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JCC- Helen Diller Family Preschool

3200 California Street
San Francisco, CA 94118

Phone:
(415) 292-1288

Website:

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Philosophy & Approach

School Philosophy

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

From the Director:

We are an inclusive preschool community that enriches the lives of young children and their families by providing a variety of opportunities for learning, growth and exploration. We are inspired by the principles of the Reggio Emilia approach to early childhood education and guided by Jewish values and culture. We view children as competent and knowledgeable, providing an environment that supports, enriches and challenges the process of self-expression and creative thinking. Our program honors children, families, and educators, and fosters collaborative learning and developmental growth. Our program supports and enriches family life and Jewish community life through playgroups, parent education, family education, social programs and holiday celebrations.

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
  • Print-rich environment
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
  • Natural materials for sorting, classifying
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
  • Nature/Science Resource Teacher
Music more

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  • Musical instruments
  • Music Resource Teacher
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
  • Natural materials, wire, clay, beads - Art Studio Resource Teacher
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
  • Gymnastics program
Other subjects taught Our curriculum is inspired by the principles of the Reggio Emilia approach to early childhood education and guided by Jewish values, culture and traditions. Jewish holidays are celebrated with our children and families throughout the school year. Jewish values reflect our preschool identity, create meaning in our daily life and provide a framework for the kind of relationships we strive to create.

From the Director:

GUIDING PRINCIPLES The Image of the Child All children have preparedness, potential, curiosity and interest in constructing their learning, in engaging in social interaction and in negotiating with everything that their environment brings to them. The Role of the Teacher Teachers listen to and observe children closely in order to plan and proceed with their work with the children. They use the understanding they gain to act as a resource for the children. Teachers ask questions, discover the children's ideas, hypotheses, and theories, stimulate thinking and provide occasions for discovery and learning. The role of the teacher is be a learner along with the children as they co-construct the learning experience and explore with the children. Teachers consider themselves researchers and partners in learning and enjoy discovering with the children. Relationships Learning is based on relationships between, teachers, parents and children in their environment. Together, children, teachers and parents co-construct knowledge in the context of the school. Environment The environment is warm and welcoming and fosters children's ability to make choices, problem solve, master skills and develop relationships. The environment is used as a third teacher and makes visible children's learning processes. Parent Involvement Parents are considered to be an essential component of the program as part of the advisory councils of each school and supporting classroom activities, celebrations and school events. They are a competent and active part of the community of learners that includes children, teachers and other adults. Collaboration Based on mutual respect, collaboration among teachers, children and parents is a key element. Children, teachers and parents collaborate as equal partners in joyful experiences that encourage the development of knowledge, self-esteem and a deep commitment to the community. Working together at every level enhances and enriches the opportunities for learning and discovery. Documentation Observing children in action and documenting what they are learning, is an important component used to create ideas for projects as well as to make learning visible. Documentation provides opportunities for the teachers, children, and parents to revisit their ideas, activities and projects, and to reflect on their experiences. Projects Short and long-term projects are in-depth studies of concepts, ideas, and interests, which arise within the group. Project ideas originate as the children and teachers construct knowledge together. Projects can last a few days to several months.

Quality of Teaching

Individualized Teaching: From the Director

We have created a position for a Mental Health Resource Teacher who will work with children, parents and staff to support individual children's needs within the group setting. This person will collaborate closely with our Mental Health Consultant and outside intervention specialist.

Day in the Life

General School Mission

STATEMENT OF INTENT We are a community of learners inspired by the Reggio Emilia approach and guided by Jewish values and culture. MISSION STATEMENT The Claude and Louise Rosenberg Early Childhood Education Program is an inclusive preschool community, guided by Jewish values and culture. We view children as competent and knowledgeable, providing an environment that supports, enriches and challenges the process of self-expression and creative thinking. Our program honors children, families, and educators, and fosters collaborative learning and developmental growth.

A Typical Day

Children arrive and have open activity time Morning meeting
Small Group focused Activities/work with Resource teachers (Art, Nature, Gym, Music)
Snack
Outside Time
Child-Initiated Open Activity Time
Lunch
Closing Meeting
Dismissal

Home-School Connection

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

Separation is Handled through:

  • Pre-entry meetings with parents at school
  • Extra staff dedicated to handle separation