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Linden Tree Pre- School

180 Kane Street
Brooklyn, NY 11231

Phone:
(718) 624-0083

Website:

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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

Emergent Curriculum: We encourage learning activities to arise out of each child's interests, actions and experiences. Children have the freedom to explore their surroundings, make choices, communicate, and to resolve conflicts in a supportive climate which nurtures self-esteem and a desire to learn.

Curriculum & Teaching Approach

Learning Philosophy & Tools

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

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  • 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
Time & space more

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  • 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
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
  • 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

From the Director:

Child development theorists indicate, and we agree, that young children learn naturally and enthusiastically in an environment offering a choice of activities created with children's needs in mind, rather than adults'. We focus on the child forming positive and enjoyable associations while acquiring new skills and incorporating new information. It is important to us that each child feels safe in being unique and in performing the countless experiences that constitute their growth. We put an emphasis on social/emotional development because we feel it is a necessary foundation for all other learning.

Day in the Life

General School Mission

Linden Tree Preschool provides a safe and caring environment that stimulates the physical, social, emotional, and cognitive development of children. A blend of academic skills, personal knowledge, and social awareness enables children to learn to the fullest of their abilities, preparing them for further education and lifelong learning. Small by intent and design, Linden Tree Preschool's size is a great strength as it promotes openness, accessibility, and collaboration.

A Typical Day

Each day we will set out pre-planned activities in the art area (table and easel), sensory tables, and fine motor/writing center table.
We choose activities that are interesting, inviting, age and developmentally appropriate, open-ended and process oriented.
If a particular activity is popular we may choose to repeat it often (with slight variations) until the intense interest passes. Every project will be based on what children say and do.
Teachers will actively observe children to learn their interests, and then offer to develop, explore, and extend that which students find most engaging.
There are no adult made models to follow, no particular way to use the materials available and (within reason) the children are able to easily modify or add to the materials to suit their own interests and needs.
This freedom to act upon their own interests in their own way is a critical factor in the successful development of children's self esteem.
This practice is based on the social constructivist model that supports the idea that we form ourselves through our interaction with peers, adults, things in the world, and symbols.
In our classroom, there are clearly defined interest areas where children can engage in activities of their own choosing.
These areas may include spaces for: art, alone-quiet time, reading and relaxing, block building, dramatic play, sensory/water activities, science, music, manipulatives, gross motor activities, computers, writing and drawing.
These spaces are created based on a child's eye view, are adapted to meet the current interests and play needs.
Teachers suggest play possibilities through the arrangement of materials and having related props available.
Open-ended use and transformation of materials is encouraged with the focus being on process rather than product.

Home-School Connection

Home-School Connection: From the Director

There are twice a year parent-teacher meetings. Parents, teachers and the administration communicate on the future of the students and give advice from our collective knowledge of the schools.

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:

  • Parents in classroom early on
  • Abbreviated schedule at start of school year

Handling Separation: From the Director

The first few days are only an hour long and we lengthen the sessions until it is the normal 3 hours long. Separation is case by case. We encourage parents to leave when the child is ready.