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The Educational Alliance Preschool

197 East Broadway
New York, NY 10002

Phone:
(646) 395-4250

Website:

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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based, Reggio-Emilia

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
  • sandpaper letters, office play, writing centers
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
  • manipulative toys, opportunities to count, measure, compare, etc.
Time & space more

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  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Maps
  • Building blocks
  • classroom schedules that the children can follow
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
  • Sand and water tables
Music more

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  • Musical instruments
  • Dance & music teachers, CDs, singing every day.
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
  • Professional art gallery on site! Art from recycled materials, easels, & special projects.
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
  • 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
  • Full size gymnasium; 2 rooftop playgrounds; access to local parks; large classrooms.
Other subjects taught We are a play-based school. We create an environment for the children where they can explore, discuss, discover and imagine on their own. But teachers do lead small groups, read stories, teach song, and share information directly with children. Children will learn math, for example, through a cooking activity; the measurements will be written on a chart. We have a dance instructor as well as other guest teachers who directly teach the children.

From the Director:

Young children learn by doing. They don’t learn about the world as much as they construct it anew, through active engagement and physical experimentation -- finding out how things (and people) work. Through play children learn about the social world and each other. A well-designed environment, along with caring, attentive, professional teachers, offers the child the opportunity to freely interact with materials and people, all the while busily constructing his or her own sense of what is real.

Quality of Teaching

Individualized Teaching: From the Director

By observing the strengths and interests of each child, our teachers create activities that allow children to explore the world, make discoveries, and develop their cognitive, physical, spiritual, emotional and social capacities. Teachers write written observations on a daily basis, which are shared with the director. Weekly meetings with each teaching team with the director allow for detailed planning for each child's individual learning styles.

Day in the Life

General School Mission

Young children learn by doing. They don’t learn about the world as much as they construct it anew, through active engagement and physical experimentation -- finding out how things (and people) work.

Through play children learn about the social world and each other. A well-designed environment, along with caring, attentive, professional teachers, offers the child the opportunity to freely interact with materials and people, all the while busily constructing his or her own sense of what is real.

A Typical Day

Our daily schedule allows for group time, small group activities, and individual play. Children take dance, yoga, art and music classes in our large, bright and airy classrooms, full size gymnasium and on our rooftop playgrounds.

By observing the strengths and interests of each child, our teachers create activities that allow children to explore the world, make discoveries, and develop their cognitive, physical, spiritual, emotional and social capacities.

8:30 Table toys. Parents welcome to sit and play.
9:00 Gym (or specialty class: music, dance, etc.)
9:45 Snack
10:00 Community meeting (teacher may introduce a new concept or material, children may discuss upcoming events, etc.)
10:15 Free Play (children make independent choices)
11:00 Outdoor play
12:00 Lunch
12:30 Morning Dismissal
1:00 Nap
2:00 Snack and Free Play
3:00 Dismissal

Home-School Connection

Home-School Connection: From the Director

At Orientation Night, a few days before school begins, parents are introduced to all faculty and administrative staff. They learn about the basics of the school day and we discuss ways to facilitate separation. We have a Curriculum Night a few weeks later and go into great detail about how children learn through play; this is a hands-on event, and quite fun.
Parent-teacher conferences take place twice a year, and on an as-needed basis, and teachers are always accessible via phone and (soon) email to speak with parents. Documentation of learning through examples and photos are displayed. Monthly newsletters from the classrooms and from the director keep parents up to date. Email communication and access to photos of the children also facilitate communication with parents.

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Fundraise
  • Are able to visit the school anytime we want
  • Go on field trips
  • Volunteer in the classroom

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:

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

Handling Separation: From the Director

There is a two-week transition schedule that works very well for our children. Half the class comes at a time, for about an hour; then the whole class comes together. During this time, parents stay in the classroom as needed; some may begin to leave for short periods of time. Gradually we increase the day. Children who may need more time are accommodated, and we work closely with parents in this situation. If a class is getting settled more quickly, we will shorten the transition schedule. We understand how hard shortened days can be for working parents, but we find this works very well for the children.
Transition workshops are offered for parents and caregivers during this time as well.