"Children develop and learn best in the context of a community where they are safe, valued, their physical needs are met and they feel psychologically secure."—NAEYC

 

Mission Statement

Our mission at Scarsdale Friends Nursery School is to acknowledge, respect and nurture each child individually and as part of a group.  We endeavor to provide each child with a skill set appropriate for his or her point along the developmental continuum and facilitate the next phase.  At Scarsdale Friends we partner with the families to helpus and help you create a safe and loving environment for the children.

Programs

Our classroom environments foster self directed play and critical thinking skills.  Guided by our knowledge of the developmental stages of each age group, their abilities, interests and needs, we provide the materials and support that extend the children’s own exploration and discovery.  The children engage in a variety of activities including art, music, cooking, dramatic play, language activities, science, mathematics, block building, and large motor play.

Our program integrates the five critical areas of development into each classroom. Each child is viewed independent of the other children so his/her needs can be assessed and met according to his/her abilities.

The five critical areas are:

  Physical Development
Our programs are designed so that each classroom spends 1 to 2 periods of outdoor play.  Our playground and blacktop offer opportunities for the children to run, ride trikes, push push toys (for the 2 year olds), play in the sandbox and play cooperative games.  Large motor issues are addressed though our outdoor program.  Small motor skills are developed consistently in our classrooms with multiple daily activities such as puzzles, play dough and many other manipulative toys and games.
  Social Development
A cornerstone of our program rests on our belief that the implementation of social development skills is the key to a successful nursery school program.  Each child enters the classroom with distinct play skills that we observe to best facilitate positive interactions. As the children work together in their classroom, we offer opportunities to introduce and extend their knowledge of cooperation, sharing, helping, turn taking, and being a part of a group.
  Emotional Development
Our teachers have mastered the use of a “preschool language” which models, reflects and encourages expected and acceptable behavior for the child.  We use positive guidance as our method of encouraging positive social behavior eliminating negative behaviors (such as hitting). A child’s overall well-being is consistently monitored by our staff.
   Cognitive Development
The centers in each classroom provide activities geared towards opening up the child’s mind to math, science, literature, and self and others.  Our specials such as cooking, nature, and music, and the classroom staple of play build on a child’s cognitive abilities.  In a meaningful context, children learn literacy and math concepts that lay the groundwork for successful learning in the elementary grades
Language Development
Language and literacy are developed continuously throughout our program by listening to and reading stories, communication and conversation, rhyming, songs and dramatic play.  The program is rich in language content geared towards bringing the child to a higher level of understanding and communication.

 

Our Twos Program

The twos share many of the activity centers of the Threes classroom, such as a quiet/reading corner, art/manipulatives activity table, play dough table, kitchen/dramatic play, and free play area.  Twos need to feel as if their environment is responsive and predictable. The teachers establish a predictable routine that is followed each day they meet.  Twos are in the process of developing cognitive “maps” and “clocks” and need lots of repetition about the important happenings in their lives.  Twos like to feel strong and in control of as much of their environment as practical.  They need the kind of structure that alternates quiet and active play, regulates the level of stimulation they are receiving, and responds quickly and with a minimum of fuss to their frustration and fears.  Our teachers have learned how to tune in to each child’s behavior because a great deal of their communication is still nonverbal.  Twos need a great deal of freedom to move around as they incorporate movement into almost everything they do.  The program utilizes a room across the hall for indoor gross motor activities, extra music time and whole group activities. The child must be 2 years old upon entering school.

The Twos Program meets twice weekly on Tuesdays and Wednesdays from 9:00-11:15. There are two teachers and six children. The child must turn 2 by the start of school to be eligible to attend the class.  Parents can also enroll their children for an additional day, Thursday, starting in January. Hours for that day are 9:00-11:15.

Our Threes Program

Some of the Threes come to us from our Twos program, and for others, this is their first introduction to preschool.  The classroom and curriculum are carefully constructed for the developmental needs of the 3 year old.  The children engage in activities planned to engage the social-emotional, physical and intellectual energies of the child.  In a classroom with 10-11 students and 2 teachers, the intimate quality enhances the student-teacher relationship.  A small but important group identity emerges.  Our program is designed to ease the child into a preschool routine with the activities that a three year old loves.  Our routine reinforces predictability and a group experience.

The Threes meet Tuesday through Thursday, 9:00-11:45.  Parents can also enroll their children for an additional day, Friday, starting in January.  Hours for that day are 9:00-11:45.

We incorporate the guidelines from The Creative Curriculum and focus on the goals for learning and development as we develop our developmentally appropriate activities and play experiences.

The 10 Goals and 50 Curriculum Objectives 
From The Creative Curriculum

Social/Emotional Development
Sense of Self
1. Shows ability to adjust to new situation
2. Demonstrates appropriate trust in adults
3. Recognizes own feelings and manages them appropriately
4. Stands up for rights

Responsibility for Self and Others
5. Demonstrates self-direction and independence
6. Takes responsibility for own well-being
7. Respects and cares for classroom environment and materials
8. Follows classroom routines
9. Follows classroom rules

Prosocial Behavior
10.  Plays well with other children
11.   Recognizes the feelings of others and responds appropriately
12.   Shares and respects the rights of others
13.   Uses thinking skills to resolve conflicts

Physical Development
Gross Motor
14.   Demonstrates basic locomotor skills-jumping, running, hopping, galloping
15.   Shows balance while moving
16.   Climbs up and down
17.   Pedals and steers a tricycle (or other wheeled vehicle)
18.   Demonstrates throwing, kicking and catching skills
Fine Motor
19.   Controls small muscles of hand
20.   Coordinates eye-hand movement
21.   Uses tools for writing and drawing

Cognitive Development
Learning and Problem Solving
22.   Observes objects and events with curiosity
23.   Approaches problems flexibly
24.   Shows persistence in approaching tasks
25.   Explores cause and effect
26.   Applies knowledge of experience to a new context
27.   Classifies objects
28.   Compares/measures
29.   Arranges objects in a series
30.   Recognizes patterns and can repeat them
31.   Shows an awareness of time concept and sequence
32.   Shows awareness of position in space
33.   Uses one-to-one correspondence
34.   Uses numbers and counting

Representation and Symbolic Thinking
35.   Takes on pretend roles and situations
36.   Makes believe with objects
37.   Makes and interprets representations

Language Development Listening and Speaking Skills
38.   Hears and discriminates the sound of language
39.   Expresses self using words and expanded sentences 
40.   Understands and follows oral directions
41.   Answers questions
42.   Asks questions
43.   Actively participates in conversations

Reading and Writing
44.   Enjoys and values reading
45.   Demonstrates understanding of print concepts
46.   Demonstrates knowledge of the alphabet
47.   Uses emerging reading skills to make meaning from print
48.   Comprehends and interprets meaning from books and text
49.   Understands the purpose of writing
50.   Writes letters and words

 

Our Preschool Room Program

Many children in this class have already had preschool experience and will go off to Kindergarten the following September. The preschool room is a large, sunlit room where the children engage in many stimulating and engaging activities designed to enhance their social, emotional and intellectual development. Activities are carefully planned to address the social-emotional, cognitive, and physical needs of the child.  Goals are developed for each child and integrated into the program, with strategies to compliment and challenge the child.  Our philosophy of “intentional teaching”  promotes learning across all the domains of development for the 4 turning 5 year old child.  

The Preschool Room meets Monday through Friday from 9:00-11:55. The class has 14-16 students and three teachers.

In addition to the Creative Curriculum, the Preschool Room uses the New York State Common Core Curriculum as a guideline as learning activies and play experiences are developed.  By working towards the expectations of the common core, we are preparing children to be successful in Kindergarten.

 

 

Special programs for all classroom include:

Weekly Music Program, Nature, Cooking, Yoga, School Photographs,
Chick Hatching, Butterfly Hatching

 

TUITION

2017/2018 Tuition:

2s                                                   $3,800     Additional Day $800
3s                                                   $4,300     Additional Day $800
Preschool Room                           $5,900