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Bright Days Preschool

1675 Winchester Boulevard
Campbell, CA 95008

(408) 378-8422


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

Our program is play based and desinged to promote children's initiative and honor their autonomy. This involves presenting children with quality materials appropriate for their level of development in a manner that is aesthetically pleasing, encourages creativity and allows them to build on concepts. Because our teachers see themselves as facilitators, they are very careful not to present models of work to children or ask them for products. All of the activities are process oriented. Creativity is innate, and our curriculum honors that. Child-inititated activities are autonomous endeavors that contribute to cognitive development as children are actively engaged in the processes of making their own colors, balancing their own block structures, pouring their drinks, etc. In their roles as observer, stage manager and mediator, our teachers work to promote resilience and mastery in play. Within the context of a specific relationship, our teachers are extremely thoughtful about how, what and when they speak and act, so that their support of a child is useful.

Curriculum & Teaching Approach

Learning Philosophy & Tools

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

More Information

  • 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
  • Unit blocks, cooking activities,
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 Social-emotional development and cognitive development are inextricably bound and are key to developing children's skills in coping with and learning from a sense of failure. Intelligence, according to Jean Piaget, is 'an individual's ability to cope with the changing world through continuous organization and reorganization of experience'. Therefore, helping children to cope effectively with and learn from their disappointments as they are engaged in self-initiated activities is a most important part of our curriculum. Our staff values caring relationships and is more than willing to support, help and be present with a child who is experiencing frustration and failure in an activity. We do not alleviate the child's frustration by completing the activity for him/her, because we want the child to learn to solve problems and learn ways to cope with and learn from mistakes, failures and adversity, and to understand that everyone makes mistakes. Instead, we offer comfort, guidance, emotional support, being present in the moments, ask open-ended questions, offer suggestions, validate their feelings. empathize and use meaningful words or phrases to describe the porcess...'it takes practice', 'This is very perplexing to you'...

From the Director:

Because of our low ratios, no more than 7 children to one teacher, we are able to work in small groups and one-on-one with children in all areas of the curriculum, including social and emotional development. Much of our curriculum planning is based on the daily written observations of our teachers in conjunction with their knowledge of child development and a willingness to collaborate with one another. As such, our teachers are able to facilitate the growth of each child by meeting he/she where he/she is developmentally and individualize the curriculum to support continued developmental growth.

Quality of Teaching

Individualized Teaching: From the Director

Our low ratios (1:7)allow teachers to address the individual needs of each child. We see each child as an individual who is on his or her own developmental path, and we are there to facilitate that development. In addition, we keep in close contact with parents regarding any cares or concerns.

Day in the Life

General School Mission

We believe in experiential and cooperative learning. We embrace a developmental educational philosophy, and believe that the cognitive, social, emotional and physical development of each child are equal in importance. We believe that the healthy development of each child is enhanced when quality teachers work to establish caring relationships with the children in their care. We believe that parents are a child's first teacher.

A Typical Day

9:00 AM: Children enter the classroom with a parent or other caregiver and look for their picture name tag on the table and match it to the one on the chart.

Each family is greeted by a teacher and children can choose an activity to start the day with.

The art area is always set up with particular concepts in mind such as, primary colors, secondary colors, space, line, shapes etc.

The writing center has a binder with each child's name on it, and he/she can add to it anytime they would like.

In fact, all areas of the curriculum are in operation from the get go and teachers are covering each area based on the number of children present.

The outside environment is just as critical as the indoor environment and has been set up based on a curriculum plan.

Each Monday and Tuesday the children are invited to help make bread for that days snack.

10:00 AM: Snack time. Children are invited to help prepare the snack table. Each child has his/her own pitcher of water to pour with. When a child is finished with snack he/she brings the trash to the garbage and his/her cup and untensils to a gray bin.

11:30 AM: Teachers begin cleaning up the classrooms.

11:35 AM: Children are asked to help clean up and get ready for gathering.

11:45 AM: Children go to their gathering groups for songs, movement and story

12 Noon: Pick-up time

Note: Each day observations are posted outside the classroom doors. Parents get a glimpse into their child's day at school such as, who he/she plays with, what he/she likes to do, how she/he likes to do things, samples of conversations, problem solving situations, etc.

Home-School Connection

Home-School Connection: From the Director

Ways we communicate and connect with parents:
-orientation provides an overview of philosophy, learning goals and objectives, logistics, communication, etc.
-monthly newsletter
-monthly parent-group meetings
-parent education classes
-parent-teacher meetings
-biannual summaries of children's development
-daily observation postings

Community Building:
-Each November families and staff join together for a Sharing Feast
-An evening in December for children and parents to participate in a literary adaptation of a children's story
-Family night in February
-End of year celebration and potluck in May

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Fundraise
  • Are required to make donations ourselves
  • Are able to visit the school anytime we want
  • Volunteer in the classroom
  • Receive newsletters

Modes of Communication

  • Notes
  • Phone Calls
  • Voice Mail
  • 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
  • Parents in classroom early on

Handling Separation: From the Director

Prior to the start of school, we share information with parents that can help facilitate the transition from home to school such as initiating arrival and departure routines, allowing extra time for getting ready, always saying goodbye, bringing a comfort toy, etc.

In addition, on the first day of preschool, a parent or caregiver must come with the child and spend some time in the classroom with the child before attending orientation.

After orientation, the parent joins the child again and together staff and families celebrate with ice-cream cones out in the play yard.

We also ask parents to complete a family history form that gives the teachers more detailed information about each child: likes and dislikes, joys and fears, favorite kinds of play, etc.