History

Riverside Park Nursery School (RPNS) was established in 1970, by a group of concerned parents who recognized the need for a preschool program in the area. Originally run by the Riverside Inter-Church Social Action Council as a non-profit organization, the school was incorporated in 1977 and has since been run by a volunteer Board of Directors. Its continued success results from the dedication of Board members and the support of parents working with the teaching staff.

The school has been integrated since 1987. We have a high caliber of qualified, professionally-trained and dedicated teachers. All staff must have successfully completed the requirements for a Certificate Diploma in Early Childhood Education. You are encouraged to discuss with them any questions or concerns relating to your child or the school in general.

Riverside Park is run as a cooperative school-one where parents and teachers work together to provide an enjoyable learning environment for the children. We stress the word "cooperative," because it is vital for the successful operation of the school. Parent participation includes:

  • Helping with your child's class as a Teacher Assistant, on a monthly basis (depending on class size);
  • Volunteering for a committee or Board position; and
  • Taking part in school activities such as school cleanup and maintenance, fundraising, etc.

Parents can also share ideas and/or problems concerning their children with one another and with the teachers. We encourage you to contribute your ideas and talents to the school program.

Philosophy

Our goals and objectives are to promote physical, social/emotional, intellectual and language growth and development, and to increase the quality of life for all of the children enrolled in our program; regardless of racial, religious or economic background. In order to provide a healthy, growing experience for the children, our primary focus is on building positive human relationships as a sound base for good mental health. Good relationships are reflected in the teachers' care, concern, guidance and instruction. The children's perception of themselves and their world depends largely on the quality of this "input" by the adults in their lives.

Play activities take up a major part of a child's waking hours and we build on this element to promote whole-child development. Although the children may seem to be "merely" playing, they are, in fact, learning many of the skills needed to help them grow towards kindergarten readiness. These include: hand-eye coordination, awareness of shapes, creativity, patience, perseverance, balance, symmetry, listening skills, imagination, sharing and cooperation, and most importantly, developing their self-confidence and self-awareness. The teachers are always close at hand in a guiding, supporting and enabling capacity; but the play environment is, for the most part, designed to be self-motivating, child-directed and teacher-facilitated.