Children must be three or four before September 1st to enroll in one of our preschool classrooms.
Enrollment typically begins mid to late March for us with applications being due in April, however we continue to accept applications beyond that date until classrooms are filled. Once classrooms are filled, children can be put on our waiting list and are contacted as soon as a spot opens up. If your child is younger than three and you wish to add them to our wait list for a later school year please give us a call! While a child’s position on our waiting list is one factor we consider when making enrollment decisions, we also strive to create a balanced classroom in terms of gender, age range, and diversit
There are a couple of resources that aid in covering some tuition costs that work alongside RIFC. The Child Care Subsidy Program offered through Washington's Department of Social and Health Services (DSHS) and the Child Care Assistance Program (CCAP) offered through the City of Seattle. These applications need to be turned in along with our Seattle Preschool Program Application.
We offer program tours each month. If you are interested in attending a tour, please contact us at 206-767-6896 or email our director at email@example.com
Our Half-Day program is open Mondays -Thursday, AM session is 8:30-11:30. PM session is 12:30-3:30. This session runs September to June.
Our Full-Day program is open Monday-Friday from 7:30am - 5:30pm. This sessions goes all year long.
Our six teachers have over 50 years of combined experience. Most of our teachers have AA and BA degrees and some have MA degrees. All of our faculty receive ongoing training through on-site coaching, monthly in-service training, workshops, and conferences.
Our Full-Day program is open for the summer and we have a Summer Camp available Monday thru Thursday's From late June until August.
Our Part-Day program runs from September to June.
We are closed for all major holidays and for the two weeks between Christmas and New Year’s. Our Part-Day program has the two weeks between Christmas and New Year's off while our Full-Day only has a week off.
For our Part-Day program, children are required to be potty trained.
For our Full-Day program, children do not need to be potty trained.
Yes, we hold parent-teacher conferences three times a year where we have scheduled meet ups with parents to create a learning plan for their child and see how they progress throughout the year.
At RIFC, we value the collaborative relationships we have with our families to build a strong community here. There are plenty of ways for families to get involved to offer their ideas, help create an event, donate money and more.
Following the example of the master educators from Reggio Emilia, RIFC uses an emergent curriculum model, also referred to as “child centered” curriculum, this describes a process where the teachers observe children at play, meet together to share their notes and come up with possible “next steps”, and then implement their ideas in the classroom.
One helpful description of this approach is to imagine that a child has a metaphorical ball of clay that he or she marks in some way, before tossing it to the teacher. The teacher then theorizes the meaning of the child’s marks, and then makes her own mark on the ball, before tossing it back. If the teacher’s understanding of the child’s ideas were correct, the child will respond by accepting the ball, making new changes to it, and tossing it back again. In this way, knowledge and ideas are grown, challenged, changed, and expanded as the “ball” continues to be passed back and forth.
In the classroom, this might manifest itself in a teacher responding to a group of children’s interest in music by bringing in different instruments, exploring dance, or creating their own musical language. Embedded in this work, would be opportunities to explore physical movement, literacy, mathematical concepts, and social problem solving, as well as opportunities to expose the children to the music and dance of non-dominant cultures. This helps ensure a positive and supportive relationship between the children and the teachers. It also helps the children have more control over what they do in the classroom as this emphasizes the children's ability to see themselves as capable learners and grow a better sense of community.
Since this work is so specific to the children involved, extended investigations rarely include all the children in a class, but instead are tailored to meet the needs of small groups of children and are usually facilitated by one teacher from the classroom team.
At RIFC we strongly believe that play-based curriculum is the very best way to meet the developmental needs of the children in our care. Play based curriculum supports not only the more obvious physical and social emotional development of young children, but it also creates an environment where the teachers can fully engage in the Reggio inspired practice of emergent curriculum, thus meeting the children’s intellectual needs as well. When children are fully engaged in meaningful play, teachers are able to closely observe them as they work, collecting information about the children’s passions, developing hypotheses, and areas of growth. We use this data to plan “provocations” in the classroom for the children, with the goal of deepening their thinking, expanding their understanding, and giving them the opportunity to explore and master new skills.
Play based curriculum is also the perfect vehicle for practicing empathy and conflict resolution skills and for learning to work collaboratively with peers; skills that support the development of executive function and that are looked for when evaluating children for placement in elementary schools.
At RIFC, we put a lot of emphasis on the way we document childrenʼs lives in the classroom. Our curriculum is the life of the classroom, and the way we document that life will give you window onto your childʼs daily experience.
By observing children, discussing our findings, and writing up our thoughts and ideas, we work together to create an amazing body of written work. Work that includes not only our thoughts but also the children's thoughts and remarks, their artwork, pictures and more. This gives teachers a valuable tool for reflection and planning. It lets parents look in on their childʼs life at school and find out not only what your child is learning, but also gives you insight about how and why they learn as they do. Perhaps itʼs most important job, is to provide children with an amazing record of their work and an avenue for self reflection.
There are four main areas to look for examples of how we document childrenʼs play. First, youʼll find weekly updates posted outside your childʼs classroom in a designated spot for on-going communication. Second, you can find copies of all documents that feature your child in his or her journal. Third, each classroom has either a classroom blog, or a weekly e-mail update, which will include stories about the childrenʼs work in the classroom from that week. Finally, in the classroom you will see the children's work displayed throughout the class making their thoughts and work visible through drawings, pictures and more.
While RIFC is committed to emergent curriculum, we’re also dedicated to our shared values of anti-racism and social justice. Because of this, we look for opportunities in the children’s play to challenge their thinking about ethnic, cultural, disability, family, class and gender bias. When necessary, we even create situations of “disequilibrium” to provoke questions and create room for new ideas.
Our goal is to grow these discussions naturally from topics children are already engaged in, but because of our belief in the importance of this work, we won’t always wait for the subject to emerge from the children. At these times, we very carefully and intentionally introduce new activities or topics of discussions to share with the children in our care.
The four goals of a culturally relevant anti-bias approach are:
Some examples of this are bringing in books about social activism to share at meeting time, mixing paint to match our own skin tones in the art studio, setting out construction vehicles with female construction workers, or using our “persona dolls” to tell stories from a different cultural perspective.
We consistently share our intensions and activities with families through parent-teacher conferences three times a year, parent meetings, classroom blogs, e-mails, printed documentation posted in the classrooms, and make ourselves available for questions and new ideas.