Back to Worthington Preschools

St John's Early Education Ctr

700 High St.
Worthington, OH 43085-4137

(614) 885-2315


Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based, Montessori

From the Director:

The staff recognize the importance of balanced growth so they provide opportunities for mental, physical and emotional growth through a variety of creative experiences. Children are encouraged to learn and explore at their own speed in areas that interest them.

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
  • Worksheets to teach writing
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
  • Worksheets for counting and reasoning skills
Time & space more

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  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Maps
  • Building blocks
  • Extensive stock of creative play toys
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
  • Teaching about the physical world tied to the seasons, with field trips outside to enhance the teaching
Music more

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  • Musical instruments
  • Dedicated music teacher and music room
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
  • Dedicated art teacher and art room
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
  • We have an indoor play facility for rainy/cold days, as well as our playground
Other subjects taught French

From the Director:

We use a structured curriculum with worksheets and structured activities. The degree to which the instruction is play based rather than formal depends upon the development level of the child. To that end, classes for threes are structured differently than classes for fours, and fives are separated so that there ability to handle more formal structure can be used to best measure.

Quality of Teaching

Individualized Teaching: From the Director

In 2007, we achieved a Step Up To Quality Two Star rating, which recognizes our low student-to-staff ratios, credentialed instructors, minimum of 10 hours per year specialized instruction for instructors and the integration of development screening tools in our program.

By evaluating student's academic progress, we can give parents a good idea of how prepared their child is for kindergarten. Should I put my child into kindergarten at 5 or 6 is an important question for many parents, one we can help answer with hard data and individualized testing. While we are not a "high pressure" program, we make sure that the student's progress is monitored, and this is done in a way that does not harm the child's self-esteem in any way.

Day in the Life

General School Mission

"our caring nuturing environment promotes an easy from to home to school. the class rooms are inviting warmand bright , a fun developmentically appropriate curriculam concentrates on language arts math science and social studies the daily schedule for free choice to foster social and emotional growth as well as planned lesson times to stimulate the child accadamically"
Excerpted from the preschool's website

Home-School Connection

Home-School Connection: From the Director

Our students have a bookbag provided by the school, and in that bookbag is a folder which is used to communicate with the parents on a daily basis. The child's work is sent home, and parents can send notes back. In addition, we hold parent-teacher conferences twice a year (and more often if a specific student requires it). We maintain an updated web site that keeps parents appraised of special dates, such as visits to the fire station or holiday parties. When a child is struggling, we can provide materials so that parents can work further with their child. We also reassure parents about development and the role that time and age plays, which can vary from child to child!


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

Separation anxiety is an occasional problem at the beginning of the year. A large percentage of children can be "moved on" through engaging them in the room's activities after the parent has left. The director monitors more difficult situations and parents can be called to pick up an inconsolable child. While it takes some bravery on the part of parents to trust the school, remember that the routine we establish in the classroom plays a powerful role in making the child comfortable over time. In some cases, especially with a young child, waiting another year may be the solution. However, most children work through this period in two weeks.