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Fuzzy Caterpillar Preschool

1510 Encinal Avenue
Alameda, CA 94501

(510) 769-1724


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

Curriculum & Teaching Approach

Learning Philosophy & Tools

  Play- based mostly teacher led not formally in curriculum conducive environment
Language       more

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  • Tracing paper and other writing instruments
  • A well-stocked bookcase
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
Time & space more

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  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Maps
  • Building blocks
Sci. reasoning/physical world more

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  • A place for science activities such as growing plants
  • Pets for children to watch and care for
Music more

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  • Musical instruments
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
Physical activity more

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  • A playground with climbing equipment
  • Bean bags, balls, and other objects that children can throw, kick, and play
  • Tricycles
  • Enough room for children to move around and play and a suitable indoor alternative to the outdoor playground on rainy days
  • Sandboxes and/or water stations for play
Other subjects taught Art, Science, Cooking, Gardening, Language, Music etc.

From the Director:

During children's play, teachers take advantage of teachable moments and give encouragement through the learning process. The Pre-k children are given more structure in academically based activities in preparation for a positive kindergarten experience.

Day in the Life

General School Mission

Our goal is to create an environment where children feel safe and comfortable, where play and learning become one. Our school creates opportunities that promote self help skills, such as having children participate in making and cleaning up snacks and lunches and helping to set up and put away their nap mats. These skills foster independence, introduce responsibility, and boost
children's confidence. Children are given free unstructured time to explore their surroundings, create on their own and express themselves. We believe children learn through their experiences and we set up the environment as well as plan activities which present opportunities for many varied experiences.

Some of the subjects and activities the children will be exposed to are, language development, math concepts, science, creative arts, gardening, cooking and music. We incorporate an emergent curriculum by observing the children's curiosities and listening to their ideas. When the children have a particular interest, we feed it and help it grow by engaging in various activities that expand on the topic. Our teachers are very experienced with a solid background in Early Childhood Development and years of hands on experience. They understand the importance of identifying children's individual needs, which is
essential in helping them develop socially, emotionally, cognitively and physically. We feel parent involvement and open communication are key to the children�s success and allows for
continuity of care. We look forward to sharing together in the learning and teaching experience.

A Typical Day

2’s and 3’s Schedule

7:00 INSIDE TIME: Dramatic play, books, art and computers (main building)
8:40 MORNING STRETCH TIME (main building)
9:00 Mixed age: ½ the children have OUTSIDE PLAY and
½ the children in BIG ROOM (main building)

9:30 SWITCH: Children who were in, go out and children who were out, come in (main building)
10:00 SNACK TIME (outside)
10:30 CIRCLE TIME (main building)
11:00 ACTIVITY TIME: Art, science, cooking, music, etc. (main building)
12:00 LUNCH TIME & play (outside)
12:40 STORY TIME & SONGS (main building)
1:15 NAP TIME (main building)
3:15 WAKE UP: Put away beds and put on shoes.
3:40 SNACK TIME (outside)
4:00 SHARING TIME (main building)
4:20 Mixed age: ½ the children have OUTSIDE PLAY and ½ the children in BIG ROOM (main building)
5:00 SWITCH: Children who were in, go out and children who were out, come in (main building)
5:40 STORY TIME with all the children (main building)

Home-School Connection

Home-School Connection: From the Director

Daily communication between Directors/Teacher and Parents at drop off and pick up time, e-mail communication, monthly calendars and newsletters outlining upcoming events and activities, flyers/notices in cubbies and in some cases parent/teacher meetings or annual summary of child's progress. An open house for pre-k parents just before the start of the "school year".

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Fundraise
  • Are able to visit the school anytime we want
  • Go on field trips
  • Volunteer in the classroom
  • Receive newsletters

Modes of Communication

  • Notes
  • Phone Calls
  • Voice Mail
  • Email
  • Special Meetings
  • Drop-Off
  • Pick-Up
  • Regular newsletter/printed updates circulated to the whole school


Separation is Handled through:

  • Pre-entry meetings with parents at school
  • Extra staff dedicated to handle separation
  • Abbreviated schedule at start of school year