Children's All Day School

★☆☆☆☆
  • 109 E 60Th St

    New York, NY 10022

    Map & Directions
  • 212-752-4566

About Children's All Day School

Categories
  • Kindergartens
  • Preschools
Hours
M-F 8am-6pm, Sa-Su Closed
Special Offer
Call Today !
Emails
  • cadskids@gmail.com
Year Established
  • 1975
Products
  • Degreed Teachers
  • Education
  • Activity-Based Learning
  • Day Care
  • Arts & Crafts
  • Hands-On Learning
  • Child Care
  • Infants
  • Social Skills Development
  • Monthly Rates
Payment Options
  • American Express
  • Diners Club
  • Discover
  • MasterCard
  • Visa

Education

Education
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The director is more concerned about keeping tuition at the school than the children, so she deliberately interferes with applications to K where a child can waste another year at CADS. She has also disclosed confidential information about my child without authorization. Also, she prevented a CPSE administrator from being able to provide mandated services once I completed the IEP process then lied to the administrator as to why CADS never identified my child's delays. When a child avoids an activity, rather than alerting the parent and working with the child to overcome the aversion, the teachers allow that child to chose less challanging activities which contributes to developmental delays and a delay in identification of problems. Areas that a child really needs help with are totally ignored. At Parent Teacher conferences, the teachers do not want to talk about real developmental issues a child may have redirect the conference "to keep it positive" so that delays are never addressed. A child who has a sensory processing disorder and needs personal will not be shielded from others, but if that child pushes another child away because that other child lunges at the first child and refuses to give personal space the child with the disability will get reprimanded and the other child is free to continue invading personal space which triggers the behavior in the first place. They only punish the child reacting to an invasion of their sense of security, not the instigator. The Director and the Educational Director are incapable of seeing the pattern of a disability so a child falls further and further behind and remains in an environment that is inappropriate by giving a parent an artificial sense of security through excessively and artifically positive reports. They do a great job conning parents into thinking their children are doing so well, but it is all smoke and mirrors. There is truly no substance behind it.

0
★☆☆☆☆

The director is more concerned about keeping tuition at the school than the children, so she deliberately interferes with applications to K where a child can waste another year at CADS. She has also disclosed confidential information about my child without authorization. Also, she prevented a CPSE administrator from being able to provide mandated services once I completed the IEP process then lied to the administrator as to why CADS never identified my child's delays. When a child avoids an activity, rather than alerting the parent and working with the child to overcome the aversion, the teachers allow that child to chose less challanging activities which contributes to developmental delays and a delay in identification of problems. Areas that a child really needs help with are totally ignored. At Parent Teacher conferences, the teachers do not want to talk about real developmental issues a child may have redirect the conference "to keep it positive" so that delays are never addressed. A child who has a sensory processing disorder and needs personal will not be shielded from others, but if that child pushes another child away because that other child lunges at the first child and refuses to give personal space the child with the disability will get reprimanded and the other child is free to continue invading personal space which triggers the behavior in the first place. They only punish the child reacting to an invasion of their sense of security, not the instigator. The Director and the Educational Director are incapable of seeing the pattern of a disability so a child falls further and further behind and remains in an environment that is inappropriate by giving a parent an artificial sense of security through excessively and artifically positive reports. They do a great job conning parents into thinking their children are doing so well, but it is all smoke and mirrors. There is truly no substance behind it.

Pros: Small, well decorated classes, pretty and fashionable teachers

Cons: It is all smoke and mirrors with no substance

Message from Children's All Day School

The overall goal of the program is to provide a constantly stable and nurturing setting where children can learn how to trust and socialize, while being free to develop at their own pace.Learning, for young children, takes place quite intrinsically through play, hands-on and academic experiences. This "developmental interaction" approach forms the cornerstone of our program. A thoughtfully planned day at C.A.D.S is designed to provide the appropriate number of choices within a comfortable yet ordered, environment.Throughout the day at C.A.D.S., emphasis is placed on helping children acquire skills that enable them to deal with a variety of situations. Our primary aim is to guide them to become aware of relationships that will ultimately lead to the power of abstract thinking.The importance of the social interactions that the children encounter within their day are a valuable part of their education and provide opportunities for learning about living in a world where people need to get along.

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