Our Program


Inspiring curiosity, creativity, and confidence in the children of Calgary, AB since 1994

Welcome to Highwood Community Playschool, conveniently located in NW Calgary between Northmount Drive and 4th Street NW. Here, our teachers know that child education is not just about learning: it’s about having fun in the process. It’s about enjoying the development children face! Our mission is to help our students accomplish these goals in a rewarding, caring, and inclusive way.

We aim to educate our students in a safe environment while offering them comprehensive opportunity for growth. We understand that many children have anxiety about being away from their parents, so we created a soothing environment and encourage independence. By combining the latest technology with traditional techniques, we give our students the best education we can.


Our Teachers

The teachers at Highwood Community Playschool are so excited to meet your child and help them with their development. Before you meet them, learn more about them.

Daily Routine

Arrival, Group Time (15-40mins), Centers (90mins), Group Time (25mins), Gym-time 1-3 times/ week (30mins), Home Time.

Arrival:  Parents are asked to come with their children right up into the classroom.  The teacher greets each child as they arrive, and helps put on his or her name-tag, then the child is free to explore and play. 

Centers:  Ever-changing as the learning evolves through the year, they include: 

  • Blocks (with vehicles, ramps, trains, etc); 
  • Dramatic Play (with costumes, puppets, props, dolls, animals); 
  • Science and Math (with puzzles, manipulatives, nature items); 
  • Art Studio (paint, clay, collage, drawing, sculpture); 
  • Sensory Play (with sand, water and related tools and toys); 
  • Literacy (quiet corner with reading and writing activities); 
  • Music (listening equipment and instruments); 
  • Other activities that come and go may include: cooking together, sewing, theme dress-up days,  evening events, visiting speakers, gardening, woodworking, field-trips, etc.       

Group Time: We all meet on the carpet to share ideas, discuss our projects and learning, plan experiences, read or tell stories, enjoy music and rhymes, play learning games, and laugh together!  Sometimes we may hear from visitor. 

Gym-Time: This is our large-muscle time, whether outdoors on the playground or field, in the gym, or in our own room.  We play simple games, dance, do obstacle courses, go on nature walks, and more.  The focus is often on health or nature. 

Home Time:  Again, parents, please come right up into the classroom to get your child, see their latest ‘works,’ check your Mail Pouch, and visit with the teacher.

Individualized Planning:   Through careful observation and planning, the teacher tries to provide each child with the environment, materials and activities that will best promote his/her over-all development (cognitive, physical, and socio-emotional). The teacher records her observations of each child’s interests, abilities, and next steps of development, and then designs the programming accordingly. 

Children with Special Needs & ESL: We are an inclusive program and thus welcome all children into our playschool, and we strive to adjust our programming to suit the unique needs of each child.  If your child has a diagnosed disability, we would like to discuss with you what programming adjustments might be necessary to make his/her playschool experience a terrific one.  Please be willing to meet with the teacher before the start of the school year, if necessary. Similarly, we value the participation of children and families for whom English is a second language (ESL).  We believe there are many benefits of cultural and linguistic diversity for all children/families, as well as for the program as a whole.  As to best facilitate a smooth integration of children/families with ESL, we strongly recommend that a family member attend with the child(ren) during the initial adjustment period. The goal of this parent involvement is to support the child's learning of the classroom routines and expectations as well as to facilitate the acquisition of a minimal level of English competence.   The timeframe for this period will be determined jointly by the teacher and parents on an individual basis.    

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