About

Palisades Presbyterian Preschool

Our Viewpoint

At Pali Pres we believe in educating the whole child and that a developmental approach to learning gives them the foundation from which to grow into successful and happy people. We focus on the social-emotional wellbeing of the child. This is accomplished by giving preschoolers the opportunities to explore and learn.

Every staff member has placed education at the top of their list of priorities and have chosen to focus their profession, education and beliefs on early childhood education. We know the importance of a play-based program as the foundation of an early educational program that benefits the young child.

Children need to feel secure in order to explore and expand their horizons. Our staff creates a program that encourages exploration and engagement as an important element of learning. Our unique Outdoor Classroom® provides learning to take place both inside and outside of the classroom.

Children learn best when there is no pressure to perform. Creating an inviting place that welcomes and encourages learning gives children opportunities to develop at a pace, and in a place, that works best for them. This environment gives them the confidence they need to thrive.

By having your child enrolled in a program that focuses on their social emotional development your child will learn to:

  • Express their ideas and feelings
  • Display empathy towards others
  • Manage feelings of frustration
  • Feel self-confident
  • Make and develop friendships
  • Succeed in school
  • Sustain positive relationships
  • Manage and express emotions
  • Engage with their environment

Developmental Milestones

We believe that each child develops and grows in their own time and the importance of allowing them that time is critical. Pediatricians and educational experts agree that there are broad ranges in which a child can master developmental tasks. Below you will find a list, separated by ages, of the general age ranges for a child to reach those milestones. We work individually with children to help provide them with activities and environments to achieve these milestones. For the child still working on attaining their milestones, they become our goals for the individual child.

Movement

  • Walks alone
  • Kicks a ball
  • Walks up and down stairs holding onto support

Language

  • Points to an object or picture when it’s named for him/her
  • Recognizes names of familiar people, objects, and body parts
  • Uses two- to four-word sentences
  • Follows simple instruction

Social and Emotional

  • Increasingly aware of herself/himself as separate from others
  • Increasingly enthusiastic about the company of other children
  • Demonstrates increasing independence
  • Begins to show defiant behavior

Fine Motor Skills

  • Scribbles spontaneously
  • Turns over container to pour out contents
  • Builds a tower with four or more blocks
  • May begin to use one hand more frequently than the other

Cognitive

  • Finds objects even when hidden under two or three covers
  • Begins to sort objects and shapes
  • Begins make-believe play

Movement

  • Climbs well
  • Runs easily
  • Pedals a tricycle (3-wheeled bike)
  • Walks up and down stairs, one foot on each step

Language

  • Follows instructions with 2 or 3 steps
  • Can name most familiar things
  • Carries on a conversation using 2 to 3 sentences
  • Names a friend
  • Engages in imaginary play

Social and Emotional

  • Copies adults and friends
  • Shows affection for friends without prompting
  • Shows concern for a crying friend
  • Shows a wide range of emotions

Movement

  • Stands on one foot for ten seconds or longer
  • Hops, Somersaults
  • Swings, Climbs
  • May be able to skip

Language

  • Recalls part of a story
  • Speaks sentences of more than five words
  • Uses future tense
  • Tells longer stories
  • Says name and address

Social and Emotional

  • Wants to please and be like friends
  • More likely to agree with rules
  • Likes to sing, dance and act
  • Shows more independence
  • The ability to distinguish fantasy from reality
  • Sometime demanding, sometime easily cooperative

Fine Motor Skills

  • Copies triangle and other geometric patterns
  • Draws a person with a body
  • Prints some letters
  • Dresses and undresses without assistance
  • Usually cares for own toilet needs

Cognitive

  • Can count to ten or more objects
  • Correctly names at least four colors
  • Better understands the concept of time
  • Knows about things used every day in the home (money, food, appliances)

Movement

  • Walks alone
  • Kicks a ball
  • Walks up and down stairs holding onto support

Language

  • Points to an object or picture when it’s named for him/her
  • Recognizes names of familiar people, objects, and body parts
  • Uses two- to four-word sentences
  • Follows simple instruction

Social and Emotional

  • Increasingly aware of herself/himself as separate from others
  • Increasingly enthusiastic about the company of other children
  • Demonstrates increasing independence
  • Begins to show defiant behavior

Fine Motor Skills

  • Scribbles spontaneously
  • Turns over container to pour out contents
  • Builds a tower with four or more blocks
  • May begin to use one hand more frequently than the other

Cognitive

  • Finds objects even when hidden under two or three covers
  • Begins to sort objects and shapes
  • Begins make-believe play

Movement

  • Climbs well
  • Runs easily
  • Pedals a tricycle (3-wheeled bike)
  • Walks up and down stairs, one foot on each step

Language

  • Follows instructions with 2 or 3 steps
  • Can name most familiar things
  • Carries on a conversation using 2 to 3 sentences
  • Names a friend
  • Engages in imaginary play

Social and Emotional

  • Copies adults and friends
  • Shows affection for friends without prompting
  • Shows concern for a crying friend
  • Shows a wide range of emotions
Movement
  • Stands on one foot for ten seconds or longer
  • Hops, Somersaults
  • Swings, Climbs
  • May be able to skip
Language
  • Recalls part of a story
  • Speaks sentences of more than five words
  • Uses future tense
  • Tells longer stories
  • Says name and address
Social and Emotional
  • Wants to please and be like friends
  • More likely to agree with rules
  • Likes to sing, dance and act
  • Shows more independence
  • The ability to distinguish fantasy from reality
  • Sometime demanding, sometime easily cooperative
Fine Motor Skills
  • Copies triangle and other geometric patterns
  • Draws a person with a body
  • Prints some letters
  • Dresses and undresses without assistance
  • Usually cares for own toilet needs
Cognitive
  • Can count to ten or more objects
  • Correctly names at least four colors
  • Better understands the concept of time
  • Knows about things used every day in the home
    (money, food, appliances)

Our Staff

Our staff is dedicated and believes that early childhood is fundamental for growth and development. We are proud to dedicate our efforts towards opening that window of development to the children and families we serve.

Many of our teachers have been with the school for several years, while other staff members are new and bring with them the energy and knowledge of new theories in early childhood education.

We are staffed by mature, loving, and responsible adults who not only have academic backgrounds in Early Childhood Education, but have the ability to understand and accept individual differences in children.

Our staff is dedicated and believes that early childhood is fundamental for growth and development. We are proud to dedicate our efforts towards opening that window of development to the children and families we serve.

Many of our teachers have been with the school for several years, while other staff members are new and bring with them the energy and knowledge of new theories in early childhood education.

We are staffed by mature, loving, and responsible adults who not only have academic backgrounds in Early Childhood Education, but have the ability to understand and accept individual differences in children.

Julie Baczewski

Director

Julie Baczewski graduated with a BA in Speech Communication, Psychology, and English from Cal State LA; and from Pepperdine University with a Masters Degree in Education with a specialty in Early Childhood Development. She worked in the field of Early Childhood Education for twenty years – starting as a Mommy and Me facilitator, then as a substitute teacher, and finally was Director at Little Village Nursery School, a parent cooperative nursery school in West Los Angeles. Julie began as Director at Palisades Presbyterian Nursery School in July of 1999.