Our Philosophy

The continuing overall philosophy and driving mission of Parsons Preschool is to create an educational and therapeutic learning environment that fosters the growth of developmentally delayed and typically developing preschool children to their optimal potential. We strive to provide a warm, caring and stimulating early childhood environment that is safe and nurturing. Methodologies for implementation of this objective have been carefully researched and have resulted in Parsons Preschool/Circle Academy utilizing developmentally appropriate and experiential curricula that align to the NYS PreK Common Core Learning Standards. The curriculum is not set up in isolated skill areas; rather it is designed to combine cognition, communication, motor development, social skills and independence skills into a cohesive plan that addresses all areas of learning into its daily activities. Our philosophy drives us to focus on the whole child, with the child’s Individualized Education Program (IEP) serving as the catalyst for this curriculum. We want our students to be captivated in lifelong learning in a least restrictive environment and to enter Kindergarten with the necessary skills needed to succeed.

To achieve this objective, our 4410 program provides related speech/language, occupational and physical therapy services to our student population outside of the classroom. A sensory gym is located on site for students who need occupational and physical therapy services and a sensory/calming room is accessible to everyone. All of our students receive art therapy and dance therapy once a week for thirty-five minute sessions. With this focus on the whole child, Parsons Preschool/Circle Academy strongly believes that parent involvement in the program, via workshops, counseling, frequent home/staff communication, as well as through its dynamic parent-run Parent Committees, enhances and concretizes the overall philosophy of addressing all the needs of the children.

Intensive staff development and training are imperative for the success of our program and all of the students enrolled in it. Teacher/staff meetings and child study meetings are held weekly and up to five staff development days are scheduled into our school year; most of which are planned and conducted in the end of August or early September to help the staff feel empowered and confident at the start of a new school year.