Back to Oakland Preschools

Monte Tavor Infant, Toddler and Preschool Program

3520 Laguna Avenue, 3516 Laguna Avenue, 2620 MacArthur Blvd., , 3507 Rhoda Avenue and 3512 Laguna Avenue. ALL 5 Separate facilities interconnected by the backyards. ALL ON THE SAME BLOCK
Oakland, CA 94602

(510) 967-2876


18 parents took the survey TAKE THE SURVEY

Monte Tavor is a Spanish Immersion Program with an emergent curriculum in place for infants, toddlers and preschoolers, based on children's interest, teachers' observations and theoretical implications as well as our developmental approach on all kinds of censorial activities and the equilibrium for young children.

We concentrate in language, music, singing, instruments, dancing, cause and effect, reading, practicing to crawl, walk, run, censorial activities, free choice and the endless outdoors all year long for all ages 0-5 years.

Older children participate in dramatic play with themes and props, two science fairs per year on natural sciences with experiments and discoveries and on animals and their habitats with live animal exhibits, an art expo as well as visual and performing arts (two dancing shows per year), exploratory activities and science experiments. Visual arts with natural ingredients, reading/writing, outdoors, free choice activities with developmental approaches and age appropriate materials.

To learn more, receive an informational e-mail packet and schedule a tour. Send us an e-mail at or find us at OR by calling (510) 967-2876 and ask for Yeira.

Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based, Teacher-Led, Reggio-Emilia

From the Director:

We believe that the purpose of an early education is to have children at an early age be exposed to hands on experiences. Children need to interact with each other in a productive and constructive way accomplished in a group setting. We believe that when children have the opportunity to be part of a cultural diversity will become and grow up to be better and knowledge people in society. We believe that an early education is to have children explore and be exposed to language, visual and performing arts and science to expand their imagination. Activities at Monte Tavor are well balanced for children. Every morning children lead and continue with a session (s) of 15 minutes,half hour to an hour for older children, of teacher and child directed activities. Our activities are based on the censorial development along with the developmental stages and approaches. Developing activities for their senses and their equilibrium. Things to taste like sour, spicy, sweet, fruits and vegetables. Things to smell like flowers and aromatic plants. Things to feel in their hands and be able to handle like a banana slug or snails. Noises to hear -loud, far away noises. Musical instruments to understand notes. Exploratory activities for their senses such as water and something else like - mud, ice, seeds, corn meal, flour, cornstarch, . A Complete Emergent Curriculum with props (Dramatic Play Boxes) such as fire station, hair salon, restaurant, farm, airport, bank, flower shop, camping trip, post office and more with real props that children can relate to real life experiences. Teachers with the children choose between two to three activities daily for example: Developing an activity can be when children are given a journal with oil pastels to draw about what they did over the weekend or any story they want to tell their friends. OR The teacher may read a book first and ask children to draw about what happened in the story and tell about their pictures. Teachers document their ideas, words, sentences on their journals. This is part of the language development and as pages are filled with lines and representational drawings we are able to see the progress in language as well as story telling and creation. Another activity can be science where children are being presented with materials and teachers will ask questions of what is being observed or created. Twice a year we have a science fair on Animals and their habitats as well as experiments and discovery on natural sciences. Art - children may be presented with materials and a teacher is there to assist when help is necessary to talk about the drawings or painting being made and what they may represent to a child. OR another activity can be story telling with music and movement using instruments or dancing. Activities can be exploration of the outdoors for example looking for bugs, drawing and talking about each bug from where they live to what they do and eat. Activities can be just listening to each other when telling a story or expressing how they feel. OR it can be an exploratory activity -creating mixes of ingredients, exploring with mud, playing with flour and water, pouring and measuring activities with corn meal, seeds, and water. Activities include many ways of learning the alphabet by singing or hands on activities. Writing time for older children. Our whole approach on curriculum is based on teachers' observations and theoretical implications as well as our developmental approach and the equilibrium.

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

More Information

  • Puzzles
Time & space more

More Information

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

More Information

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

More Information

  • Musical instruments
Visual arts more

More Information

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

More Information

  • 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 Children are being immersed into the Spanish language naturally by speaking to them in EVERY activity center such as Art, Music, Dance, Physical games, Outdoor Play, Dramatic Play, Sensory Activities, Science, Exploration and Discovery themes. The earlier they enter our program the better, usually 18 months to 2 1/2 years is the best time for children to start or as in the majority of the cases families enroll their children as infants to acquire both languages easily and naturally. Our approach to the censorial and equilibrium aspect of learning is based on all the senses as well as the developmental stages. Also, We are huge in music and movement as it becomes part of our language aspect or by expressing themselves freely in Spanish or English or when creating and singing songs. Children participate twice per year in performing dance events; where children dance, play instruments and older children learn choreographs of African, Brazilian and Latin American music as well as ballet, jazz, and pop music. Our science curriculum based on natural sciences and more based on the living things and our planet earth. We conduct two science fairs every year on animals habitats as well as experiments and discoveries.

From the Director:

We believe that children learn best when they have the freedom and encouragement of figuring out and building things on their own; when allowed to move freely in a classroom among the different interest areas,or when exploring and experimenting materials on their own. The atmosphere, the temporal setting, and the interpersonal setting play a major role in creating an inviting environment for children.. Our teaching approach and emergent curriculum is based on children's interest where teachers are listening and looking to create, discover and explore themes. Children are immersed into a curriculum of science, art, music and discovery.

Quality of Teaching

Individualized Teaching: From the Director

Each child has an individual profile where activities are being monitored and checked with comments for developmental reasons. Parents are given a copy when children enter our preschool program, so the parent can monitor, extend or create fun activities for their young one. If a child needs more encouragement in holding a pencil or using writing materials for example, we will create more activities in groups to encourage development in fine motor skills. If a child or a group of children need more encouragement in developing language abilities, activities for such skills will be created.

We believe that teachers should see children as individuals with different needs, wants, abilities and multi intelligences. We believe that teachers should interact with children in a pleasant, fun and interesting way. We believe that teachers should have dedication, compassion, patience, and have a good sense of humor when working with children. Teachers play an important role in the children's and parent's lives because on them depend how children are being guided and instructed toward their future growth.

Teachers at Monte Tavor are on a constant on going training. Once a month we meet to discuss topics in relation to the development of children and teachers in the classroom.

Day in the Life

General School Mission

Monte Tavor Infant, Toddler and Preschool program is a Spanish Immersion program with an Emergent Curriculum in place that believes in the education of young children and their well being.

Our major emphasis is based in the ability to have young children grow up to be bilingual. We believe in the natural growing abilities of children with the assistance of adults.

The most important aspect of our teaching is that children have the freedom and encouragement of figuring out and building things on their own, while at the same time growing up being sensitive toward others, respecting each other, and expressing their ideas and feelings freely;whether is by drawing, dancing or simply expressing themselves verbally.

We believe in the different developmental stages social, emotional, language, physical and cognitive; but more importantly to have children learn how to resolve conflicts on their own and be socially and emotionally ready to accept challenges among peers.

Our major emphasis is on the immersion of the Spanish and English language along with music, art, science, literacy, discovery, and exploration.

A Typical Day

Also, Read Philosophy and Approach at the top of this page.
Or send us an e-mail to get a copy of our daily schedule at

7-9 a.m. Breakfast oatmeal, waffles, french toast, pancakes, or whole grain cereals with fruit and milk.

Free play outdoor and indoor.

9-10 a.m. Free play with some instruction 2-3 activities for example, Journal, art, science, or music / movement and outdoor snack

10-11:30 Free outdoor play with many activities such as dramatic play, manipulatives, running, tricycles, playing with balls, games, pouring and measuring activities, water play, floor puzzles, a combination of passive and active activities.

11:30-12:30 Lunch with a great variety of vegetables and fruit, chicken, turkey, salmon or sole fish, tortillas, rice, breads and 15 varieties of beans along with many roots like yucca, tarot, sweet potato and yams.

Toileting, brushing teeth, getting ready for a nap or a quiet time.

12:30-2:00 resting time/ nap

2:00-4:30 Free outdoor play with outdoor equipment and activities (see morning outdoor play at 10:00 a.m.)

Afternoon meal / mini lunch at 2:00 p.m.

Snack at 4:00 p.m. Yogurt with fruit, Quesadilla fruit, rice crackers with fruit and milk etc.

4:30-5:00 Circle story time/ music and movement / exercise / relaxation activities.

5:00-6:00 free choice / play

Home-School Connection

Home-School Connection: From the Director

We communicate daily with parents at drop offs or pick ups. Notes going home, phone calls during the day, daily e-mails, parent and teacher conferences twice a year or more frequent if necessary, Monthly Newsletters, potlucks and get together events in the spring, summer and fall months,

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Are able to visit the school anytime we want
  • Go on field trips
  • 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
  • Small group sessions
  • Extra staff dedicated to handle separation
  • Parents in classroom early on
  • Abbreviated schedule at start of school year

Handling Separation: From the Director

We are a year round school, so separation usually happens when children first enter the school. We get together with the families at gatherings and children are invited for play dates ,

Children usually start in our infant or toddler program and transition to preschool without any separation because children move with their respective group and they are already know the teachers.