Claire Lippe Lead Kindergarten Teacher

Claire Lippe

Lead Kindergarten Teacher



Claire Lippe received her BA in International Relations from the University of Winona State, a Masters of Sustainable Peacebuilding from the University of Milwaukee-Wisconsin and has completed a variety of Lifeways Early Childhood courses. In her previous work, she was a director of a Waldorf-inspired daycare in West Milwaukee. Claire has been a part of the Prairie Hill community starting at the age of 2 years old, when she attended Playgroup (parent-child classes). She later graduated with her 8th grade class in 2008. Between studying, Claire returned to Prairie Hill to teach in the Early Childhood and extended Care programs.

By offering clear boundaries, demonstrating healthy habits, and encouraging curious minds, Miss Claire provides the children in her care the space for childhood to blossom.

Play-based Kindergarden

“Imagination is more important than knowledge. Knowledge is limited. Imagination circles the world” – Albert Einstein


In early childhood, young children are nurtured in a home-like environment. Their days include time in nature, artistic activities, creative play with natural toys, stories, songs, and practical activities such as building, sewing and cooking. The curriculum fosters the curiosity and joy of childhood and builds the self confidence and pre-academic skills that become the foundation for formal learning in the grades.

All elements of the kindergarten are guided by trained teachers who deeply understand how your child learns – engaging him or her intellectually, emotionally and physically. The curriculum is supported by a strong oral tradition that provides rich language experiences that are successful in cultivating good speech and expression. This approach exposes your child to significantly larger vocabularies than those found in early-reader programs, allowing her or him to expand their literacy skills through dramatization, poetry, puppet plays, songs, storytelling and drawings – creating a foundation in reading and writing.


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