Back to Austin Preschools

Child's Day

2525 Wallingwood Dr. Suite 100
Austin, TX 78746

(512) 327-3274


10 parents took the survey TAKE THE SURVEY

Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

The most important goal of our early childhood curriculum is to help children become enthusiastic learners. This means encouraging children to be active and creative explorers who are not afraid to try out their ideas and to think their own thoughts. Our goal is to help children become independent, self-confident, inquisitive learners. We are teaching them how to learn, not just in preschool, but all through their lives. We are allowing them good habits and attitudes, particularly a positive sense of themselves, which will make a difference throughout their lives.

Curriculum & Teaching Approach

Learning Philosophy & Tools

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

More Information

  • A well-stocked bookcase
  • a variety writing instruments, manipulatives for learning letters, phonic materials, individual conversations, labels in the enviornment, typewriters, and more
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

More Information

  • Puzzles
  • many manipulatives including unifix cubes, tanagrams, objects for sorting and catagorizing, graphing activities, and more
Time & space more

More Information

  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Maps
  • Building blocks
Sci. reasoning/physical world more

More Information

  • A place for science activities such as growing plants
  • Pets for children to watch and care for
  • natural materials for the children to explore, planned science activities to promote hypothesizing, prediction, and learning to compare and contrast, opportunities to mix materials and experiment
Music more

More Information

  • Musical instruments
  • a variety of music styles are available for use in the classrooms
Visual arts more

More Information

  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
Physical activity more

More Information

  • 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
  • movement activites that go along with certain music, or games such as red light green light
Other subjects taught In the infant program, we introduce sign language as a method of communication children can use with caregivers before they can produce language. This often carries over into Toddler classes as a concrete visual message they can use when interacting with others. A large part of our day in all ages is supporting the children in developing social skills and emotional skills. The children are activly involved in conflict resolution and problem solving when opportunities arise. Learning how to identify one's feelings and express them in a manner that is respectful to others is a life long learning process. Praticing and refining a variety of skills that promote successful interactions with groups is a key to success in learning situations. We offer a Spanish circle in all of our classes over the age of two. Additionally, we ask all staff members who are fluent in Spanish to use it daily throught the classroom.

From the Director:

We use an emergent curriculum which is designed for each individual class by the Lead teacher. This allows us to blend current topics of interest to the children with the teacher's Child Development knowledge. Taking advantage of teachable moments leads to successful learning as well as increasing the children's excitment for continuing to explore new things.

Quality of Teaching

Individualized Teaching: From the Director

In our program, no child has these labels. Each child develops at a different pace, has different areas they are very curious about, and different natural talents. Having teachers with formal Child Development education ensures they are able to adapt experiences to provide appropriate amounts of challenge to the individuals in their class. They incorporate each child's innate areas of strength, capitalize on things they are currently focusing on, and encourage children to explore things they may not be naturally drawn to, or need support or practice in.

Day in the Life

General School Mission

The philosophy behind our curriculum is that young children learn best by doing. Learning isn't just repeating what someone else says; it requires active thinking and experimenting to find out how things work and to learn firsthand about the world we live in. In their early years, children explore the world around them by using all their senses: touching, tasting, smelling, and looking. In using real materials such as blocks and testing their ideas, children learn about sizes, shapes, and colors, and they notice relationships between things. In time, they learn to use one object to stand for another. This is the beginning of symbolic thinking. For example, they might pretend a stick is an airplane or a block is a hamburger. These early symbols - the stick and the block - are similar in shape to the objects they represent. Gradually children become more able to use abstract symbols like words to describe their thoughts and feelings. They learn to 'read' pictures which are symbols of real people, places, and things. This exciting development in symbolic thinking takes place during the preschool years as children play. Play provides the foundation for academic or 'school' learning. It is the preparation children need before they learn highly abstract symbols such as letters ( which are symbols for sounds) and numbers ( which are symbols for number concepts). Play enables us to achieve the key goals of our early childhood curriculum. Play is the work of young children. Our approach to Infant Care at Child's Day draws heavily from the principals developed by infant specialist Magda Gerber and Tom Forrest, M.D., specialist in developmental and behavioral pediatrics. They developed a unique philosophy and methodology for working with infants & founded Resources for Infant Educarers (RIE) to continue presenting this approach to parents and professionals. In order to foster quality care RIE encourages: Basic trust in the child to be an initiator, an explorer and a self learner. An environment for the child that is physically safe, cognitively challenging and emotionally nurturing Time for uninterrupted play. Freedom to explore and interact with other infants. Involvement of the child in all care activities to allow the child to become an active participant rather than a passive recipient. Sensitive observation of the child in order to understand his/her needs. Consistency, clearly defined limits and expectations to develop discipline. Respect is the Guideline of RIE's Philosophy

A Typical Day

The children have individualized caregiving experiences with their teachers. Each child has daily opportunities to explore music, books, physical exploration, sensory experiences and social experiences. Art, science, early math, literacy, dramatic play, are also routine experiences in the program for Toddlers through Kindergartners. Schedules for each group are posted on our website as are weekly Lesson Plans.

Home-School Connection

Home-School Connection: From the Director

An important part of the parent teacher relationship is trying to connect verbally each day. Most of the age groups provide individual daily notes for the parents. There is an orientation evening before the school year begins. All classes provide three conference opportunities per year. The teachers provide newsletters and articles about development topics, opportunities, and events. We make parents aware of a variety of things that would be helpful or interesting to their families in the community. We also offer parent education opportunities on-sit throughout the year. Our web site is updated weekly with classroom Lesson Plans and monthly newsletters. Email is also used extensively for all types of communication.Many of our families take advantage of the private kindergarten in our program.

Parents Say They are Encouraged to:

  • 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 is Handled through:

  • Home visits by teachers
  • Pre-entry meetings with parents at school
  • Extra staff dedicated to handle separation
  • Parents in classroom early on
  • Abbreviated schedule at start of school year

Handling Separation: From the Director

This varies greatly by the personality of the child involved. It can include things such as a home visit by the teacher, having photos of family in the classroom, assisting a parent in creating a drop-off routine, and having a gradual entry over the first two weeks.