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For Parents




For information about class availability for the 2017-2018 school year or to get information about registering for the 2018-2019 school year please call 412-486-5591 or email us at preschool.office@stpaulsumc.com.


The Preschool has several openings in our 4-year-old class for the remainder of the 2017-2018 school year.  If you would like more information about this space or would like an application for this space please email to the above email address or call 412-486-5591.  Child must have turned 4 years of age by December 31, 2017.



Click here to view or print the Preschool Parent Handbook

Click here to print an Emergency Contact / Parental Consent form

Click here to print a Permanent Record Form

Click her to print Child Health form



The United Way
Did you know that if your employer participates in the United Way Campaign, you can designate the funds you donate to go to St. Paul's Preschool?  Simply obtain a United Way Contributor's Choice form from your employer and specify our preschool's code,
941482, and the monthly or annual amount you wish to contribute.

Preschool Parent Book Exchange:

We have two shelves in our Conference Room dedicated to a parent book exchange!  Please bring any books you have that might be of interest to other parents.  These can be great novels you read or interesting parenting books.  After you donate your book(s), check out the ones on the shelves donated by other parents.  You might find a special "treasure" just waiting for you!  This is a great way to recycle books and share with other



The articles below deal with fine motor skill development.








Fine motor skills 

Angela Owens discusses the importance of fine motor skills to children's overall development and outlines practical ideas

for supporting these in every day experiences.


The development of children's fine motor skills is an important foundation for the attainment of other important skills in the future such as writing, drawing and self-help. As with all areas

of development, child care professionals play an important role in providing experiences, resources and guidance that will assist children to develop their fine motor skills through everyday play experiences and routines.

Adopting an individualized approach that is based on children's interests will help to ensure that experiences and activities are enjoyable and meaningful, and therefore more likely to promote positive learning outcomes for children. This is particularly important for children who experience difficulties with fine motor skills, or who are not intrinsically interested in the types of activities

that are often considered to be 'fine motor activities' such as drawing, art/craft or playdough experiences.

What are fine motor skills?

The term 'fine motor' means 'small muscles'. Fine motor skills involve the use of the small muscles

in the  fingers, hand and  arm to manipulate, control and use tools and materials. Hand-eye· coordination, where a person uses their vision to control the movements and actions of their small muscles, is .also an important component of fine motor skill development.

Why are fine motor skills  important?

Fine motor abilities form the basis for many of the skills that children will develop and enhance as they move through childhood. For infants and young children, their fine motor skills facilitate their interactions with their world, and therefore their learning. As they develop, children's fine motor skills are essential precursors to the development of early literacy, numeracy and self-help skills such as independent dressing and toileting. As children move  through  their  preschool  and  into  their school years, their fine motor skills assist them to continue to develop their literacy and numeracy skills, as well as to participate in a range of more complex  activities  such as art/craft experiences,



This article relates to:

FDCQA  Principles : 2.2, 3.1, 3.2 and 3.5

OSHCQA Principles: 4.2, 4.3, 5.1 and 5.2

QIAS Principles : 3.2, 3.3, 4.1 and 4.6

Board games, construction activities using blocks and commercial construction kits, using computers and playing musical instruments.

Children who have difficulty with fine motor activities may experience frustration and poor self-esteem because they are unable to perform everyday tasks such as drawing or cutting with scissors as competently as their peers. Many children who find fine motor tasks challenging will avoid participating in these tasks due to the resulting frustration, fatigue, or fear of failure. This produces a negative cycle as these children will then have fewer opportunities to practice and improve their fine motor skills.

Fine motor development

As for all areas of development, each child will develop their fine motor skills at their own pace, and they will demonstrate different strengths and abilities, depending on their interests and personal make up. However, there is a general pattern that children's fine motor development follows and there are milestones that are 'typical' of particular age ranges. Some of the characteristic fine motor milestones that children may reach by certain stages of development include:

For younger babies

Very young babies have little control over their bodies. As they develop they begin to understand that their hands, fingers, feet and toes are attached to their bodies and by five months can reach out for and hold objects for brief periods of time.

For older babies

By six to nine months babies can hold and shake objects such as keys, rattles and small toys, and by nine months they can transfer objects from one hand to the other. They develop the ability



© Australian Government 2008.This extract may be reproduced by child  care services for  the  purpose of  information  sharing amongst staff, carers  and families.At  all other times written permission mus,t be obtained in writing from NCAC.The information contained  in Putting Children First is  provided by NCAC in good faith. Information  published  in past issues  of Putting Children First may  no  longer  be  relevant to   NCAC  policy  or  procedures, or  considered  best practice. Users should  obtain further appropriate  professional·advice or   seek current  recommendations  relevant  to   the ir  particular  circumstances  or   needs. NCAC  advises  users to  carefully  evaluate  the  vie'NS,guidelines  and  recommendations in past issues of Putting Children First for accuracy. currency and completeness.







-Extract from Putting Children First, the magazine of the National Childcare Accreditation Council (NCAC) Issue  28  December  2008  (Pages 3-5)












taxing, and they often engage in these more spontaneously.

Fine motor activities

Because children learn most effectively when they are genuinely interested in what they are doing, it is important that child care professionals get to know individual children's interests and abilities, and use these as a basis for planning.

When thinking about fine motor activities, many people tend to focus on 'traditional' experiences such as threading, drawing, painting gluing,

to pick up quite small objects using a thumb and forefinger pincer grip. Children at this age tend to put everything in their mouths, so eliminating choking hazards is very important. By around 16 months they can carry out simple tasks such as turning the pages of a board book, completing simple peg puzzles and using knobs and buttons.

For toddlers

From 16 months to three years, toddlers continue to refine their fine motor skills and use these to explore their world and to gain independence. During this time they begin to feed themselves using utensils and they can stack blocks and connect larger construction materials, such as large interlocking bricks. They also begin to make marks with drawing implements though the pencil grip they use may initially be quite clumsy, for example, they may use a 'fist grip '.

For  preschool  age children

Children aged between three and five years

.begin to gain proficient control over their small muscle movements, and start to master tasks such as doing up buttons and using scissors. They also begin to refine their drawing and writing skills, and can copy letters, numbers and shapes, and often produce quite complex drawings. From about three, most children establish their left or right hand  preference.

For school age children

As children reach school age, they continue to enhance their fine motor skills, and their drawing, writing, coloring and scissor skills become more fluid and adept. As their fine motor muscles strengthen they also find these activities less cutting with scissors or using playdough with rollers and shape cutters. However, many other daily activities and play experiences in which children engage offer valuable opportunities  to  support fine motor development. These are particularly beneficial for children who are not interested in conventional fine motor experiences, or who are self-conscious about their fine motor abilities.

The following ideas can assist child care professionals to use a child's area of interest or particular strength as a basis for promoting their fine motor development:

In dramatic play areas provide:

•   dress up  clothes and  shoes with different types of fasteners such as press studs, large and small buttons, zippers and velcro

•   writing materials such as pens, pencils, chalk, paper and chalk boards in themed areas such  as offices, school rooms, restaurants or shops

•   tubs for washing and drying dolls, doll's clothes and other toys. and pegs and lines or air dryers for  pegging  clothes out.

In sand play areas provide:

•   utensils and cutlery such as tongs, spoons, spatulas,  cups, cookie cutters and  baking trays

•   differently sized toy vehicles, including very small ones

•   natural materials such as b ark, sticks, pebbles and  vegetation.

It is helpful to include water with sand play to encourage children to manipulate and mold it. To minimize water usage, a container with a

controlled tap/water release can be used instead of a hose.



© Australian Government 2008.This extract may be reproduced by child care services for the purpose of  jr,fonn  ation sharing amongst staff, carers and families. At all orh e times written permissionmust be obcained in writing. from NCAC.The information contained in Putting Ch;fdrenFirSt. is provided by NCAC in good faith. Informa tion published in past issues of  Pt.Jtting Childre First may no longer be relevant to NCAC policy ot  procedures, or considered best practice. Users should obtain further appropriate professional advice or  seek current  recommendations  re levant  to  their particular circumstances  or  needs. NCAC advises  users   to  carefully  evaluate  the  views, guidelines and recommendations in past issues of Putting Children First for accuracy, c urrencyand completeness.




For playdough activities provide:

•   assorted props such as toy animal figures, cooking utensils and cutlery, scissors, straws, popsticks and matchsticks and number and letter shapes

•   for older children, interesting objects, such as marbles or small figures that can be hidden in the dough. A game can be made of squishing the  dough to find the 'mystery' object

•  materials such as rice or fine gravel to add to the playdough to create interesting textures.

For manipulative activities provide:

•   tongs or large tweezers for sorting items

•   magnets for children to experiment with and to explore how they attract, resist and can be used to move metal objects around

•   'feely' bags containing interesting objects for children to manipulate and identify by touch

•   a range of construction materials, including commercial materials such as Mobile and Leg o , as well as carpentry equipment and household materials such as boxes, paper, fabric and sticky tape

•   'messy' play experiences such as 'slime', wet sand, mud  or clay.

For music and movement activities:

•   do  finger plays and rhymes

•  introduce an element of fine motor activity to gross motor focused experiences, for example, include fine motor movements in 'copy  the leader' games such as Punchinello and Simon Says, or include fine motor activities as part of gross motor obstacle courses.

Supporting children experiencing fine motor difficulties

Child care professionals play an important role in supporting children who are experiencing delays or challenges in the development of their fine motor skills. When a child experiences ongoing difficulties in this area child care professionals may need to work with other professionals such as an occupational therapist to implement specialized strategies for promoting the child's fine motor development. In this situation, it ma y be necessary to consider how specific therapy activities can be integrated in the daily program in ways that meet the child's interests, as well

as providing opportunities for other children to engage in the experiences.


Fine motor skills form an important foundation for the acquisition of many other skills, including literacy, numeracy, self-help and the ability

to perform many everyday tasks. Child care professionals can support children's development in this area by becoming familiar with individual children's interests and strengths and using this knowledge as a basis for planning fine moto r experiences. Spontaneous play experiences also offer opportunities for child care professionals to

encourage children to practice and develop their

fine motor skills in non-threatening and meaningful ways •



References  and further reading

•  Amorson, A (200 I). Learn to move - move to learn. Jigsaw. 21, 6-7.

•   Brereton, A, & Broadbent, K. (2007). ACT-NOW Factsheet 34 Developing Fine Motor skills. Retrieved I September 2008, from htt p://www.med.mo nash.edu.au/s pppm/research/devpsych /act now/ factsheet.ht ml

•  Brook G.,Wagenfeld, A, & Thompson, C. (n.d.). Fine motor development and early school performance. Retrieved I September   2008, from  http://www.fingergym.info.downloads/Finemotordevpp1-4.pdf

•   Department of Health Western Australia. (2003). Hand skills. Retrieved I September 2008, from htt p://www.pmh.healt h. wa.gov.au/healch/infant_care/brochures/play/ACF6.pdf

•  Egle, C. (2004). A practical guide to working with children. Victoria:Tertiary Press .




© Au stralian Government 2008.This extract may be reproduced by child care services for the purpose of infonnation sharing amongst staff, carers and families.At all other times written permission must be obtained in writing from NCAC.The information contained i Putting Children First is provided by NCAC ingood faith. Information published in past

.iss ues of Putting Children"Rrst may no longer be relevant to NCAC policy or procedu .res, or co nsidered best practice. Users should obtain further appropriate professional advice or  seek current recommendationsrelevant to  their partic.ula circumstances or needs. NCAC advisesusers to carefully evaJuace the views.guidelines and recommendations in  past issues of Putting Children First for accuracy, currency and co mpleteness.



What is Happening to Fine Motor Development?

By Marcy Guddemi


Lacking Fine Motor Skills is not "Fine" in Kindergarten


A new and disturbing phenomenon is rising on the educational horizon. Many children are arriving at kindergarten lacking the basic fine motor skills needed to hold a pencil and write. This lack of dexterity in their fingers and hands can be attributed to

the increased use of touch screen technology and decreased use of crayons, paints, pencils, scissors, clay, and other manipulatives in their daily lives.


Along with social-emotional skills and curiosity, fine motor skills are among the priority readiness skills for kindergarten. If children arrive at school lacking the fine motor control and finger strength necessary to hold a pencil, they will struggle to master other requirements in kindergarten. This is a huge problem because today's kindergarten demands so much more writing and desk work than ten years ago.


Children are arriving at school lacking the fine motor strength necessary to hold a pencil.

This predicament cannot be remedied over-night. Like large motor skills, fine motor skills develop gradually over time with much practice and repetition. Perhaps we are more aware of the more visible and exciting large motor achievements: A child first holds her head up, rolls over, then sits, crawls, pulls to a stand, walks, then runs. Fine motor development starts with grasping objects (mommy's finger, a rattle, a toy), holding a bottle, picking up food to eat, manipulating a spoon, using hands for purposeful reasons like block building and play dough, buttoning and zippering, using art tools to draw and write, and only then using a pencil or pen to write a name or copy words. While these two progressive developmental sequences are normal in child

development, if the sequence is impeded along the way, the child will not develop as


she should. We are seeing this with fine motor development in today's five-year-olds

who, from infancy, are spending too much time "swiping and tapping" on screens and not playing with a large range of manipulatives.


Technology is not going away, so it is up to adults to limit its use and ensure that young children have normal childhood play experiences. The American Academy of Pediatrics recommends absolutely no screen time for children under the age of two, and less than an hour a day for preschoolers. Parents should not give their smart phones to babies in their car seats or strollers. They should not play videos for infants and toddlers to keep them occupied. They should not take iPads to restaurants. Preschoolers should not have televisions in their bedrooms.


Using a pencil correctly is a developmental skill that is preceded by a sequence of other fine motor skills.

Children learn by doing and experiencing, not just passively watching.

Advertising often convinces parents that children are learning from the two-dimensional computer games and applications they use. Children, however, live in a three­ dimensional world and need to be learning from interactions with real objects or people. For example, the way children learn what "three" means is to hold three objects, eat three grapes, build with three blocks, see how many sets of three are in a little box of raisins, make a triangle with three pretzel sticks. Children learn by doing and experiencing, not by passively watching.


The classic materials of childhood are time-tested to provide practice in fine-motor skills, strengthening all the little hand muscles. Adults should ensure that children have access to these materials both at home and at childcare centers:


•            crayons, markers, chalk, paints, pencils, scissors

•            blocks, Lego, other manipulatives

•            dolls and stuffed animals for dressing and undressing

•            play dough, finger paint clay, mud


Play dough is an excellent material for building small muscle strength. Learn more here.


Finger games like ltsy Bitsy Spider and Where is Thumbkin? are also excellent in increasing coordination of the fingers and hands. There are so many wonderful and playful activities that adults can do with children with to help build fine motor skills.


The Gesell Developmental Observation-Revised (GDO-R) assessment evaluates many kindergarten readiness skills. In recent years though, teachers have commented that low scores in fine motor skills pulled down the children's overall developmental age.

Some teachers asked if they could ignore the fine motor section of the assessment. The answer is no! Fine motor skills are a very important part of whole child development and are essential for academic success.


Toddlers need lots of experience grasping and building with small, solid blocks.


At-Home Activities for Building Fine Motor Skills


Try incorporating these activities into the daily routine with your child:


Kitchen projects: Making home-made play dough strengthens muscles in the hands and fingers. Roll snakes and balls of all sizes; build with the balls and snakes. Your child can play with play dough at the counter or table while you make dinner.


Make peanut butter or sugar cookies that require the dough to be rolled into balls and smashed with a fork. Meatballs are fun and yummy, too.


Playing Grocery Store: Keep your canned goods on a bottom shelf. Allow your child to play grocery store-take out and rearrange the cans, sort by size, color, or content. This is a math readiness skill, too.


Sorting silverware or setting the table: Sorting silverware into its proper holder is a math skill; as is the patterning your child will do by laying the napkin, knife, fork, and spoon in order at each place-setting.


Eating with chop sticks: This is a more advanced fine motor skill, but not impossible to teach. Children in Asian countries learn quite young. Use chopsticks to pick up cotton balls, round cereal, or other small objects.


Folding clothes: Start with folding washcloths or towels. Fold in half, then fold again to make a quarter.



Stringing things: Make bracelets and necklaces by threading pasta, Fruit Loops, or beads onto pipe cleaners or thick strings. Add a pattern and you add math!


Playing dress-ups: Putting on coats and gloves, zipping up, snapping, buttoning, and tying shoes all help with building fine motor strength. Dressing a doll or stuffed animals is just as good, too!


Practicing with scissors Start with safety scissors and a 4" strip of paper to snip, snip, snip with and make fringe. Later, draw a path on the paper to cut along. Make confetti by cutting little snips of various colored, textured, and shiny wrapping paper. Cut pictures out of magazines and make a collage. Play dough is an excellent soft material for beginners to practice scissor skills on. Roll snakes and cut them into pieces.


Coloring and drawing: Encourage creativity by providing a variety of art mediums. Color with hard pressure, color with soft pressure. Outline the object hard, color soft inside. .Instead of coloring, have the child fill the space with little controlled circles­ pointillism-a captivating art technique.


Limiting technology: Put away the electronics. Or, better yet, create your own "TV

program" by making a story scroll. After drawing out the story, scene by scene, on a long piece of paper, roll the paper tightly onto a cardboard tube. Make a "screen" by cutting a window out of a cardboard box. Mount the scroll inside the box on the left. Stretch the beginning of the story across the screen and tape it to another empty roll mounted on the right side of the box. Turning the right tube to make the scroll move helps develop fine motor skills too.

Please visit our calendar section for special events planned for December




You will need:

Foil cake pans

Things from nature in all different colors - flowers, berries, pine boughs,  plant leaves etc.

Fruits - lemons, orange, blueberries, raspberries.

Food coloring


Place your nature items and fruits in the foil cake pans according to like colors.  Mix food coloring with water and place in like colored foil cake pans.

Bring your pans outside to freeze if it is cold enough or freeze in freezer.

Once frozen tuck string inside the tin around the circumference of the ice and pour water into the tin again and freeze to secure string for hanging.

Once frozen for the second time remove from tin and hang on tree branches outside.


You will need:

Craft sticks


Puzzle Pieces

Blue paint

Paint Brush

Blue Glitter



To begin glue to craft sticks together so the middle of the sticks intersect

Next repeat the above step with the next two craft sticks.

Then glue the sticks to make a snowflake

After the glue dries on the sticks, glue the puzzle pieces over the craft sticks.

When the  glue for the puzzle pieces is dry paint the pieces with the blue paint.

Once the paint dries you're ready for the glitter

Mix glitter with some glue and paint the glue onto the snowflakes.

Once the glue-glitter dries cut a ribbon and glue to top of the snowflakes.

(If you do not want to use glitter, you can place small gemstones on the puzzle pieces instead),

SNOWBALL DROP ( small motor game)

You will need:

Cotton balls

Empty container to drop snowballs into

Kid friendly tweezers, chopsticks or tongs

Pull all of the cotton balls apart and squish them back together to be balls.

Scatter the cotton balls around the room.

Using the tweezers, chopsticks or tongs pick up the snowballs and place in container.

To make it more of a challenge for older children place mittens on their hands.


You will need:

Felt pens (waterbase)

Flat meat trays

Hole punch

White glue

Fishing line

With the felt markers make designs on the meat trays

Pour enough glue on tray to cover design

Let dry overnight

Once dry peel off edges and let dry another day.

Peel of tray completely.

You can cut a design out of dried and peeled glue.

Punch a hole in dried glue.  Hang by fishing line.



In the office at both the McKnight Center and Ferguson Center we have a list of commonly available snacks that are free of peanuts, tree nuts and eggs.  We invite you to stop in and take a look at this list.  You can also access the list by going to: http://snacksafety.com/snackguide.


                                   SNACK IDEAS


Some parents have asked for suggestions on what type of snacks to bring for their child's snack day.  Here is a list of some simple snack ideas. 

Trail Mix - a mixture of whole-grain cereal, dried fruits, sunflower seeds and dried coconut flakes.  You can also add in raisins, cranberries and pretzels.

Small box of raisins

Fruit - please remember that grapes if served MUST be cut in half.  Bananas, apple slices, berries are all good choices.

Mini bagels with cream cheese.

String cheese

Yogurt tubes


Whole wheat pretzels and crackers



You will need:

4 thin slices salami

4 chunks pineapple

4 large bite size cubes cheddar or other hard cheese

4 toothpicks

Fold a slice of salami in half, then half again, and thread onto a toothpick, followed by a chunk of pineapple, then a chunk of cheddar.

Repeat to make 4 sticks


You will need:

Mott's Applesauce Snack and Go pouches

Line a cookie sheet with wax paper

Remove the lid from an applesauce pouch and begin squeezing bites size drops of applesauce on the wax paper

Put the cookie sheet into the freezer into and leave for a few hours

Once they have completely frozen, quickly remove them from the wax paper and store in freezer bag in freezer


You will need:

Whole wheat tortillas


Pizza sauce

Toppings - pepperoni, red peppers, mushrooms, etc

Muffin tin

Circle cookie cutter

Using a large round cookie cutter, cut out circles from the tortillas to fix into the muffin tin

Press into the muffin tin

Place a small amount of pizza sauce over the tortilla cut-out followed by cheese and any toppings

Bake in a 350 degree oven for 15 minutes.  During the last 3 minutes turn oven up to 450.

Once done remove from muffin tin


You will need:


Spreadable cheese like Laughing Cow Cheese or cream cheese

Slices of cheddar cheese

Slices of deli meat

Circles of toasted bread

Slices of tomato

Cut cucumber into round slices

Put cheese, deli meat and anything else your child would usually have on a sandwich

Top with other cucumber slice


You will need:

1 very ripe banana, mashed (about 1/3 cup)

1/2 cup rolled oats

1/4 cup raisins

Preheat oven to 350 degrees

Combine all ingredients and stir until well-mixed

Place rounded tablespoons of dough on an ungreased cookie sheet.  Bake for 12-15 minutes, until brown.

Cool for 5 minutes on the pan then remove to a wire rack to cool completely


You will need:

1 tube pizza crust

40 pepperoni slices

10 mozzarella cheese sticks

2 tablespoons melted butter

1/2 teaspoon garlic powder

1/2 teaspoon dried parsley

Marinara sauce

Preheat oven to 450 degrees

Spread pizza dough out on a lightly greased baking sheet.  Cut the dough into 10 equal size rectangles.

Arrange 4 pepperoni slices on each rectangle and top with mozzarella cheese stick

Roll up the pizza dough, enclosing the cheese stick, pinching the seams closed.

To the melted butter add the garlic powder and dried parsley.  Brush the pizza sticks with the butter.

Bake 10 to 12 minutes or until golden brown.

Enjoy with the marinara sauce.



Snowbots - Aaron Reynolds

Snow Party - Harriet Ziefert

Holly's Red Boots - Francesca Chessa

The Biggest Snowman Ever - Steven Kroll

The Mitten - Jan Brett

The Jacket I Wear in the Snow - Shirley Neitzel

Sneezy the Snowman - Maureen Wright

The Twelve Days of Winter - Deborah Leee Rose


Dear St. Paul's Preschool Families I would like to welcome you and your child to St. Paul's Preschool.  This 2015-2016 school year marks our 44th year as an early childhood educational center.  I have been a part of this program for the past twenty-one years, first as a classroom teacher (15 year) and most recently as the director (seven years).

It is important for you to know that we view you as your child's first and most important teacher!  We want to work in partnership with you as we share information about your child and make decisions together about your child's care.  This helps us be able to provide consistent care between home and school, resulting in your child feeling comfortable, safe and respected within our facility.  Good working relationships with families enable the teaching staff to be more responsive to each child's needs.

Our program philosophy clearly states that "parents are an integral part of our program.  Their input and information about their child is continually sought and valued.  Parents are involved in every part of the St. Paul's program."

We ask that you walk your child into the classroom each day because the teaching staff and I enjoy sharing information and saying hello to you.  Each class will have an area displaying your child's work.  Please visit this area often with your child!  At eh end of each day, a staff member will give you a summary of what has happened during the day so we encourage parents to arrive at least five minutes before dismissal time.  If you are a working parent and cannot pick your child up after class, a detailed and personal email will be sent to you by the teacher after class enabling you to receive the same information about your child's preschool day.

There are many ways to become a part of the program.  Here are a few:

*Become a member of the Parent of Preschoolers (a parent group which meets once per month in the evening)

* Become involved in our annual fund raiser, the Santa Express (Many activities to prepare for this major event can be done at home)

*Become a classroom volunteer (party parent, library parent, classroom helper, equipment and repair helper and/or field trip chaperone)  These positions are detailed in your Parent Handbook found on our website: www.stpaulspreschoolumc.org

*Attend an Open House evening event during the year

*Attend a Family Sing-a-Long event during the year

*Record "books on tape" for our classroom listening centers. (This can be done at home)

*Share your family's culture with the class (special foods can be sent for snack time, special games, songs and dances can be taught, and special ceremonies or traditions can be explained)

Volunteering in the preschool is so important for your child.  Your involvement early in your child's life sets him/her on course to succeed academically because you are showing that you value education.  Staying connected to the school can give parents ideas of how to expand what their child learns in school.

Being involved with St. Paul's Preschool also helps parents connect to other people.  You will be able to make new acquaintances, get to know friends better and help your own self-confidence increase.

Volunteer sign up sheets will be given out at the Parent Orientation meeting in August.

Please remember that St. Paul's Preschool has an Open Door policy.  Parents and family members are welcome to visit at any time during the school day.  We encourage you to contact the office (412-486-5591/preschool.office@stpaulsumc.com) or your child's classroom teacher to set up a time if you would like to spend the day with us!

Together we can provide the very best learning and growing environment for your child!


I'm looking forward to knowing you and your child this year!

Laurel Webster

Laurel Webster, St. Paul's Preschool Director




Accredited by the National Association for the Education of Young Children