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Cascade Children's Corner

214 Minor Avenue N
Seattle, WA 98109

(206) 340-9013


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

We believe in offering your child a comprehensive continuing program that begins with infancy and follows through to early grade school. The program we provide will be developmentally progressive with stimulating activities appropriate to each phase of your child’s life. (Excerpted from Online Parent Handbook)

Curriculum & Teaching Approach

From the Director:

INFANTS maintain their own schedules, and we accommodate their individual feeding, sleeping, and eating routines. Beyond maintenance care taking, we know that babies need close physical and emotional comfort and security. We also believe that attachment through positive, encouraging verbal interaction is extreme- ly important for infants right from the beginning. As babies get older we concentrate on helping them develop the motor skills they need to progress towards walking, playing with toys and play equipment, and self-feeding. Music and finger-plays are part of everyday activities along with lots of smiles, hugs, and kisses! TODDLER development, which extends roughly to age three, continues with an emphasis on building relationships, trust, self identity, and working towards independence. The curricula are designed with both predictable routines and child initiated play times to allow the comfort of structure as well as the freedom to explore and learn. Potty training with accompanying self-help skills becomes a major learning activity at about 24-30 months. Not only does being toilet trained give a child great satisfaction and sense of accomplishment, it allows a child to have more control over his/her own body. Eating skills and learning to enjoy a social mealtime are also a focus at this age. Being successful at this stage prepares a child for increased social and cognitive development when moving into the preschool program. PRESCHOOL AND PREKINDERGARTEN at the three-year-old level is a program structured around the child’s gaining more independence, social skills, and knowledge about the world through play activities. The play environment is set up to support this by providing the child with many different “mini-centers” to allow the child freedom to choose and pursue child initiated activities with the teacher as facilitator. Small and large group times are scheduled to introduce new ideas, concepts, or skills, and to sing and play games as a group. Art and music are part of every day. The social skill building in the preschool allows more collaborative project-oriented activities that integrate all areas of learning. “Emergent curriculum” uses the ideas and interests of the children for thematic material. Using skilled observations, teachers provide the structure, organization and resources for children to pursue their interests and achieve their goals. We strive to provide a rich, creative and encouraging environment that supports a child’s natural curiosity and desire to learn. We do not feel children should be pressured to learn in any “one” way or to have unreasonable expectations placed on them. Instead, we want to provide children with as much exposure and opportunity to learn as they are ready for and to make learning fun and their day positive. (Excerpted from Online Parent Handbook)

Day in the Life

General School Mission

Our goal at Cascade Children’s Corner is to provide quality, developmentally appropriate care in a safe and nurturing environment. Quality care means giving individual attention and consideration to the needs of each child mixed with tender loving care. Developmentally appropriate practice means having expectations for behavior that are reasonable for the age of the child, interactions that foster the child’s stage of development, and activities that nurture and challenge the child’s physical, emotional, and cognitive development. And a safe, nurturing environment includes attention to health, appropriate toys and furnishings, and a structure wherein each child can grow and develop in a positive, confident manner.

(Excerpted from School Website)

A Typical Day

Daily Activity Schedule:

Infants each have unique needs and schedules. We will follow the infant’s own particular routine and will appreciate all the information you can provide concerning your baby’s schedule and habits. A detailed daily chart is provided for infants in the baby room. More abbreviated daily reports are provided for all toddlers. Written daily reports are not done for the preschoolers unless there is a specific need for it.

The following is a general schedule followed in the young toddler up through Pre-K groups. Specific activities planned for different ages/groups will be posted in their areas or classrooms.

7:00 a.m. – 9:00 a.m. Arrival - Health Checks, Free Play, Potty/Diaper Checks
7:15 a.m. – 7:45 a.m. Early Snack
9:15 a.m. Breakfast
9:30 a.m. – 11:30 a.m. Developmental Activities, Potty/Diaper Checks, Outdoor Time
11:30 a.m. – 12:00 noon Lunchtime
12:00 noon – 2:00 p.m. Nap Period
2:00 p.m. – 3:00 p.m. Quiet Activities, Potty/Diaper Checks
3:00 p.m. – 3:30 p.m. Snack
3:30 p.m. – 5:00 p.m. Free Play, Outdoor Time, Potty/Diaper Checks
5:30 p.m. Late Snack
5:00 p.m. – 6:00 p.m. Parent Pick-up

(Excerpted from Online Parent Handbook)

Home-School Connection

Home-School Connection: From the Director

FAMILY CONNECTIONS: We like to think that we can offer children the benefits of “extended family” in the context of “It takes a village... “ to raise a child. Incorporating as much of a child’s family through pictures, sharing stories and objects, traditions, and so on is vital to making children feel comfortable and at home in the daycare environment. Your contributions in the classroom are so valuable in helping your child connect and bond with his/her peers and teachers.

PARENT COMMUNICATION: Newsletters are distributed quarterly. Parent letters go out as needed either to the entire population or specifically as appropriate. We encourage informal communications on an ongoing basis and hope you will feel free to discuss ideas, issues, or concerns with teachers or the director as you feel the need to.

(Excerpted from Online Parent Handbook)

Parents Say They are Encouraged to:

  • 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


Handling Separation: From the Director

Once you make the decision to enroll at Cascade Children’s Corner, we will discuss arrangements for transition visits. Transition visits are very important for the successful entry of your child into our program. Because each child and family situation varies, transition plans are also variable. We want to make the best accommodation for you that we can. Visits are equally important for parents and children. During this time parents are provided an opportunity to become better acquainted with staff and the other children attending Cascade Children’s Corner. (Excerpted from Online Parent Handbook)