Back to Austin Preschools

Early Childhood Program at the JCAA

7300 Hart Lane
Austin, TX 78731

(512) 735-8100


3 parents took the survey TAKE THE SURVEY

Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

Play based developmental approach as opposed ot academic focused approach.

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
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

More Information

  • Puzzles
  • Blccks, manipulative toys
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
Music more

More Information

  • Musical instruments
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
Other subjects taught Judaic Enrichment

From the Director:

For preschool children, daily activities are flexible, with a variety of hands-on, child-centered activities that encourage the children to discover, experiment, explore, and develop concepts. Daily activities include art and sensory play, blocks, dramatic play, fine and gross motor development, and music. Teachers usually plan their weeks around a topic or issue that is developmentally appropriate for the children's age group. Emphasis is not on acquiring facts and knowledge about a specific topic, but rather on children developing the basic processes necessary for learning. A balanced schedule provides experiences in group and individual settings. Stories, music, language experiences, and discussion of unit studies take place in groups. Individually, children choose learning center activities in which they can work and play alone, in pairs, or in small groups.

Quality of Teaching

Individualized Teaching: From the Director

Small classes allow teachers to individually meet needs of all chidren in classroom based on their individual needs.

Day in the Life

General School Mission

The Early Childhood Program (ECP) is a developmentally appropriate, play-based program for children ages 2 months to 4 years. Our excellent facility, teachers, and low child/staff ratios allow us to offer a top-notch program, accredited by the National Association for the Education of Young Children. As a Jewish program, we feature a Judaic Specialist who works with all of the classes on Jewish culture and values, Torah stories and Jewish holidays and conducts 'Tot Shabbat' each Friday. The mission of the ECP is to develop competent, happy, curious children. Teachers offer a variety of activities to stimulate children physically, intellectually, emotionally, and socially each day. Activities are both structured and spontaneous. The school provides opportunities that encourage the development of children's self-esteem and self-control with the use of positive guidance, an appreciation of cultural diversity, and respect for each child's individuality. The ECP also provides developmentally appropriate experiences of Jewish holidays and customs and fosters an understanding of Jewish culture and the Jewish people in the context of a multicultural society.

A Typical Day

Selection of activies laid out for the child including art, reading, dramatic play, reading,building/construc activies then group time (stories, songs discussion), outside time (nature walk, playground play); morning snack; lunch; rest time; dismissal for some and for remaining have students less structured activities for the rest of the afternoon

Home-School Connection

Home-School Connection: From the Director

Daily communication with parents from teachers; Two parent conferences a year; Newsletter that goes to parents

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
  • 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:

  • Pre-entry meetings with parents at school

Handling Separation: From the Director

Talk to parents on tour to set their expectations of how they as parents will feel and how children may react to help with the transition. Teachers are experienced with separation anxiety and they help with parents in a personal way.