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Nanny's Preschool

820 33rd Ave
Seattle, WA 98112

(206) 322-4764

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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based, Teacher-Led

From the Director:

"As early childhood educators it is not our job to decide what to teach our students, but rather to discern what they are ready to learn." Nanny

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
  • 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 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 We are passionate about our "Good Friends Program". One of the key features of kindergarten readiness is a sound foundation of social skills. Our students learn the use of "good friend words" and the importance of "good friend behavior". They learn to wait their turn, to listen during group story time and to participate in group activities as well as to play independently.

From the Director:

In all of the categories above, my answers are somewhere between the choices given. Our activities are rarely "predominantly teacher-led" nor are they "play based" with just "some structure". We have learning goals which we reach through teacher led instruction followed by play based practice and use of the material taught. We have a great deal more than "some teacher encouragement". As teachers we rotate throughout the school continuously interacting with individual students such that during free play time, there are consistently a number of children playing independently and a number enjoying some guidance and support in their play activities. As for the conductive environment questions listed below, I have checked "other" in each category. I would love to share more information with parents when they call me or come in for a visit!

Quality of Teaching

Individualized Teaching: From the Director

Parents receive a daily report on their child's activities. Included are comments on areas of strength, and areas in which a child might need improvement. We believe that the best way to work with children who excel, are behind, are different, or are "normal" is as a partner with the parents so that a consistent approach is utilized. As needed, we create a "team plan" with the parents as we address areas of concern. For children who excel we create a plan to assure that they remain engaged and stimulated by our program and we watch for areas in which these children might lag behind. We work closely with all parents on appropriate school placement. As needed we encourage the parents to seek additional help from the professional community out side our school setting

Day in the Life

General School Mission

Children are one third of our population and all of our future. We firmly believe that by providing loving, safe, quality care we can impact both the individual lives of our students and the future of our world.

A Typical Day

Our morning begins with free play to allow the children to settle in and to give the parents time to play with their child for a few minutes or to visit with each other (we see this as an important opportunity for community building). We next have learning circle where we discuss health and safety concepts, good friend skills and the theme of the week. Snack follows and then project time. During project, one teacher works one on one with each student. The other teacher engages in learning play with some children while others enjoy free play. We enjoy outside time every day. It is scheduled early morning on sunny days and as weather permits (ie: not raining) on other days. Every day we have both group story time and one on one reading. Lunch time is a time to socialize and to learn some social skills. Afternoons we enjoy guided play in our puppet theater with a monthly theme and every week we have a designated small motor and large motor activity which we encourage every child to enjoy each day of that week. We love our singing circle where we enjoy oldies but goodies and new songs each day.

Home-School Connection

Home-School Connection: From the Director

We post our curriculum each week with explanations as to the reasons we choose various activities and the desired learning outcome. Parents receive a daily report on their child. A monthly newsletter is published. We have a bulletin board with community activities posted. Each month we have several pertinent articles which are available for the parents.

Rather than crowded open houses, we invite prospective parents to visit during school hours with their child so that they can see their child in our school environment, and see us, as teachers and how our students relate to us and how we relate to our students.

We have a new parent "meet and great" each August so that parents can connect and build community.

I spend a great deal of time talking with parents about school placement for their children after graduation from my school.

I visit with parents at pickup time and dropoff time and encourage parents to call my with questions or concerns. In addition, if I have concerns about a child, I set up a parent meeting to problem solve and create a team plan to resolve the problem.

Parents Say They are Encouraged to:

  • Are able to visit the school anytime we want
  • Receive newsletters

Modes of Communication

  • Notes
  • Phone Calls
  • Voice Mail
  • Email
  • Special Meetings
  • Drop-Off
  • Pick-Up
  • Regular newsletter/printed updates circulated to the whole school


Separation is Handled through:

  • Pre-entry meetings with parents at school
  • Extra staff dedicated to handle separation

Handling Separation: From the Director

Parents are invited to bring their child in for a "refresher visit" just prior to their first day. All parents are given a "Hints and Suggestions for Drop off" sheet prior to the first day of school. Parents are invited to stay for the first half hour or so, as needed, for the first several weeks of school. We call parents if we feel a child has given it a great effort but is beginning to run out of steam. We do this so that children can finish their day on a positive note rather than being exhausted and falling apart. For some children who are not transitioning into easier drop offs, we create an individualized plan so that the child has a set drop off routine each morning.