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Robbin's Nest Preschool & Kindergarten

2912 Honolulu Avenue
La Crescenta, CA 91214

(818) 248-7324


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
  • We use the "Handwriting Without Tears" program.
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
  • Counters, games, measuring activities, cooking
Time & space more

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  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Maps
  • Building blocks
  • Timers, science experiments
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
  • Science experiments, cooking activities
Music more

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  • Musical instruments
  • Invite parent musicians to play instruments
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
  • Exhibits, invite parent artists to create with kids
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
  • Obstacle course, trampoline, Gym class, dance class
Other subjects taught Computer skills Dance Movement and Sports

From the Director:

We provide a balance of small group activities and large group activities, as well as a balance of child directed activities and teacher led activities. Curriculum is designed based on the children's interests and developmental skills. We do not follow a prescribed curriculum instead the teachers develop their own curriculum that integrates all the areas of development and meets the needs of the children they currently have.

Quality of Teaching

Individualized Teaching: From the Director

Because the curriculum is based on the children's interests and developmental skills, the teacher is able to meet individual needs of children who may be behind, excelling or may have special needs. Based on teacher observations and the developmental assessment we do every year, we are able to identify these children and address their needs. Teachers break down the tasks to make sure the child has the readiness skills to complete the activity. Teachers provide extended activities for children who need to be challenged. We also have a referral system in place if the teachers observe that a child will be needing auxillary help.

Day in the Life

General School Mission

"The philosophy of our program is based on the belief that parents and staff work together as a supportive team and a primary agent in motivating children to develop. We meet the needs of multi-cultural and multi-racial backgrounds of our community. We provide children a variety of age appropriate play activities and experiences in a comfortable and non-competitive environment.

We have specific programs, facilities, and classrooms to accommodate non-potty trained children and children in training.

We believe that experience in a good child care setting can prepare children for later life experiences. This can best be accomplished in an environment in which the adults promote self-expression and creativity, but also pay attention to the importance of self-control and mutual respect. The climate at our school encourages children to make choices, take responsibility for these choices, and develop self-discipline. In an atmosphere of trust and respect, each child finds opportunities to realize his/her own self-worth and personal growth.

Excerpted from the preschool's website

A Typical Day

7:00 am School Opens
7:30-8:00 am Morning Snack is Served
8:00-9:00 am Free Play/ Art/ Storytelling
(children get picked up by their
teachers to go to their
9:00-10:00 am Outside Play
10:00-11:00 am Inside Structured Time (includes
circle time, art activity, cooking,
simple science experiment, music
and movement, math and mani-
pulatives, etc.)
11:00-11:15 Wash Up for Lunch
11:15-12:00 LUNCH
12:00-2:00 Nap/ Rest Time
2:00-2:30 pm Afternoon Snack Time
2:30-3:30 pm Outside Play Time
3:30-4:30 pm Inside Structured Time (may
include games, storytelling, art,
writing activities, computer, etc.)
4:30 pm Free Play, Construction activities,
Group Games with other kids until
they get picked up.
6:00 pm School Closes

Home-School Connection

Home-School Connection: From the Director

We have an open door policy and encourage open communication with our parents. Parents can call or visit anytime during the day to find out how their child is doing. Every year the parents are given a copy of their child's progress report. Parent Conferences are scheduled to discuss further the progress report or emerging concerns that the teacher or parent may have.
A folder goes home with the child everyday containing their art work or maybe some "homefun" activity to help reinforce what they are learning at school. The teachers write a daily note (for the younger kids) to give the parents an idea how their child's day was --- during outside time, circle time, lunch time, nap time, toileting time, etc. Depending on the parents' needs, we invite specialists (pediatric nurse, speech therapists, marriage and family counselor, etc.) for a "Q and A". We have a parent communication board for networking and for posting information on community activities, babysittting services, etc.


Separation is Handled through:

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

Handling Separation: From the Director

We give the parents a "Survival Kit" during the first day, as a reminder that it is usually harder on them to separate from their child. The child senses their anxiety and reflects this in their behavior. When the parent is reassured, the separation is usually painless. We encourage pre-entry visits, just to hang-out and be familiar with the environment and the routine. Shortened schedules are also encouraged for children who have a harder time separating. The child can bring a comfort toy or anything that will remind him/her of mom/dad (a picture or a personal item). We remind the parents to be consistent, to keep their promise and to say "goodbye" instead of sneaking out. The adjustment period usually takes two weeks, so we remind the parents to be patient.