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The Church of Epiphany Day School

1393 York Avenue
New York, NY 10021

(212) 737-2720


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

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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  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Building blocks
Sci. reasoning/physical world
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
  • Amazing collage work throughout the school
Physical activity more

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  • Bean bags, balls, and other objects that children can throw, kick, and play
  • Tricycles
  • Enough room for children to move around and play and a suitable indoor alternative to the outdoor playground on rainy days
Other subjects taught We have creative movement for the children once a week. We also have a weekly non-denominational chapel for the older children.

From the Director:

All the subject areas are available to the children in both formal teacher led activities and available in free play. Children have the opportunity to experience on their own as well as with some guidance.

Quality of Teaching

Individualized Teaching: From the Director

Our teacher-child ratio allows all children to get the type of attention and support that allows them to progress, wherever they are.

Day in the Life

General School Mission

This non-denominational nursery school with an emphasis on the creative arts is dedicated to promoting the emotional, social, cognitive and physical growth of the child.

The child-centered preschool environment is safe, nurturing and a fun-filled place where children can explore their own imaginations and the world around them.
The needs of the children and their parents are supported through both formal and informal gatherings. This home/school connection is reinforced through programs that recognizes the diverse range of the families.

Each child's progress is documented several times during the year through teacher observations in the following areas: socialization, language development, fine and gross motor development, independent use of the classroom space, learning style, and academic skills including early math and literacy.

In the fall before school begins, teachers visit the children in their homes. During the early days of school, a parent or caregiver is asked to remain in the classroom until a child feels safe and comfortable.

The teachers are trained to facilitate and enhance this first school experience-building the child's self esteem as both an individual and as a group member.
The school is attracting both teachers and students from many backgrounds and cultures. Our multi-cultural staff is fully fluent in English, and also bring other languages into the classroom such as Chinese, French, German, Japanese, Korean, Spanish and Russian.

A Typical Day

Choice free time for about an hour.

Formal toileting before cleanup.

Music and circle time.


Gross motor play.

Story time.

Going home.

Home-School Connection

Home-School Connection: From the Director

Each child's progress is documented several times during the year through teacher observations and those are presented to parents at conference time. We have 3 formal conferences per year.

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Fundraise
  • Volunteer in the classroom
  • Receive newsletters

Modes of Communication

  • Notes
  • Phone Calls
  • Special Meetings
  • Two or More Regular Conferences
  • Drop-Off
  • Pick-Up
  • Regular newsletter/printed updates circulated to the whole school


Separation is Handled through:

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