Peartree Preschool: Teachers & Staff

Staff members strive to be aware of each child’s needs and learning readiness, and they attempt to meet these needs through a wide range of preschool activities.

We provide your family with the best early childhood educators who are certified according to the New York State Department of Education and the New York City Department of Health, because we understand that as early childhood educators, we must address the development of the whole child.

We invite you to get to know us. Please use this contact information to let us know of any questions and concerns.

Administration

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Denise Adusei
Director of Administration/Founder

Denise Adusei is a mom on a mission. She believes that schools are far more than buildings, classrooms, and curricula. They are places where children spend much of their time. Therefore, we should take great care in creating safe, nurturing environments that inspire imagination and creativity.

Prior to starting Peartree, Denise worked in non-profit management consulting for child development and healthcare organizations and the New York City Department of Health and Mental Hygiene. She gained her MBA from Columbia University and bachelor’s degree in public health from Brown University.

“My goal,” Denise says, “is to provide an inviting environment where children feel safe and supported, develop a love of learning, and gain self confidence as learners and valued members of our community.”

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Nini Mahmood
Director

Nini Mahmood takes play seriously! She believes that it is through play that children learn the most during their preschool years. With 18 years of preschool experience, 12 years as a director, a master degree in early childhood education, her philosophy of education is influenced by Howard Gardener’s “Theory of Multiple Intelligences." This is where effective teaching and learning takes place when it is presented in ways that are experienced through all our senses.

In Nini’s classrooms children busy themselves exploring toys and materials, role playing scenarios in their daily lives, and developing social skills that enable them to work together and be a part of a group. Children’s artwork and thoughts adorn the walls of the learning environment. She teaches academic readiness skills in a meaningful context. Children develop vocabulary and social skills through pretend play. By working with play dough and manipulatives, children develop fine motors skills essential for writing. Children learn number sense by sorting and counting objects. They learn to read by being read to.

“My goal,” Nini says, “is to provide an inviting environment in which children feel safe and supported, develop a love of learning, and gain self-confidence as learners and valued members of our community.”