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Sinai Temple Preschool

10400 Wilshire Blvd.
Los Angeles, CA 90024

(310) 481-3270


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

In our desire to capture the best of all different types of curricular approaches we utilize a variety of methods.

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 Jewish studies and Hebrew.

From the Director:

Each age-level has a specific, developmentally-appropriate curriculum that is shared with the parents.

Quality of Teaching

Individualized Teaching: From the Director

Each child is "special" we see each child's learning as unique. Our well-trained and experienced staff works with specialists, including, a school psychologist, speech and language therapist, and educational consultant, to develop individualized programs for each child.

Day in the Life

General School Mission

In our developmental approach to early childhood education, we recognize that children are natural learners and that they acquire knowledge at different rates and at different times. Children learn by interacting with their environment and through the relationships they develop. By creating trusting relationships with children, teachers facilitate social, emotional cognitive, spiritual and motoric learning as our preschoolers become engaged in the classroom. Play is crucial to learning, and we emphasize process instead of product. In our warm community, based on Jewish values, parents, teachers and administrators are encouraged to engage in on-going communication with openness and mutual respect. It is our goal for children to develop independence, empathy, self-awareness, self-regulation, healthy relationships, critical thinking and the basis for a lifelong love of learning.

A Typical Day

8:00-9:00- Early Risers Program
8:45-9:15 Free choice play as children arrive
9:15-9:30 Circle Time
9:30-11:00 Centers time (both indoor and outdoors) including snack time
11:00-11:20 Music
11:20-12:00 Lunch, reading, some children prepare to leave
12:00-12:30 Outdoor play
12:30-1:30 Rest/Nap--Quiet time
1:30-2:30 Specialized curriculum each day
2:30-3:00 Outdoor play until dismissal

Of course, this is just a sample. The schedule varies for different age levels.

Home-School Connection

Home-School Connection: From the Director

Our staff is available by phone, and email. In addition to our structured parent-teacher conferences, which take place twice a year, the teacher, director, school psychologist and educational consultant are available for meetings. We have a weekly bulletin that is circulated via email to parents, informing them of educational and community opportunities and each class circulates a monthly lesson plan and lass bulletin. Our parent education program is extensive, including monthly meetings and training for parents to work with their children in the classroom.

Parents Say They are Encouraged to:

  • Sit on the board of trustees
  • 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
  • Go on field trips
  • 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:

  • Home visits by teachers
  • Pre-entry meetings with parents at school
  • Small group sessions
  • Extra staff dedicated to handle separation
  • Parents in classroom early on

Handling Separation: From the Director

Our goal is to allow children to become familiar with our school as both they and their parents learn to trust the staff and the environment. We ask parents to be quietly present in the classroom, for the first week or two as a way of easing the transition. During this time we work to establish a relationship between teacher and child so that saying "good-bye" isn't that painful (for the child, at least!) Our hope is that every child learns to love being in class and develop the self-satisfaction of becoming independent and social.