We start at the very beginning!

Early childhood teachers communicate frequently with families both formally and informally. Families are their child’s first teachers and are regarded as experts on their children. The importance of collaboration and open communication in early childhood is paramount. Depending on the discussion, teachers may communicate through email, phone or Zoom. Classes send weekly newsletters with details regarding curriculum and events. Additionally, families have conferences twice a year, during which students’ experiences, strengths and goals are discussed. Families also receive report cards twice a year with a detailed narrative and checklist regarding students’ growth socially and academically across all curricular areas.

Our instruction is guided by the needs of each individual child. Our small group approach to reading and math provides students with differentiated instruction and opportunities for enrichment. Our low student-to-teacher ratio, and collaboration with the reading and math departments, allow the needs of all students to be met. Whether a student works one-on-one or with a thought partner, we are able to ensure that students can be challenged.

Pre-K enjoys swim, PE, library, Spanish, music, movement, and art; our Kindergarten students participate in music and movement, physical education, chess, Spanish, swim and art. To learn more about the Specials curriculum, visit our Pre-K page and our K page. 

SPECIALS CLASSES

​​Technology is used to enhance lessons within the classroom. All classrooms are equipped with Smart Screens to make learning more accessible to different types of learners. This can add an interactive and multi-sensory approach that reaches different types of learners. In Pre-K, technology is used to enhance the classroom environment for visual engagement, music and mindfulness, story time, invited experts, and various other learning supports.  I-pads are also available to introduce students to early technological skills. In Kindergarten, students also have access to chromebooks which they use to practice/hone chess skills, and record their thinking and responses to lessons through SeeSaw. Teachers are mindful of the amount of screen time and utilize these devices in meaningful ways.

Belonging, opportunity and citizenship for the youngest members of our School community is introduced through age-appropriate lessons, activities and discussions. introduces and emphasizes the importance of belonging, opportunity and citizenship , In Pre-K and K, students gain awareness of themselves and their immediate surroundings, such as their family and School Teachers create opportunities to expand students’ consciousness of similarities and differences in cultural backgrounds, religion, gender, family and physical abilities through literature, discussions and activities. Opportunities for students to access “windows and mirrors” into their own experiences and the experiences of others support students' growing understanding of what makes them unique and helps them appreciate others’ unique qualities. You can read our statement here.

Students are both formally and informally assessed throughout the year to track their growth and ensure best practices. Our reading and math departments work diligently to determine best practices for assessment and how to balance different types of assessments in order to truly capture students’ strengths and areas of growth. Across different curricular areas, we utilize different assessment tools throughout the year to track students’ growth. In Pre-K, children are assessed informally through their center work and play and also in a one-one setting to determine growth in specific areas.

Our kindergarten students hail from a wide range of schools, with both progressive and more traditional approaches. Some common schools include Barrow Street, Park West Montessori, 92nd Street Y, JCC, All Souls, Bright Horizons, Children's Day School, Dwight Early Childhood, Christ Church Day, Garden House, Park East Day, The Brownstone School, York Avenue PreSchool, Temple Israel, Montclare, Calhoun and public or charter schools.

Early Childhood students go  on many field trips to bring greater meaning to curricular areas, specifically science and social studies. Trips to farms, nature preserves, and zoos support our science units. Pre-K and K have visited the Flat Rock Nature Center, Muscoot Farms, the Upper West Side Greenmarket and the New York Botanical Gardens. Pre-K specific field trips have included the Tenafly Nature Center, Alley Pond and the NYC Kids Project. Additionally, trips to museums in the city, such as the Jewish Museum for our Festivals of Light Study, support our social studies curricula.