Terms & Conditions


PRIMROSE SCHOOLS® authorizes you to view and download the information, materials, documents and related graphics (collectively, the "Materials") at this site for your information and internal use only, provided that you retain all copyright and other proprietary notices contained in the Materials on any copies of the Materials. You may not modify the Materials at this site in any way, reproduce or transmit in any form, by any means, publicly display, perform, distribute or otherwise use the Materials for any public or commercial exploitation, except as otherwise explicitly provided at this site. Any unauthorized use of the Materials on any other Internet site or networked computer environment for any purpose is strictly prohibited. This site and the Materials are the property of PRIMROSE SCHOOLS, and are protected from unauthorized copying and dissemination by United States copyright law, trademark law, international conventions and other intellectual property laws. If you breach any of these Terms, your authorization to use this site automatically terminates and you must immediately destroy any downloaded or printed Materials. Unauthorized use of our trademarks or copyrighted material may result in claims for damages and/or be a criminal offense.

You assume full responsibility and all risks arising from use of this site. The Materials may be out of date, and PRIMROSE SCHOOLS makes no commitment to update the Materials. The Materials may include technical inaccuracies or typographical errors. PRIMROSE SCHOOLS reserves the right to make additions, deletions, or modifications to this site or the Materials, or in the products or services described in the Materials, at any time without any obligation to notify you of such changes. This site may become unavailable due to maintenance or malfunction of computer equipment or other reasons. The information on this site is provided with the understanding that the provision of information by PRIMROSE SCHOOLS and the various authors and publishers of Material does not constitute the rendering of medical, legal, financial, accounting, tax, career or other professional advice or services. As such, information on this site should not be relied upon or used as a substitute for consultation with professional advisors. Any recommendations contained in the Materials are intended to provide general guidance only.


Materials at this site are provided "as is" without representations or warranties of any kind, either express or implied, including, but not limited to, the implied warranties of merchantability, fitness for a particular purpose, title, or non-infringement. Some jurisdictions do not allow the exclusion of implied warranties, so the above exclusion may not apply to you.

In addition, while making every effort to ensure the integrity of information on this site, PRIMROSE SCHOOLS does not warrant that: (i) the information on this site is correct, accurate, reliable or complete; (ii) the functions contained on this site will be uninterrupted or error-free; (iii) defects will be corrected; or (iv) this site or the server(s) that make it available are free of viruses or other harmful products.

Product and service descriptions and specifications are subject to change. PRIMROSE SCHOOLS periodically adds or updates the information and documents on this site without notice. It is your responsibility to ascertain whether any information downloaded from this site is free of viruses, worms, Trojan horses, or other items of a potentially destructive nature.


In no event will PRIMROSE SCHOOLS, its subsidiaries, suppliers, or other third parties mentioned at this site be liable for indirect, special, consequential, incidental, exemplary, punitive or multiple damages, or for loss of profits, goodwill, data, equipment or use, or for business interruption arising from or in connection with the existence, use, inability to use, or the results of use of the Materials, this site, any Internet sites linked to this site, or the materials or information contained at any or all such sites, whether based on warranty, contract, tort or any other legal theory and whether or not PRIMROSE SCHOOLS has been advised of the possibility of such damages.

If your use of the materials results in the need for servicing, repair or correction of equipment or data, you assume all costs thereof.

Applicable law of some jurisdictions may not allow the exclusion or limitation of indirect, special, consequential, incidental, exemplary, punitive or multiple damages, so the above limitations or exclusions may not apply to you.


In no event shall any reference to any third-party or third party product or service be construed as an approval or endorsement by PRIMROSE SCHOOLS of that third party or of any product or service provided by a third party.


PRIMROSE SCHOOLS possesses rights in the United States and elsewhere in its trademarks, service marks, trade names, designs, logos and other trade dress used in connection with the Materials and the products or services described in the Materials. No use of any PRIMROSE SCHOOLS trademark, service mark, trade name, design, logo or other trade dress may be made without the prior, written authorization of PRIMROSE SCHOOLS, except to identify the products or services of PRIMROSE SCHOOLS. Except as permitted by these Terms, nothing contained in the site should be construed as granting, by implication, estoppel, or otherwise any license or right to any person under any patent, trademark, copyright or other proprietary right of PRIMROSE SCHOOLS. Company, product and service names mentioned in the site that are not owned by PRIMROSE SCHOOLS are trademarks or service marks of their respective owners.


Any communications you send to this site or otherwise to PRIMROSE SCHOOLS by electronic mail or other means are on a non-confidential basis and shall be the exclusive property of PRIMROSE SCHOOLS and its affiliates. PRIMROSE SCHOOLS is under no obligation (except as stated in PRIMROSE SCHOOLS's Privacy Policy Statement) to refrain from reproducing, publishing or otherwise using the content of any such communications, including any ideas, inventions, concepts, techniques or know-how disclosed therein, in any way or for any purpose, including developing, manufacturing and marketing goods or services, without any obligation to you.

If you send any communications to this site or otherwise to PRIMROSE SCHOOLS, you shall be responsible for the content and information contained therein, including its truthfulness and accuracy.


This site is administered by PRIMROSE SCHOOLS from its offices in Acworth, Georgia, U.S.A. or elsewhere in the United States. PRIMROSE SCHOOLS makes no representation that the Materials at this site are appropriate or available for use outside the United States, and access to the Materials from jurisdictions in which the contents of the Materials are illegal is prohibited. You may not use, export or re-export the Materials at this site, or any copy or adaptation thereof, in violation of any applicable laws or regulations, including without limitation U.S. export laws and regulations. If you choose to access this site from outside the United States, you do so on your own initiative and are responsible for compliance with applicable local laws.


These Terms will be governed by and construed in accordance with the laws of the State of Georgia, United States of America, without giving effect to any principles of conflicts of laws.

All disputes arising out of or relating to these Terms shall be finally resolved by arbitration conducted in the English language in Acworth, Georgia, U.S.A. under the commercial arbitration rules of the American Arbitration Association. The parties shall bear equally the cost of the arbitration (except that the prevailing party shall be entitled to an award of reasonable attorneys' fees incurred in connection with the arbitration in such an amount as may be determined by the arbitrator). All decisions of the arbitrator shall be final and binding on both parties and enforceable in any court of competent jurisdiction. Notwithstanding this, application may be made to any court for judicial acceptance of the award or order of enforcement. Notwithstanding the foregoing, PRIMROSE SCHOOLS shall be entitled to seek injunctive relief, security, or other equitable remedies from the United States District Court for the Northern District of Georgia, U.S.A. or any other court of competent jurisdiction.


Certain provisions of these Terms may be superseded by expressly designated legal notices or terms located on particular pages at this site.

This is the entire agreement between the parties relating to the subject matter in these Terms and shall not be modified except in writing signed by both parties or by a new posting by PRIMROSE SCHOOLS, as described above.

If any part of these Terms is unlawful, void or unenforceable, that part will be deemed severable and will not affect the validity and enforceability of the remaining provisions.

Any rights not expressly granted herein are reserved.

If you have any questions about the rights and restrictions above, please feel free to contact PRIMROSE SCHOOLS at the following address or phone numbers: Primrose School Franchising Company 3660 Cedarcrest Road Acworth, GA 30101 Main Switchboard: 770-529-4100 Main Fax: 770-529-1551

Trademarks and Service Marks The following are registered trademarks or trademarks of Primrose Schools, Inc. or its affiliates in the United States and/or other countries:

Last updated: September 21, 2012

Each Primrose School is a privately owned and operated franchise. Primrose Schools and The Leader in Early Education and Care® are registered trademarks and service marks of Primrose School Franchising Company. ©2015 Primrose School Franchising Company. All rights reserved. Pennsylvania is an Equal Opportunity Care Provider. California License #013421388, 013421389. Communications 'fact' source as follows:

I. A baby loves peek-a-boo when he begins to understand an object exists, even when not in view. Fact in reference to Jean Piaget - Object Permanence during sensorimotor stage: a child’s understanding that objects continue to exist even though they cannot be seen or heard. Piaget believed that an infant's perception and understanding of the world depended on their motor development, which was required for the infant to link visual, tactile and motor representations of objects.

II. Motor skills are improved when babies learn motion through music. Fact in reference to Forgeard, 2008; Hyde, 2009; Schlaug et al., 2005: The parts of the brain associated with sensory and motor function are developed through music instruction, and musically trained children have better motor function than non-musically trained children. Also, in reference to Beisman, 1967: in a study with over 600 boys and girls in grades one through six, compared basic motor skills such as throwing, catching, climbing, balancing, dodging, bouncing, and striking learned to music and no music. In all grade levels and in both genders, students learned the motor skills better with the rhythmic accompaniment. The study also found that music produced a relaxed and enjoyable atmosphere for the students to learn. This study supports the value of using music when teaching motor skills with young children.

III. Sensory play helps fuel a child’s curiosity about the world. Fact in reference to Jean Piaget’s theory on the importance of Sensory Experience for learning and Intellectual Development has explained the learning process of babies and toddlers in this way: human beings are programmed by nature to begin this adaptation process from birth onward, building on their genetic heritage. Intellectual potential therefore cannot be entirely predicted at birth. A stimulating, sensory environment is likely to make a significant difference in a person’s lifelong learning ability.

IV. Studies show that children who spend time in the garden develop a love for fruits and vegetables. Fact in reference to Morris, Neustadter, Zidenberg-Cherr. 2000: a pilot study at the University of California was conducted to evaluate the initial feasibility of implementing and evaluating a garden-enhanced nutrition education program within a school setting. This study was conducted with first-graders some of whom were exposed to several nutrition lessons throughout the school year in combination with fall and spring vegetable gardens, while the other group received no formal nutrition or gardening education. Results showed a significant improvement in willingness to taste vegetables among students who grew their own vegetables.

V. The best time to learn a foreign language is in the first five years. Fact in reference to Society of Neuroscience, "Brain Briefings” September 2008, The Bilingual Brain: in recent brain research, scientists have discovered that bilingual adults have developed denser gray matter (brain tissue packed with information-processing nerve cells and fibers) in the brain’s left hemisphere, where most language and communication skills are controlled. The effect is strongest in people who learned a second language before the age of five and in those who are most proficient at their second language. This finding suggests that being bilingual from an early age significantly alters the brain’s structure.

VI. Social and emotional intelligence may be the most important determinant of a child’s future success. Fact in reference to Goleman’s theory of EI (Emotional Intelligence) is a higher predictor of school success than IQ.

VII. High-quality after school programs are linked to improvement in work habits. Fact in reference to researchers at the University of California, Irvine, the University of Wisconsin-Madison and Policy Studies Associates, Inc. findings that regular participation in high-quality afterschool programs is linked to significant gains in standardized test scores and work habits as well as reduction in behavior problems among disadvantaged students.

VIII. Moving lip and tongue muscles helps babies master pre-speech vocalizations.

Fact in reference to Kent et al., 1991: in infants, preexisting neural circuits, such as those involved in sucking and chewing, generate cyclic open-close jaw movements that provide a stable foundation for pre-speech vocalizations. As infants begin to babble, the form of their vocalizations changes to become more speechlike. At this point, cortical networks, possibly associated with syllable-sized units, are being formed. These cortical networks ultimately will be the predominant source of neutral control for the speech musculature. Also, in reference to Green et al. 2000, 2002: it appears that the jaw is dominant in early vocalizations of one and two-year olds. Also, in reference to Moore & Ruark, 1996; Ruark & Moore, 1997: as toddlers begin to produce more speechlike vocal output in babbling and single words, the coordinative patterns of the muscles involved in speech are quite distinctive from those used in sucking or chewing.

IX. Toddlers learn words more easily with rhymes and songs.

Fact in reference to Bryant, Maclean, Bradley & Crossland, 1997: Speaking, singing, and reading aloud simulate a child’s understanding and use of spoken and written language. Some researchers suggest that the roots of phonological awareness are found in traditional rhyming and word games.

X. A toddler may insist on doing things all by herself.

Fact in reference to the teaching philosophy of Lev Vygotsky: when a student is at the Zone of Proximal Development for a particular task, providing the appropriate assistance will give the child enough of a ‘boost’ to achieve the task.

XI. A four-year-old may ask constant “why” questions to understand the world.

Fact in reference to the National Scientific Council on the Developing Child’s position on Cognition and Knowledge of the World.

XII. 85% of core brain structure is developed by age four.

Fact in reference to Shonkoff, J.P. and Phillips, D.A. (Eds) (2000) From Neurons to Neighborhoods: The Science of Early Childhood Development.

XIII. Research shows that helping others is a key to happiness.

Fact in reference to Ellen Galinsky’s theory on Perspective Taking where the intellectual skill of discerning how someone else thinks and feels; it requires assembling our accumulated knowledge of that person, analyzing the situation at hand, remembering similar situations, recalling what others have told us about such situations, putting aside our own thoughts and feelings, and trying to feel and think as another person must feel and think.

XIV. High-quality after school programs are associated with better peer relationships.

Fact in reference to a study by Posner and Vandell (1999) found that children who participated in quality after school programs were better emotionally adjusted and had better peer relationships.

XV: Studies show that forming healthy habits at an early age can have lifelong benefits.

Fact in reference to the Center on the Developing Child at Harvard University (2010). The Foundations of Lifelong Health Are Built in Early Childhood.

XVI: Food that helps boost energy and mood levels.

Fact in reference to Haupt, A. (2011) Food and Mood: 6 Ways Your Diet Affects How You Feel. What you eat can lift or lower your spirits. U.S. News & World Report.