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Rosie Uran Jewish Education Center

19357 Evergreen Mills Road
Leesburg, VA 20175

(703) 737-0686


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based, Montessori, Waldorf, Reggio-Emilia

From the Director:

We freely borrow from many schools of thought. Our unique blend of approaches results in a child-centered enthusiastic approach to 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
  • Frequent reading, writing and story-telling
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
  • use of real life math skills, cooking in daily classroom life
Time & space more

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  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Maps
  • Building blocks
  • interactions that put time/space into context
Sci. reasoning/physical world more

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  • A place for science activities such as growing plants
  • community garden that children plant, care for, reap, cook from, compost to
Music more

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  • Musical instruments
  • music is a presence in the classroom most of the time
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
  • children inform choice of materials purchased or gathered for school
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
  • group games
Other subjects taught Judaics

From the Director:

Children need a happy, relaxed and supportive environment that contributes to the social, emotional, physical and cognitive development of each child. The early years are a crucial time for learning. Believing that learning takes place through active, handson experiences, we create opportunities for the children to explore new materials, ask questions and solve problems on their own. The classrooms are equipped with a variety of interest areas to stimulate self-initiated learning. Children also have the opportunity to work together in small groups. The teachers are facilitators who enhance the learning by the questions they ask, the information they provide and the behavior they model. There is always a positive atmosphere of encouragement, cooperation, guidance and respect.

Quality of Teaching

Individualized Teaching: From the Director

Teachers work with all students individually at various parts of the school day. Parents and teachers communicate frequently and are partners in students' learning.

Day in the Life

General School Mission

RUJEC’s programs are a result of careful and detailed planning in accordance with the best
available knowledge of early childhood growth and development. The programs are designed to meet the individual child’s needs and to promote continuous growth in all areas of development.
Play is the major activity of all young children and the basic ingredient of their learning. It is the medium for self-expression, the way each child organizes and makes sense of the world. To play is to investigate, hypothesize, test and discover. It provides the most permanent and meaningful learning of cognitive concepts. Play promotes social values. Social sensitivity is not something that is suddenly achieved. It is a slow process that involves learning how to share, cooperate and empathize with others. Through play experiences, the child learns to initiate and sustain relationships with others, building interpersonal trust and emotional maturity. We provide a large variety of constructive, dramatic, and creative materials and experiences all in the context of a Jewish setting.

A Typical Day

Typical day begins with Explore and Learn time. It also includes group time, snack time, and outdoor time. Music, art, fine and gross motor activities are woven into the fabric of the day. Parents receive daily emails from the teacher highlighting activities of the day.

Home-School Connection

Home-School Connection: From the Director

Daily emails from teachers, weekly emails from director, frequent informal communication with parents, formal written progress reports twice/year, formal conferences whenever desired by either parent or teacher, active parent committee

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Are able to visit the school anytime we want
  • Volunteer in the classroom
  • Receive newsletters

Modes of Communication

  • Phone Calls
  • Voice Mail
  • Email
  • Special Meetings
  • Two or More Regular Conferences
  • 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

Handling Separation: From the Director

Each parent/child dyad is unique. We work with parents to come up with appropriate plan for the family if difficulties arise.