Back to Dallas Preschools

Dallas Day School

4242 Office Parkway
Dallas, TX 75204

(214) 828-9900


11 parents took the survey TAKE THE SURVEY

Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

Learning, regardless of age, occurs more readily when it is fun. Hence, free play with carefully selected games, toys and other manipulatives provide each child with multiple avenues to learn. Imagination is at the heart of invention and success. Play establishes this foundation. Structure activities also facilitate learning. through structure, children not only learn the lesson but they learn self-control. Structured activities also provide an avenue to measure the progress of each child.

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
  • Manipulatives
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
  • Outdoor gardens
Music more

More Information

  • Musical instruments
  • Dance and creative movements
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 Children learn beginning Spanish and American Sign Language. In addition, all children are worked with to develop a strong sense of self. Specific activities also focus on pre-reading skills.

From the Director:

Dallas Day School utilizes a written curriculum that includes both free play and structure. Learning centers and stations are an integral aspect of the classroom environment. However, children have much latitude in selecting the learning center and the activity to engage in at each center. Parents will be provided with curriculum suggestions for enhancing learning at home.

Quality of Teaching

Individualized Teaching: From the Director

Differences among children are celebrated. Dallas Day School was founded to ensure that children with special needs learn along side children without special needs. Teachers have specific training in modifying and adapting all activities. School and agency administration have an extensive background in both special and gifted education. In collaboration with parents, a specific learning plan is developed for each child with special needs. Periodic assessments are conducted to determine progress. Dallas Day School welcomes individual therapists such as speech and language therapy, occupational therapy and physical therapy. The agency has a state-of-the-art therapy room for visiting occupational and physical therapists. Specific attention is given to transitioning to the public/private schools and Dallas Day School works with the targeted school to ensure that the child with special needs continues achieving his/her potential.

Day in the Life

General School Mission

Dallas Day School believes in the philosophy and recommended practices of both general and special early childhood education. Learning activities should facilitate optimum development: physically, cognitively, socially and emotionally. An inclusive school environment is one in which all children, regardless of culture, socioeconomic status or disability can laugh and play together, grow together and learn together. An inclusive school fosters understanding, compassion and achievement of all children. Children learn best when the family and school work together to build self-confidence, skills and enjoyment. Dallas Day School seeks to develop partnerships with families so that all learning and growth is supported throughout the child's life. The mission of Dallas Day School is to utilize a written curriculum, imaginative as well as structured activities to help each child Achieve the Potential.

A Typical Day

The day varies per classroom. Upon arrival, each child is warmly welcomed by the faculty. Children typically enjoy free play until the majority of their classmates arrive. Prior to structured activities, children receive breakfast or morning snack. Faculty follow posted lesson plans that might include free-expression activities such as finger-paining or drawing, letter-recognition activities or pre-reading skills. Physical activity is an integral part of our program. When weather permits, all children (even infants) go outside. Toddlers and older children enjoy a secured and developmentally appropriate playground. When weather does not permit outdoor activiites, children engage in physical activity inside in a multi-purpose room. Children need rest so a rest period is planned into each day's activity. A multitude of free-play and structured activities are scheduled each day but faculty has the ability to adjust the schedule so that changes can be made to accommodate the 'classroom personality'. Communication skills, gross and fine motor skills and self-help skills are woven in the lessons throughout the day.

Home-School Connection

Home-School Connection: From the Director

Faculty communicates daily with parents through informal conversations and written progress notes. Depending upon the age, written progress notes and notes about the day's and week's activities are shared daily and/or weekly. Lesson plans are posted in each classroom so that parents can easily see the lesson. Teachers also provide ways that families can continue their child's learning at home. Individual developmental assessments are planned to occur at least twice annually. This assessment provides faculty and parents with benchmarks and measures of progress. Twice-annual parent-teacher conferences are scheduled and others occur as needed. The agency publishes a newsletter in which activities are announced and suggestions for 'learning at home and in the community' are provided. The Parent and Family Council provides an avenue for parents to collaborate with other parents and discuss concerns and achievements of the school. Specific advice is provided when requested but Dallas Day School refrains from 'grading' schools.

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
  • Volunteer in the classroom
  • Receive newsletters

Modes of Communication

  • Notes
  • Phone Calls
  • Voice Mail
  • Email
  • Special Meetings
  • Drop-Off
  • Pick-Up
  • Regular newsletter/printed updates circulated to the whole school


Separation is Handled through:

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

Handling Separation: From the Director

Children are resilient and often transition into the classroom setting much easier than parents. However, some children do have some separation issues. The teachers have received specific training in incorporating a new child into the classroom. Specific activities are planned to insure that a new student is immediately involved in the classroom. Everyone, whether child or adult, experiences some discomfort in a room full of strangers. Teachers often assign a 'buddy' to help new children settle in. Families also have the option of slowly introducing (attendance is incremently increased) their children to the school. Parents may also elect to spend some time with the child at school so that the child has the comfort of a parent until he/she is comfortable and fully integrated.