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Preston Meadow Kdo Preschool And Kindergarten

6801 Coit Road
Plano, TX 75024

(972) 208-2424


Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

Our school combines both an Academic and a Developmental approach. An academic preschool focuses on preparing your child for the academic challenges your child will face in school. Much attention is given to letters, numbers, pre-reading skills and other academic work. An academic program can range in extremes from academic only activities mixed with developmentally, age-appropriate tasks and skills. A developmental program usually means it is tailored toward skills and activities that are appropriate to your child's age and stage of development. A developmental is likely to spend more of their class day painting and allowing children more individual choice in how to use their time. Activity centers are very popular in developmental programs. They often have a block center, science center, art center, dramatic play center, book center, etc. They are less focused on academic tasks and concentrate more on social interaction and creativity. A developmental program would say that "play" is a form of learning.

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

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  • Puzzles
  • manipulatives
Time & space more

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

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  • A place for science activities such as growing plants
  • manipulatives
Music more

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  • Musical instruments
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
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
Other subjects taught Spanish for 3 years and older. Computer Lab for 4 years and older.

From the Director:

Infants Love and nurturing Provide activities for the developmental milestones 1 year old emphasis Gaining a sense of independence Separation from parents, realizing the parent will return Socialization-sharing, taking turns, etc. Gross motor skills-walking, running, hopping Language development and vocabulary-through songs and finger plays Music and movement class 2 year old emphasis Socialization-sharing, taking turns, etc. Gaining a greater sense of independence Increasing language usage and vocabulary Introducing the alphabet Counting skills Shapes and colors Fine motor manipulative activities Music and movement class 3 year old emphasis Gaining a sense of independence, responsibility and self-reliance Cooperation and respect for others Using words to express feelings Listening and following directions Communication needs Fine motor activities such as cutting and holding pencil correctly Introducing the alphabet and beginning sounds Increasing language usage and vocabulary Recognize and print their name Understanding beginning math concepts such as recognizing numbers, one-to-one correspondence, sorting and classifying Music and movement class Pre-K emphasis Gaining sense of independence, responsibility and self-reliance Cooperation and respect for others Learning school rules-waiting their turn, walking in a line, routine, etc. Participation in group activities Listening and following directions and classroom rules Pre-reading skills-letters and sounds, beginning and ending sounds, rhyming works, etc. Reading readiness-top to bottom, left to right Writing letters and numbers Beginning math and science Music and movement class Computers

Quality of Teaching

Individualized Teaching: From the Director

Teachers assess each child at the start of each school year. Based on the skills found which need additional work for mastery, teachers will work with the children as a class and also individually based on the needs of each child. For those students who master skills at a faster pace, enrichment will be provided. Additional assesments will be done throughout the year in order to evaluate mastery of skills.

Day in the Life

General School Mission

Our program environment in which the child can experience independence appropriate to his/her age, develop social skills, and form a positive self-image. Our goal is to include activities that will enable children to build skills in language arts, science, social skills and mathematics. Singing, dancing, arts, crafts, cooking, story telling, puzzles, blocks, table games, as well as physical activities are all important curriculum factors essential for a developmentally appropriate program. We also encourage simple courtesy, caring for one another, problem solving skills and respect for each person�??s well-being and uniqueness.

A Typical Day

7:00 - 9:00 Extended care for fulltime students
9:00 Explore the Room
9:30 Circle Time: Calendar, Pledge,
Story / Songs
9:45 Snack / Bathroom Break / Library 10:05 Language: Phonics/Handwriting /
Journals / Art / Make A Book
10:50 Clean Up / Bathroom Break
11:00 Music
11:30 Wash Hands / Grace / Lunch
12:15 Outside Play
12:45 Monday/Tuesday-Spanish
12:45 Science / Social Studies
1:00 Math
1:15 Centers: Manipulatives, Home
Living, Science, Computers, Art,
1:40 Review the Day / Clean Up
1:55 Dismissal - carpool
2:00 Fulltime Students will go to their
extended care rooms (groupings
are based on age)

Home-School Connection

Home-School Connection: From the Director

It is important that parents and staff work to together. We need to be able to communicate freely with each other. Each day, incidences affect you and your child at home and away from home. We like to know the reasons for your child's excitement or gloom; please communicate those reasons to your child's teacher. If you feel it is necessary for you to schedule a conference with your child's teacher, please feel free to do so. Open communication between parent and teacher throughout the year is necessary.
You will be informed, through newsletters, daily sheets or emails, of the latest developments relative to school. Special events, which are planned throughout the year, will be announced on your monthly calendar. Monthly calendars will be sent home with your child's activities listed as well as other events which have been planned for that month.


Separation is Handled through:

  • Extra staff dedicated to handle separation
  • Abbreviated schedule at start of school year

Handling Separation: From the Director

Leaving your child at the door of their class doesn't have to be a stressful ordeal for either of you. Most children experience separation anxiety during their early preschool years. It's a normal step in the child's emotional development. There are measures you can take in order to help your infant, toddler or preschooler have a happy start to his or her day at school.

Setting a Happy Tone Before Arrival at the Classroom:
Make the morning less stressful. Preschoolers can sense your stress.

Set out your child's clothes the night before.

Label all of your child's belongings and pack diapers and a change of clothes in their backpacks.

Feed your child before you leave. Separation is more difficult when a child is hungry.

Sing a song about school while dressing your child. Make up words to a song, using a familiar tune. You might sing these words: We are getting dressed for school, dressed for school, dressed for school. We are getting dressed for school. We like to go to school. (Tune: Mary Had a Little Lamb)

Talk about your child's teacher and friends while traveling to school.

When You Arrive at Your Child's Room
Arrive on time. A timely arrival helps your child adjust to the schedule and routine. If the door is closed, knock and wait for the teacher to open the door.

Encourage a child who is walking to walk to the door and into the room. It is easier for your child to separate from you if he/she is not in your arms.

Notify teachers of any changes in your child's routine. One teacher may take your child while another teacher talks to you and records any concerns.

Follow the security procedures outlined in your parent handbook. You will be required to fill out a sign-in sheet.

Interest your child in the teaching item the teacher brings to the door. A teacher may bring a book, nature item, picture, or a toy to the door to help ease the transition into the room.

What to Do If Your Child Cries At the Door
Tell your child good-bye.

Reassure your child that Mommy or Daddy will be back later, and then leave.

Prolonged separations make it more difficult for your child to adjust.

Avoid going back to your child's room to check on them. If your child sees you, it may upset him and the tears will start to flow all over again.

Know that your child's teacher will contact you if she is unable to comfort your preschooler after a reasonable amount of time.

What To Do When You Return
Help your child know they are more important to you than anything else at the moment they see you.

Tell them how excited you are to see them.

Show interest and ask questions about the day.

When receiving your child in your car, obstain from using your cell phone.

Don't be alarmed if you have tried these suggestions and your child still cries at the door.

Separation anxiety can be a brief period in your child's development or it may last months. Regular attendance at school does help your child overcome this anxious stage. Promptly picking up your child after school, reassures them that you will come in a timely manner.