The application process at Tribeca Community School is ongoing throughout the school year, and is conducted on a first come, first serve basis. After an application is processed, parents are invited to attend a mandatory tour of the school and presentation to learn about the Reggio Emilia philosophy.

Following the open house, you are invited to a parents-only, fifteen-minute observation in the classroom, after which we will offer your child a spot; neither children nor parents are interviewed at any point during the application process.

As we understand that the application process can be long and stressful, Tribeca Community School will make early commitment to families, depending on the number of openings available.

Tribeca Community School understands the importance of having family’s children at the same location, therefore we give priority to siblings.

We view discipline as an opportunity to teach, rather than punish.

Possible scenario:
Child 1 wants a toy that Child 2 has. We ask child 1 to say: “Please give me the truck when you are finished”. This provides Child 2 with the opportunity to become autonomous with his/ her actions. We also ask Child 1 to wait for the toy. Often, Child 2 gives the toy in a short time. However, occasionally, Child 2 ‘never finishes’ playing with the toy. In that case, we acknowledge to Child 1: “You wanted the truck and you did not get it. I hope that next time when it is available you will get it”. We continue offering Child 1 two choices: “ You may build with the Legos or read a book at the reading area. What is your choice?” The following day, when Child 1 arrives at school, we may casually say: “I remember that you wanted to play with the truck yesterday. I see that it is available now, you may use it if you still want it”. Then we will walk away, allowing Child 1 to make the decision.

We take this approach because we do not want to solve the children’s problems, but rather, provide them with the tools to solve their own problems. This is important if we want to raise children who are independent and behave responsibly often, not just when adults are around them. Additionally, delayed gratification (as exhibited by waiting for the toy to become available) is a desired accomplishment in the early years, indicating a higher level of social competence.

No. No. No. When the child is ready (we know what to look for, and we will share our observations with you at the appropriate time), we will work with him/ her on using the potty. Additionally, we pair children in diapers with already potty-trained children. This peer-teaching is an effective strategy that empowers all children involved in the process.

We value parents as partners in our educational experiences. Therefore, we make our environment comfortable enough for parents to want to spend time in our school. In our parents’ sitting area we have documentation depicting life in our school. What are children doing here and why? How do they spend their day? Who do they associate with? Parents sit on adults-size sofa/ chairs/ couch while fixing themselves a cup of coffee, conversing with other parents, and learning about their child’s life as part of a community. Additionally, during the separation-transition period, parents feel comfort in staying in the school with their child, gradually moving away while still nearby.

Yes. A healthy snack is provided daily, along with water/ juice/ soymilk. Children serve themselves in a family-style setting, using real china, small glasses, and real silverware. We teach the children how to use the dishware and utensils safely. When they are finished eating they load the dishes and cups onto our snack cart. At the end of the day the children load the dishwasher. We do this because we trust children as capable individuals. We also wish to avoid using disposable cups and plates. It’s our way of demonstrating respect for our environment. We provide opportunities for the children to develop a sense of ownership of their school. When they set up and clean up after themselves, as well as assist in maintaining the environment, they come to feel that they are part of the environment.

A sample of our snack menu can be found here. We are very lucky to have one of our parents as an organic and holistic chef. All of our snacks are organic, local (when available), and healthy. The menu is carefully selected to enhance brain development, boost immune systems, and energy production.

Unlike Montessori, we work on long-term investigative projects where children contribute to the educational experience with questions on what to study, what to tackle in the topic, and how to study it as part of a group. We still decide if the topic is worth learning more about, avoiding topics that are simply entertaining.

- We value children’s play as an important way of learning. We are selective on the fantasy play materials offered to children. Unlike Montessori, pretend and imaginative play is encouraged.

- Unlike Montessori, we fill our environment with a wealth of open-ended materials. By open-ended we mean that materials have many correct ways to be used. For example: we avoid giving children paper with a shape already drawn on it for the children to color in because such activities limit children’s creativity, sending them the message ‘you can’t draw on your own’. This tells them that they are incompetent and is disrespectful to their inventive sense. Instead, we provide plain paper which sends the message to children: “you are competent and your paper may be anything you want it to be”. We also provide quality writing tools. For example, we use the largest set of Berol Prismacolor Pencils, professional water colors, professional brushes, and more. With these materials children show us that they can produce quality work in a supportive environment.

- Unlike Montessori, we have an atelier (art studio with a teaching artist working with the children). While there, children use a wealth of materials to convey their thoughts, theories, and hypotheses. We use real clay (not play-dough) with real clay tools, paints, recycled materials, good quality professional papers, and much more.

- Unlike Montessori, we have a building area with the best building blocks available (CommunityPlaythings® Brand).

- The Montessori curriculum is preset, established well before the child is even born. Unlike Montessori, our curriculum is designed around where the child currently is, rather than a set of pre-designed lessons that may or may not be of interest to the children.

Field trips are part of our curriculum, not a form of entertaining children. The trips are scheduled (locations and times) according to what children are studying, fueled by their interests, not by a prewritten adult’s agenda.

Yes. Please check with our staff regarding how many adults are allowed to be in the school when children are present.