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Making Friends Preschool

Pruneridge and Tantau (West of Lawrence Expressway)
Santa Clara, CA 95051

(408) 203-9954


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

We offer a structure of the day routine. Within the structure, children have free choices and other activities in which they sit and work together, or listen to a story or share some event from their family lives.

Curriculum & Teaching Approach

Learning Philosophy & Tools

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

More Information

  • A well-stocked bookcase
  • Library lending bags to take home
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
  • Small manipulatives and also daily use of route counting
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
  • Music class by a specialist
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
  • Once a year Art Show
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 We have now a music teacher who comes once a week. It is an extra curriculum activity that we believe is fundamental and conducive to joy, learning and development of children's brains and emotions

Quality of Teaching

Individualized Teaching: From the Director

We work with parents, therapists and the individual child if necessary. We meet with the people involved after hours. We work up a plan and evaluate later. We offer materials for the children who need advance in certain areas. We also recommend parents with activities to do at home and do follow up with them.

Day in the Life

General School Mission

Whole child philosophy. We see the child as a growing individual in all aspects: intelectually, physically, emotionally and socially. We foster independence and inter-dependence. Play is the fundamental activity in which children explore their world. We are here to teach physical and emotional boundaries in a safe and loving environment. Through exposure of hands on activities, children learn to connect with the environment and others. Teachers are facilitators of that environment.

A Typical Day

Free time
Circle time
Small group activities
Outside time
Rest time
Preparing to go home

Home-School Connection

Home-School Connection: From the Director

We do daily oral communication. Written notes go home for the helper of the day.
We do parent meetings to inform of our goals for the year.
We also sit down one on one with parents to evaluate and comment their child's progress.

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Fundraise
  • 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
  • Parents in classroom early on
  • Abbreviated schedule at start of school year

Handling Separation: From the Director

We recommend a few visits with child and parent. We allow time for the child to begin trusting the adults in charge at preschool. Children already established at school are coached to be kind and friendly to the new children.
Then, we invite the parent to leave the child for a short time at school. Once the child knows that the parent comes back and the routine established, we extend the times that parent is away. We allow the new child to be attached to a permanent adult figure at preschool. Slowly, the child begins trusting all the adults in charge and relating to the activities and other children, depending on his/her age.