.

The Approach Changes. The Intention Doesn't.

Whether a teacher is caring for a six-month-old or following the curiosity of a two-year-old, they are asking themselves the same questions:

What is this child showing me?

What are they working on right now?

Do they need my help, or do they need another moment to try?

Knowing when to step in matters.

Knowing when not to step in matters too.

That's why observation is such an important part of teaching at L&L.

Explore Our Programs

The First Step

It starts with getting to know your child.

Before we can know when to challenge a child, when to help, or when to simply give them another minute to try, we have to know them.

Some children walk into something new without hesitation. Others like to stand back and watch first. One child may need help finding the words when they're frustrated. Another may already have the words but still need help working through a big feeling.

Our teachers learn those differences over time. They pay attention to what makes a child laugh, what holds their attention, what frustrates them, and what helps them feel comfortable enough to try again.

Because the better we know a child, the better we can understand what they need from us.

What your child needs

Teachers get to know how each child approaches the day and respond accordingly. Some children need a little time to watch before joining something new. Others jump right in. For infants, teachers learn the small cues that tell us a baby may be hungry, tired, uncomfortable, or ready to play.

What draws them in

A child shows us a lot through what they return to again and again. It might be music, building, books, movement, water, or simply watching what another child is doing. Teachers notice those interests because they often give us the best place to begin.

Where they're growing

Sometimes growth is easy to see. Other times it's quieter. A child asks another child to play for the first time. A toddler uses a word instead of grabbing. A baby keeps trying to reach something that was difficult yesterday. Teachers notice those small changes because they help us understand what a child may be ready for next.

Programs at Wicker Park

Growing with them through their first two years.

So much changes between those first weeks and the toddler years. Our infant and toddler programs are designed around what children need at each stage.

Infants

A beginning built on trust.

Explore Infant Care→

Toddlers

“I want to do it.”

Explore Toddler Care→

Inside Our Wicker Park School

Spaces designed for children to feel at home.

A Day at L&L

While you're having your day, they're having one too.

Children's days look different as they grow. What stays the same is that teachers are paying attention to what a child needs, what they're trying to do, and when a small moment can become something worth learning from.

An infant's day looks a little different.

Babies aren't expected to follow a preschool schedule. Teachers learn each child's cues and build the day around care, movement, rest, and time to explore.

Care & connection

Feeding, diapering, and settling aren't breaks from learning. They're one-on-one moments when teachers talk with babies, learn their cues, and build trust.

Time to move

Babies get plenty of floor time to reach, roll, stretch, and move on their own. Teachers stay close without rushing them toward the next milestone.

Communication before words

A look, sound, or gesture is already communication. Teachers respond and add language so babies begin connecting words with what they're experiencing.

Small discoveries

A toy that makes a new sound or an object that feels different can hold a baby's attention for a long time. Teachers notice what interests them and give them room to keep exploring.

Fresh air & the world outside

Outdoor time brings new sounds, movement, light, and things to notice. Even the youngest children benefit from experiencing more than the classroom around them.

Why it matters

When teachers know a baby well, they begin noticing the small signals that tell them when that child needs comfort, space, rest, or another chance to try.

The People Behind the Day

Great teachers don't stop learning either.

We ask our teachers to invest a lot in the children they care for. We believe it's our responsibility to invest in them, too.

Throughout the year, our educators come together for continuing education, training, and time to learn from one another. Sometimes that means bringing in an outside speaker with new ideas in early childhood education. Sometimes we're strengthening safety practices, working through classroom challenges, or simply becoming a stronger team.

The better supported and better prepared a teacher feels, the more they can bring back to the children in their classroom.

When teachers grow,
children feel it.

We keep learning together

Several times throughout the year, our educators come together for continuing education and training. We revisit important policies and safety practices, deepen our understanding of early childhood education, learn from outside speakers, and spend time learning from one another.

Safety is worth the extra step

Rather than limiting CPR training to the minimum number of staff required, L&L certifies our teachers in CPR. We want the adults caring for children to feel prepared to respond when it matters.

A teaching job can become a career

We want talented educators to be able to picture a future here. When an educator wants to further their education or prepare for the next step, we look for ways to help through educational support, scholarships, or other assistance when appropriate.

We grow leaders from within

A teacher shouldn't have to leave L&L to move forward. We create opportunities for educators to take on more responsibility, strengthen their skills, and grow into leadership positions within our schools. Children benefit too, because strong educators have a reason to keep building their careers here.

Beyond the Classroom

The classroom is only the beginning.

Some experiences add something different to the week. Beginning in our toddler programs, children spend time with a dedicated Spanish teacher and visiting music specialists. And as children grow, what they notice and experience outside the classroom often finds its way back in.

Spanish

Another language becomes familiar.

Beginning in our toddler classrooms, a dedicated Spanish teacher visits children throughout the week. Through songs, conversation, familiar words, and playful activities, children hear Spanish in a classroom where they already feel comfortable.

At this age, the goal isn't memorizing vocabulary or being tested on what they know. It's giving children regular opportunities to hear another language, try new words, and become comfortable with sounds that may be different from the ones they hear at home.

Music

Music brought in by specialists.

Beginning with toddlers, visiting music specialists come into our schools to sing, move, play instruments, and make music with the children.

Children listen, copy sounds and movements, anticipate what comes next, and find their own ways to join in. Bringing in music specialists gives children a chance to learn from someone whose expertise is specifically in music while their classroom teachers remain part of the experience.

Beyond Our Doors

The neighborhood gives them plenty to notice.

To a toddler, an ordinary walk isn't very ordinary. A truck stopping on the street, a dog passing by, leaves moving in the wind, or a new sound from down the block can be enough to stop and look.

Teachers pay attention to what catches children's interest. Something noticed outside might come back into the classroom through a book, a song, new words, or something to explore with their hands. The experience doesn't have to be big to give a young child something new to think about.

Families Are Part of the Story

You should feel part of their day, too.

A lot happens between drop-off and pickup. A new friend. Something that made your child laugh. A skill they've been working on that suddenly clicks. We want you to know about those moments, not just whether lunch was eaten or a nap was taken.

And as we get to know your child over time, those everyday observations help us see the bigger picture of how they're growing.

What happened today?

Brightwheel keeps you connected throughout the day with updates, photos, messages, and the little moments teachers want to share. It's a window into your child's day and another way for families and teachers to stay connected.

What are you noticing over time?

Twice each year, families receive a progress report and sit down with their child's teacher for a conference. We talk about what we've been noticing over time — new skills, friendships, interests, challenges, and what your child may be ready for next.

Because these conversations come from months of knowing your child, they're about much more than checking boxes on a report.

And parents should know each other, too.

Back to School Night, Gallery Night, and family events give parents time to step into their child's school world and get to know one another, too. Children's friendships often bring families together too — familiar faces at drop-off become conversations, playdates, and sometimes friendships that last well beyond the classroom.

The better we know your child, the more meaningful our conversations with you become.

Our Schools Are Personal to Us

We know what it feels like to leave your child with someone else.

Many of us who lead L&L are parents ourselves. We know what it feels like to pack the bag, say goodbye, and walk away hoping your child will be understood, comforted, and cared for while you're not there.

That perspective has stayed with us as L&L has grown. We're privately owned, and the decisions we make about our schools are still personal. We lead with early childhood expertise, but we're also building the kind of schools and communities we want for our own children. We carry those same expectations into every L&L school.

So we ask ourselves the questions a parent would ask: Would I feel comfortable leaving my child here? Would someone notice if they were having a hard day? Would they be comforted? Would their teacher really get to know them?

Those questions influence how we choose and develop teachers, how we communicate with families, how we design our schools, and how we help children through the transition into school.

Leaving can be hard.

Some children wave goodbye and start playing. Some cry. Some need more time before school feels familiar. We don't expect children — or parents — to handle that transition exactly the same way.

Tell us what works at home.

You know your child first. Tell us how your baby likes to be soothed, what your toddler calls their favorite blanket, what makes them laugh, or what usually helps when they're upset. Those details help us begin getting to know them.

We'll get to know them, too.

Over time, teachers learn the little things: how your child asks for help, what draws them into play, when they need encouragement, and when they simply need someone close by. That's when school starts becoming a familiar place with people they know and trust.

We built the kind of schools we would want our own children to attend.

The Details

A few things to know before you visit.

Location

2033 W. Division Street
Chicago, IL 60622

Hours

Monday–Friday
7:30 a.m.–6:00 p.m.

Ages Served

6 weeks to 24 months
Infant & Toddler Preschool

Wicker Park is an L&L preschool created specifically for our youngest age groups, serving infants and toddlers from 6 weeks through 24 months.

Curriculum

RIE-inspired care for infants

Emergent curriculum for toddlers

Infant Care →Toddler Care →

More at Wicker Park

Spanish — dedicated Spanish teacher, Toddler+

Music — visiting music specialists, Toddler+

Outdoors — outdoor play and neighborhood experiences

Family Communication

Brightwheel — updates, photos & messages

Progress reports twice each year

Teacher conferences twice each year

Currently Enrolled Families

Need to reach your school directly?

For families currently enrolled at Wicker Park, you can reach the school directly using the contact information below.

L&L Academy & Preschool — Wicker Park
2033 W. Division Street
Chicago, IL 60622

Get Directions →

Phone: (773) 904-7334

Email: WickerPark@LandLSchool.com

School phone and email are for currently enrolled families.

Interested in Enrollment?

Have a question before your visit?

Most families find that the tour is the best time to ask questions about the classroom, daily routines, our approach, and what their child's experience would look like. Once you submit your information, you can review tuition and availability and choose a tour time that works for you.

If you have a specific or time-sensitive enrollment question that you need answered before your visit, our Enrollment Director is happy to help.

Ms. Nadi

Enrollment Director

Email: enroll@landlschool.com

Phone: 833-623-1959