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Sheffield Preschool Program

2347 Stuart Street
Berkeley, CA 94705

(510) 849-9352


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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

From the Director:

Our cirriculum is developmentally based, which means that we believe that children need to play and experience the world through their senses and their relationships with people. Your children will play London Bridge and hide-and-seek; climb and jump; dance with scarves; be cuddled and understood. They will explore sensory materials, such as clay, sand, finger paint, water, shaving cream, pudding, pillows and scarves. We know that it is not us, but you, the parents, who have the greatest influence on your child's development and education. Therefore, in order for each child to recieive maximum benefits from our program, your help and suggestions are vital. The cirriculum rotates every couple of weeks. Extracted from Sheffield Preschool Program Parent Handbook.

Day in the Life

General School Mission

We offer a relaxed and warm home environment geared to the needs and interests of each child enrolled in our school. We try to take into consideration individual differences, personalities, and abilities, as well as family cultural patterns. We place great value on freedom to be oneself-for adults and children alike.

A Typical Day

8:00--10:00 a.m.: Arrival, free play, choice to participate in project with teacher
10:00--10:30 a.m.: Circle time
10:30 a.m.: Snack (provided by Sheffield)
11:00--12:30: Free play outside, painting, sandbox, projects, gardening
12:30: Lunch (provided by parents)
1:00: Pick-up of morning children
1:00: Arrival of afternoon children
1:00--2:30: Free play outside and choice to participate in project with teacher
2:30--3:30: Free play inside, and project
3:30: Snack (provided by Sheffield)
4:00: Circle
4:30--5:00: Free play and pick-up by parents

Home-School Connection

Home-School Connection: From the Director

Conferences are held each year in November to discuss your child's school progress and his or her future school placement. Additional conferences during the year may be called by parent or teacher. Periodic newsletters are sent out. There are voluntary monthly parent meetings.

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
  • Email
  • Special Meetings
  • Two or More Regular Conferences
  • Drop-Off
  • Pick-Up
  • Regular newsletter/printed updates circulated to the whole school


Separation is Handled through:

  • Pre-entry meetings with parents at school

Handling Separation: From the Director

It depends on the child. Most children who have separation anxiety can be supported with extra pre-entry visits, bringing a transition object from home, and extra discussions between parents and teachers about how to best support each child. Some children need extra teacher attention, others need play dates with new friends, etc.