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Yearling Nursery School

604 W 227th St
Bronx, NY 10463

Phone:
(718) 549-1606

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The Yearling Nursery School is a licensed, educational early childhood program. The school contains four classrooms furnished to meet the needs of our various age groups. The house is set on a quiet corner property which is surrounded by hedges and trees. This gives the school a country like atmosphere. Our teachers and staff are dedicated to helping each child discover their unique potential – academically, socially, and interpersonally.

Philosophy & Approach

School Philosophy

General Approach to Learning: Montessori

From the Director:

Montessori based with inclusion of thematic units in all curiculum areas; Literacy, Science, Social Studies, Math and Art. Teachers develop children's skills in cooperative group activities that produce an understanding of team work. Opportunities are given for children to receive one on one individual help when needed.

Quality of Teaching

Individualized Teaching: From the Director

Teachers maintain weekly logs to make note of children's individual progress and individual needs. Children who perform at higher levels than their group are given the opportunites to work on activities that present them with greater challenges. They are also encouraged to participate as "Learning Buddies" for children in their group that need social/academic support. Teachers communicate with parents regarding any needs for academic support. A parent/teacher team unit is applied to help the child continue to develop.

Day in the Life

General School Mission

A Child-Centered, Holistic Approach

During the pre-school years, children progress through various stages of physical, social and cognitive development. The overall objective of the Yearling Program is to provide for our children a warm, supportive environment that encourages positive growth in all these areas. We strive to help our children develop a positive self image and good feeling about coming to school and participating in the activities of the day.
Our children learn to work successfully and pleasurably with others, and in so doing, they develop a sense of community where cooperation is the style, rather than the competition.

We strive to work closely with parents who share with us the goal and process of educating thier children through mutual understanding and cooperation.

A Typical Day

Tiny Toddlers Program Activity Schedule
1) Arrival - Greeting
Each child is welcomed. Mothers are assited in separating from their child.
2) Children are spoken to and assisted in involving themselves in an activity.
3) Morning Snack - Children are given juice and crackers or cookies and milk. Snacks are kosher.
4) Outdoor Play - Riding, toys, slide, seesaw, rocking boat, trikes on our fully enclosed cedar deck.
5) Art activities, followed by manipulatives.
6) Music, singing, dancing.
7) Quiet Time - Story Time
8) Lunch
9) Quiet free play, Group Nap 12:30-2:00

P.M. activites may include outdoor play depending on the weather.

Afternoon Activities include: snack, blocks, housekeeping, dramatic play. Teachers will include sandbox or puzzles and other table games.

Home-School Connection

Home-School Connection: From the Director

Direct communication during morning drop off or end of day pick up. We send individual notes and e-mails. On occasion when needed we call parents.

Parents Say They are Encouraged to:

  • 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
  • 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 require parent participation for a period of time which enables the child to feel comfortable within the class setting and in the prescence of his new teachers. Parents are phased out as soon as possible to promote separation.