Back to Ord Preschools

Linda's Preschool & Discovery Center

1119 R Street
Ord, NE 68862

(308) 728-9958

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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

We believe that learning should be fun. While we may work with the children as a group, the instruction is usually in the form of a game or activity. We do not believe in worksheets and great periods of time where children just sit and listen. We prefer to keep the children actively involved. During Center time we interact with the children and take advantage of teachable moments.

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

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  • Puzzles
  • Patterning activities
Time & space more

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  • Calendars and clocks
  • Building blocks
Sci. reasoning/physical world more

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  • A place for science activities such as growing plants
Music more

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  • Musical instruments
  • CD player
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
  • Sandboxes and/or water stations for play
Other subjects taught Journaling- children express themselves through their drawings. They dicate to the adults what they have drawn and we write their words down. As the year goes on the children begin to write words themselves and their pictures become whole stories.

From the Director:

Our curriculum was designed very similar to the Creative Curriculum. We believe in providing a learning environment where children learn through play. It is not a free for all, but it is not structured like an elementary classroom either. It's somewhere in the middle. The area kindergarten teachers have also provided suggestions that they would like to see the children to learn before entering kindergarten.

Quality of Teaching

Individualized Teaching: From the Director

The teacher and aides regularly discuss concerns about each child's development. When we discover a child who is at a different stage we strive to find activities to help the child. For slower children, the teacher or an aide may take them aside and work on specific skills. When a child appears to need a challenge we may find a special activity for that.

Day in the Life

General School Mission

Our mission is to provide a developmentally appropriate learning environment through
*kindergarten readiness skills
*creative art experiences
*social skills experiences
*Christian Values
*Experienced Certified Teacher
*Experienced caring staff

A Typical Day

Our preschool day begins at 9 Am
Journaling-- each child has a book in which they draw whatever they would like. As the finish they dictate to the teacher or aides what they drew. (As the year goes on they begin to write words and numbers themselves; Also they begin to tell stories about their pictures rather than one or two word descriptions)
Circle Time--As the children finish journaling they find their mat in the circle. We look at the calendar which includes clapping the month, singing the days of the week, counting the number of days and doing a steady beat activity (if it's the 9th of the month we may stomp our feet together 9 times). In addition we look at our picture schedule of what we are going to do that day.
Music/wash hands--while children are setting table and washing hands for snack we will sing songs together.
Snack--After saying a prayer, the children sit at the table for a snack. We pass food around family style and work on table manners while we visit and eat.
Centers--as the children finish snack they are asked what they are going to do for center time. They go from the table to the center they would like to work in : house area, truck area, computers, art area, table toys/puzzles, and science center.
Clean up--after a 5 minute warning has been given, a clean up song is played. The children all help cleaning up.
Story/LIbrary time--we meet back at circle time for a story. For each story we read Linda identifies the author and illustrator and we identify what their jobs (writing words or drawing pictures). The children each have a book mark and a pocket on a curtain. They may choose a library book to check out and take home, once they have returned the previous one. The library card from the book goes in their pocket and their book mark goes in their library book.
Art--our story often relates to our theme and our art project. The children go to the table to do a creative art project. We do not believe in making children do art projects that are cutesy and all look alike. The children are free to express themselves through their art work.
Outside play--after finishing our art the children are dismissed outside to run, climb, and play in our fenced in yard.
The children usually play outside until a parent picks up or until lunch time.

Home-School Connection

Home-School Connection: From the Director

Each month a calendar and newsletter is sent home which outlines the activities and events of the upcoming month. The back side of the newsletter is a summary of what we did the previous month. We will often include websites or other resources for parents to check out on their own. When we have a concern over a child's progress we will talk with the parents. Progress reports are sent home which are based on what we see at school.
We have an open house at Christmas time where the families come to do activities with their children while taking time to look around the classrooms.

Parents Say They are Encouraged to:

  • 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
  • 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

Handling Separation: From the Director

We encourage parents to bring the child in to meet us before the first day of preschool. We have an open house to allow the children to come in and check out the facility.

When a child is having trouble separating from the parents we encourage the parents to participate with us. Once the child is involved the parent may slip out. As the year goes on we encourage the parent to leave the child and reassure them we will call if the child doesn't calm down. We have found that the longer a parent stays the harder it is for the child to adjust.
No, parent, however, is ever denied the opportunity to stay with their child.