University City United Church (UCUC) Preschool is
a morning enrichment, weekday program for children 2 years to 5 years
who are toilet trained. Established in 1970 by the Church as an outreach
program for the UC community and surrounding areas, the preschool has
been committed to being open to admitting students of any religion,
race, color and national or ethnic origin. UCUC Preschool is licensed
by the State of California Department of Social Services.
HEALTH/SAFETYFor details regarding the topics below and all preschool policies please download our Parent Handbook.
Hand washing Policies
PRESCHOOL STAFFThe UCUC Preschool Director has a BS degree in Child Development. All of the Staff members are professionals with sound education in Child Development and are CPR & First Aid qualified. They remain current in all areas of child development by attending workshops and conferences, as well as maintaining membership in NAEYC and SDAEYC.
For information about our teaching staff click here.
2, 3 and 5-Day
9 am to 12 noon
Early Drop Off:
Monday Friday at 8 am
Extended Afternoon Hours:
Monday Friday 12 noon to 2 pm
Registration Info and Fees
SUMMER SCHOOLUCUC Preschool offers a summer school program for children who have been enrolled during the regular school year. This program is available on the following schedule:
Tues/Wed/Thurs from 9 am to 12 noon in 2 four-week sessions.
Enrollment is limited to 27 children. Children are grouped together 2.5 to 5 years and have free flow between the inside and outside area. Teaching staff varies.
Please see the schedule posted on the web site calendar.
CURRICULUMOur curriculum is guided by NAEYC accreditation standards and the California Preschool standards. These standards focus on the development of the whole child: physical, social, emotional, language and cognitive which covers early literacy, mathematics, science, technology, creative expression and appreciation for the arts, health and safety and social studies.
The curriculum is based on following developmentally appropriate practice; which emphasizes age appropriateness, individual appropriateness and child-initiated, child-directed, teacher supported play. In this type of environment, the teachers use their knowledge of child development to identify the range of appropriate behaviors, activities and materials for the age group. Teachers use their knowledge of an individual child’s interests, strengths and experiences to design the most appropriate learning environment. The teacher’s role is to provide a variety of activities and materials to enhance learning, to look for the teachable moments to expand the child’s learning and to increase the complexity of an activity as children are involved with it and as children develop understanding and skills.
When visiting our school, you will observe:
Physical Development - Developmentally appropriate materials and equipment are available to stimulate the child’s physical development. The outdoor area provides slides, climbing structures, wheeled toys, and water play as well as an area to run, which will help the child develop muscle control, balance and coordination. The indoor area provides puzzles, building toys, small manipulative toys, scissors and drawing materials to develop the child’s small motor skills. Movement activities, activity songs and games are provided to enhance physical development.
Cognitive Development - Creative expression will be encouraged through play with paints, clay, crayons, building toys and water play. An intellectually stimulating environment will be achieved by allowing the child to freely explore and inquire, according to his or her interests. Children will be encouraged to experiment, ask questions and think while playing in the various activity centers: science area, sensory area, math area, language and writing area, free art area, block area, small manipulative area and housekeeping area. Opportunities for the child to use numbers, count, classify objects, label items and see labels around the room will be provided. Nature walks and in school presentations will provide further enrichment activities for the child. Language development will be encouraged through the use of books, story telling, finger plays, songs, puppets, flannel stories, conversations and story dictations.
Social Development - The child will have opportunities to play in small groups in the housekeeping area, block area, outside and with imaginative building toys. Opportunities for sharing, caring and helping will be provided through stories, dramatic play, making letters or cards for others and sharing time. Such things as manners, safety, health and hygiene will help the child learn what is socially acceptable for his age. Staff will include prosocial behaviors such as cooperating, sharing, talking out problems and showing consideration for others. This will be done both through direct methods and by setting a good example through modeling.
Emotional Development - The Preschool will be a child’s world rather an adult world. Staff will interact frequently with children showing affection and respect. Staff will be responsive to children and speak in a friendly, courteous manner. Staff will encourage independence in children as they are ready. Staff will use positive approaches to help children behave constructively. The staff will help children deal with their feelings and solve problems by using words and not force. Staff will not use physical punishment or other negative discipline methods that hurt, frighten or humiliate children. The staff will respect cultural diversity and the uniqueness of each child. In this type of supportive, cooperative environment, it is believed the child will develop a positive self concept and grow in his or her emotional development to be cooperative and considerate of others.
PHILOSOPHY AND GOALSRealizing the importance of early childhood years in helping the child reach his maximum potential, the school will provide each child with personal growth opportunities, a rich and secure leaning environment and a change to develop a variety of warm and meaningful human relationships. We offer a program that emphasizes the development of the whole child, the need for a child to feel good about himself, and the opportunity to take initiative and make leaning self-directed.
Our major goals are:
• To develop a positive self-concept
• To develop a favorable attitude toward school and learning
• To attain competency in dealing with emotions and to become
• To gain basic concepts fundamental to formal academic learning
• To become more effective in verbal and non- verbal communication skills
• To appreciate and understand the physical and natural world
around the child
• To enjoy and appreciate the aesthetic world
• To grow in competence with the skills of physical
development and motor coordination
NAEYC, National Association for the Education of Young Children, started
its program accreditation system in the early 1980’s to help families
find the best care for their young children and to provide the early
childhood education field with a credible means by which to identify
and meet standards of excellence.