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New Amsterdam Early Childhood Center

138 West 15th Street
New York, NY 10011

(845) 596-4908


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Philosophy & Approach

School Philosophy

General Approach to Learning: Waldorf

Curriculum & Teaching Approach

Learning Philosophy & Tools

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

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  • Not Applicable
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Not Applicable
Time & space more

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  • Not Applicable
Sci. reasoning/physical world more

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  • Not Applicable
Music more

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  • Not Applicable
Visual arts more

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  • Not Applicable
Physical activity more

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  • Enough room for children to move around and play and a suitable indoor alternative to the outdoor playground on rainy days
Other subjects taught

Day in the Life

General School Mission

The New Amsterdam Early Childhood Center is a Waldorf inspired program in lower Manhattan providing programs for parents and children from birth to age 7. Waldorf education is a worldwide movement, with over 1000 pre-schools in 58 countries. Based on the ideas of the scientist and philosopher Rudolf Steiner, Waldorf education views each child as unique, with a body, soul and spirit capable of thinking, feeling, and willing. Steiner believed that children require the right environment to mature to their highest potential. At the New Amsterdam Early Childhood Center, we provide that environment to the children who come here and help parents create that environment at home. Our programs for parents and children work to meet the physical, social, emotional, and intellectual needs of young children from birth to age 7, while recognizing children�??s individual spirits.

A Typical Day

Our day begins with creative play in a beautiful and carefully thought out enviornment that provides opportunity for free movement and imaginative play. Our toys are made of natural materials such as wood, wool, cloth and many are handmade. We prepare our snack, baking bread and cutting apples with the children in the midst of creative play. We clean-up together and have a morning circle with song, verse and movement games. Through the circle we offer the child opportunity for language development and movement that is developmentally appropriate for the ages of the children. We move from circle to snack which we share together. We close our day telling a story our performing a puppet show. We pay careful attention to rhythm allowing times for both quiet and active play. A longer day, typical of the five day classes would also include a long period of outdoor play in a natural green setting.

Home-School Connection

Parents Say They are Encouraged to:

  • Sit on the board of trustees
  • Hold social events at the school to build community
  • Fundraise
  • Are able to visit the school anytime we want
  • Volunteer in the classroom
  • Receive newsletters

Modes of Communication

  • Notes
  • Phone Calls
  • Voice Mail
  • Email
  • Special Meetings
  • Drop-Off
  • Pick-Up


Separation is Handled through:

  • Home visits by teachers
  • Pre-entry meetings with parents at school
  • Small group sessions
  • Parents in classroom early on

Handling Separation: From the Director

We provide a bridge program and a transitional nursery program. The parents begin the school year in the classroomwith their child. They transition out of the classroom by midyear.