Private Early Childhood Teacher

We’re looking for an exceptional Private Early Childhood Teacher to design and lead a warm, thoughtful, developmentally rich learning experience for a bright and imaginative 3-year-old girl in the Buffalo, New York area. This is a unique opportunity for an experienced early childhood educator who loves young children, understands how much learning happens through play, story, rhythm, language, music, movement, and relationship, and is excited by the opportunity to help create a highly personalized private preschool experience.

This is a private teacher role, not a nanny, babysitting, or household assistant position. The family is seeking a professional educator who can bring structure, creativity, developmental expertise, and intentional curriculum planning into the home while honoring the joy, wonder, and flexibility that early childhood requires.

The primary student is bright, verbal, observant, imaginative, and socially engaging. She enjoys books, stories, songs, music, pretend play, hands-on exploration, characters, and meaningful interaction with trusted adults. She benefits from gentle structure, clear expectations, playful routines, autonomy, and learning experiences that feel natural rather than overly formal.

For three days each week, she will be joined by another 3-year-old boy for a shared early childhood learning block. The teacher will use the same curriculum, daily rhythm, and schedule for both children and will be responsible for supporting both students’ learning, engagement, social-emotional development, and participation during shared instructional time. The girl remains the primary student for this placement, but the ideal candidate should be fully comfortable leading a small, two-child early childhood learning environment.

The family is looking for a teacher who can create a beautiful, intentional, developmentally appropriate preschool experience that supports early literacy, oral language, fine motor development, early numeracy, creativity, independence, social-emotional growth, and joyful curiosity.

Student Profile

The primary student is a bright and highly verbal 3-year-old who learns best through stories, songs, characters, music, hands-on experiences, pretend play, and relationship. She is imaginative, observant, and expressive, with a strong sense of personality and emerging leadership skills.

She enjoys books, audio stories, music, singing, pretend play, and open-ended exploration. She can become deeply engaged when activities are connected to a story, character, song, seasonal theme, or meaningful real-world experience. She responds well to adults who are warm, playful, calm, and confident.

She is also developing the social-emotional skills expected at this stage, including sharing, turn-taking, flexibility, including others in play, navigating transitions, and tolerating frustration when something feels hard. She benefits from adults who can provide gentle boundaries without being overly rigid, corrective, or controlling.

The family is especially interested in a teacher who can preserve her love of learning while helping her build confidence, independence, resilience, kindness, and early classroom habits.

What You'll Do

Design and lead a developmentally appropriate private early childhood learning program for the primary student, with a small-group component three days per week.

Implement a consistent curriculum, daily rhythm, and weekly learning structure for the primary student and one additional 3-year-old learner during shared instructional days.

Plan rich, play-based learning experiences that incorporate stories, songs, music, movement, art, nature, pretend play, early literacy, oral language, early numeracy, fine motor development, and practical life skills.

Create a warm, joyful, and predictable learning environment that balances structure with flexibility, autonomy, creativity, and child-led exploration.

Support early literacy development through books, storytelling, songs, phonological awareness, vocabulary-building, conversation, print awareness, and playful exposure to letters and sounds.

Support early math and reasoning through counting, sorting, patterns, shapes, measurement, games, puzzles, building, movement, and hands-on problem-solving.

Encourage social-emotional growth, including sharing, turn-taking, peer inclusion, emotional regulation, flexible thinking, empathy, and gentle conflict resolution.

Help both children build age-appropriate independence, classroom habits, attention to routines, task initiation, and comfort with transitions.

Adapt activities to meet the developmental needs, interests, and readiness levels of both children while keeping them on the same general curriculum path.

Use story-rich, seasonal, nature-based, Waldorf/Reggio/Montessori-inspired, or other developmentally appropriate approaches when helpful.

Prepare materials, organize the learning environment, document observations, and communicate thoughtfully with the family about the prima…