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Early Learning Development Center

225 North 70th Street
Seattle, WA 98103-5003

(206) 789-0067


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

The Center has a yearly Piaget-based Curriculum, stressing the need to utilize all senses for the most efficient learning. Activities are based on the specific age and developmental level of the children in each group and include art, science, pre-reading and math skills, dramatic play, music, and language development.

Curriculum & Teaching Approach

Learning Philosophy & Tools

  Play- based mostly teacher led not formally in curriculum conducive environment
Language       more

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  • 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

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  • Puzzles
Time & space more

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

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  • A place for science activities such as growing plants
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

From the Director:

Our primary function in all we do is to teach the children social skills and problem solving. We have a non-violence policy in regards to the children's play and equipment. We believe it is important to teach children how to deal with their anger and frustration in ways that bring about resolution without using violence as an outlet or means. The Center's curriculm and policies are all religious neutral. Lesson plans are posted weekly in each classroom.

Quality of Teaching

Individualized Teaching: From the Director

E.L.D.C. has always worked closely with families to accommadate the individual needs of each child. We have many resources, both within and outside of the Center, available to families at little or no cost. The Center will assess, on an individual basis, whether a child with a disability ( wether visible or hidden) can be cared for in our setting with reasonable accommodation.

Day in the Life

General School Mission

Our mission is to serve children and families by providing an inclusive, high quality early childhood education program; one that supports the social, emotional, and developmental growth of each individual child.
We support the primacy of the family in each child's life, and strive to respect and support each family in raising and educating their children.
We strive for a diverse staff who care about young children, and have the necessary tools to provide a developmentally appropriate environment in which children can learn and grow.

A Typical Day

7-9:00 am: Arrival, early morning snack, supervised free play
9-9:30 am: Group concept time
9:30-10:00 am: Breakfast and clean up
10:00-10:45 am: Art and cognitive activities
10:45-11:30 am: Outside time or indoor large motor activities
11:30-noon: Group concept time
Noon-12:30 pm: Lunch
12:30-2:30 pm: Naptime or quiet rest period, followed by quiet activities
2:30-3:00 pm: Clean up, supervised free play
3:00-3:30 pm: Group concept time
3:30-4:00 pm: Afternoon snack
4:00-5:30 pm: Outside time or indoor large motor activities
5:30-6:00 pm: Supervised free play
6:00-6:30 pm: Evening snack, clean up and closure

Home-School Connection

Home-School Connection: From the Director

Communication between the child and their family, and the Center is of paramount importance and we have instituted a number of avenues for this communication to occur. Children enrolled in the preschool groups receive weekly report, toddler groups receive a daily report, a monthly newsletter is sent to all families, and we keep a portfolio for each child which contains pictures of the child, a developmental questionnaire, art projects and a monthly report with highlights of the child's school experience. Parent-teacher conferences occur once per year to discuss social and cognitive development.

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Fundraise
  • Are required to make donations ourselves
  • 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
  • Parents in classroom early on

Handling Separation: From the Director

Once children are enrolled in the program, families are welcome to come with your child and visit your child's classroom. When your child is scheduled to start, we ask that you follow a very consistant routine with them. During drop off, tell your child you love them and you will be back to pick them up. Our teachers work with the children to console them and give them any encouragement that they need. We ask that during pick up families spend extra time at the Center with their children.