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Fremont Community School

3534 Interlake Avenue N
Seattle, WA 98103

Phone:
(206) 547-4054

Website:

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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based, Waldorf

From the Director:

FCS is a Waldorf based pre-school.

Curriculum & Teaching Approach

Learning Philosophy & Tools

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

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  • 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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  • Building blocks
Sci. reasoning/physical world more

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  • A place for science activities such as growing plants
  • Pets for children to watch and care for
Music
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
Physical activity more

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  • A playground with climbing equipment
  • 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 With the guidance of teachers children are always welcome to explore the world around them. We offer a wide range of artistic activities for the children. In the course of a morning we might go pick blackberries, bring them back to school and make jam. We might go for a walk, gather apples and bake an apple crisp. On our field trip to an organic farm we picked pumpkins, and also brought one back, baked it and made pumpkin pies.

From the Director:

Through the exploration of the world around us we learn about our world, ourselves and our friends and how best to navigate it all. The children feel like their teachers are one of the family, and know they are loved, and safe. Through this sense of security they feel the freedom to explore.

Quality of Teaching

Individualized Teaching: From the Director

In the pre-school years we might become aware of learning challenges or speech difficulties and direct the parents towards experts in the field who can help them.

Every child, whether "excelling" in one area or "behind" in another area, has something to grow stronger in. It might be that the academically very adept child is socially more awkward, likewise the academically challenged could be the sweetest in the group. We each have our strengths and weaknesses, and it is our hope that we can help the children in our care to become stronger in all areas, to become balanced.

Day in the Life

General School Mission

The school's philosophy is to honor childhood and help children learn how to navigate through social interactions. We do not offer any formal academic classes. We see these years as the foundation upon which to build academics. The 'work' of the children is to 'play' and during the day we weave such activities as bread baking, painting, art, singing and stories.

A Typical Day

The morning begins at 9am with circle time. We sing season songs woven together with poetry.
After circle time we have free play. Children dress up, build 'houses' and play together.
10am We have a warm, organic snack.
10:30 We have the choice of playing inside or out, and during this time we have an artistic activity.
11:30 Outside play time.
Noon lunch
12:30 Story time, stories are told by heart, not read. Some times we have puppet shows.
12:45 Farewell friends, time to go home
1pm All children are gone.

Home-School Connection

Home-School Connection: From the Director

In the pre-school years we might become aware of learning challenges or speech difficulties and direct the parents towards experts in the field who can help them.

Every child, whether "excelling" in one area or "behind" in another area, has something to grow stronger in. It might be that the academically very adept child is socially more awkward, likewise the academically challenged could be the sweetest in the group. We each have our strengths and weaknesses, and it is our hope that we can help the children in our care to become stronger in all areas, to become balanced.

When we become aware of anything that needs attention the teachers have a variety of ways of dealing with it, from home visits, parent teacher conferences, evening parent meetings (where the group of parents can discuss matters), phone calls and emails.
There is an annual parent-teacher conference.

Parents Say They are Encouraged to:

  • Sit on the board of trustees
  • 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
  • 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

Separation is Handled through:

  • Home visits by teachers
  • Pre-entry meetings with parents at school

Handling Separation: From the Director

We are fortunate to be able to offer a summer program where the new children can come and get to know us, before school starts. During the summer these new children can come as often, or as little as they'd like, and get to know the children who will be returning.
Consequently, we have very little beginning of the year separation anxiety.