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Hill Preschool

337 North Carolina Ave, SE
Washington, DC 20003

(202) 543-5372


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

Our classrooms are designed to challenge the child's cognitive development, making sense of the world around them through play. Daily activities are both teacher and child initiated, where the teachers serve as facilitators.

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
  • chalkboards, books on tape
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
  • 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
  • CD's of children's music play in the am and soothing music plays at naptime
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

More Information

  • Sandboxes and/or water stations for play
  • 1 hour of outside time occurs in the morning, either visiting a neighborhood park or taking a walk
Other subjects taught

From the Director:

The Hill Preschool uses the Creative Curriculum. This curriculum emphasizes the development of social competence, learning through play and fosters independence, self-confidence and a sense of self worth.

Day in the Life

General School Mission

The Hill Preschool is a non-profit cooperative that provides high quality education and nurturing care for young children, as well as parent support, to facilitate the growth of healthy families.

A Typical Day

Children are asked to arrive by 9:00 am so they may be present for Group time. This time may include a discussion about the calendar, the weather or holiday. The children are given the opportunity to make song requests. And physical movement and/or a story often conclude the group time. Children have many opportunities to have free play and all areas are open for them to choose from. A small group activity is also offered during 'choice' time so the child can also decide if they want to do the organized project. After the group time, free play and small group activity the children have a snack and prepare to go outside (weather permitting) for 1 hour. After being outdoors they return to the school for lunch. Children can be picked up after lunch (by 1pm,) after nap (by 3pm,) or in the evening (by 6pm.)

Home-School Connection

Home-School Connection: From the Director

Open Houses Parent/Teacher meetings Parent Night Regular emails to families, including a bi-monthly newsletterOn a case by case basis we will help parents evaluate the best school setting for their child and help them contact alumni who have sent their children to the respective schools.

Parents Say They are Encouraged to:

  • Fundraise
  • Are required to make donations ourselves
  • Are able to visit the school anytime we want
  • Go on field trips
  • Receive newsletters

Modes of Communication

  • Notes
  • Phone Calls
  • Voice Mail
  • 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

Handling Separation: From the Director

We work closely with any family where the child is having a difficult transition. We either offer a protracted start where the child comes for a short time for a few days and the days progressively get lonoger or in some cases the parent it encouraged to stay and observe for a few days. Initially, we ask that parents keep the good-byes short and we determine how well the child settles in before discussing the above alternatives.