THE ALEXANDER DAWSON SCHOOL AT RAINBOW MOUNTAIN
EARLY CHILDHOOD

 An Overview and Description of Early Childhood Education Courses
1
THE ALEXANDER DAWSON SCHOOL
Mission, Vision & Diversity Statement Title
Mission
The Alexander Dawson School at Rainbow Mountain is a nurturing learning community for boys and girls in preschool through grade eight that challenges students to achieve excellence in mind, body and character. Vision
Our graduates will be ready to achieve their individual potential, savor life and meet the challenges of the world.
Diversity Statement The distinct Dawson learning environment is reflective of the diverse community that surrounds us. The celebration of differences drives the Dawson mission and unifies the school-wide focus of self and social awareness. Students benefit from working with and learning from other students and teachers who are varied in learning styles, socioeconomic backgrounds, race, religions, ideology, sexual orientation, gender identity and expression, culture and ethnicity. We are committed to creating an inclusive and welcoming learning community. 2
Early Childhood Philosophy “Between birth and 5 years old, 90 percent of a child’s brain development occurs, and at a lightning-fast pace. Every sight, smell, sound and sensation makes an impact.” (Bill Frist, MD, Harvard Medical School) Alexander Dawson’s differentiated approach to early childhood education supports this critical window of opportunity by ensuring each child spends their day working toward individual goals identified through ongoing assessments. Essential capacities such as self- regulation, executive functioning and problem solving are embedded throughout the early childhood experience. We believe early childhood is a time for learners to investigate the world around them and to discover and communicate their wonders, inquiries, and discoveries. Our program is designed to include standards from The National Association for the Education of Young Children (NAEYC). Through intentional instruction and a commitment to each child’s learning goals, our early childhood program prepares our youngest students for the K-8 experience and the community as a whole.
4
Early Childhood Curriculum Overview The Early Childhood division of The Alexander Dawson School encompasses preschool (three to four years old) and pre-kindergarten (four to five years old). These two grade levels are accredited by the National Association for the Education of Young Children (NAEYC). NAEYC Accreditation began with the goal of raising the level of early childhood programs and represents the mark of quality in early childhood education. The goal of our Early Childhood program is to nurture, challenge and assist students in developing socially, emotionally, and intellectually. This is accomplished by fostering independence and developing skills such as problem solving, listening, language, and fine and gross motor skills. The Early Childhood curriculum includes literacy (i.e., reading, writing, phonics, word study), Everyday Mathematics, Social Emotional Development, technology, music and movement, studio art, library, and health and fitness. The curriculum combines direct instruction and play-based activities, taking into account each student’s developmental level for individualized instruction.
5
Early Childhood Social-Emotional Development Student experiences need to be shaped in ways that positively affect social and emotional learning. During early childhood, social-emotional capabilities are intertwined throughout the day. For example, children are given leadership opportunities through various activities such as peer presentations, music performances, classroom jobs and responsibilities, and goal 
 setting. Community events, cross-grade-level buddies and guest speakers allow opportunities for early childhood students to apply explicit skills modeled during morning meetings.
6
Literacy in Early Childhood The Early Childhood literacy curriculum is designed to meet each child’s “zone of proximal development”. Meaning, instruction begins just beyond his or her current level of independent capability. The one-on-one and small-group literacy instruction is just challenging enough to help each student take the next logical step in their ongoing skill development. The program focuses on early literacy behaviors, including: • Fostering a love of reading • Developing phonological awareness, including letter identification, rhyming, phoneme blending, segmentation, and sound • manipulation • Comprehending stories and verbal communication • Acquiring new vocabulary that becomes a part of their daily language • Communicating through daily journal writing • Establishing proper handwriting techniques, including proper pencil grip, consistent starting points, stroke order, and accurate ending points Literacy instruction takes places in whole group, small group and one-on-one formats. Shared reading and writing instruction; hands-on explorations, games and manipulatives; and songs and centers are pedagogical strategies that reinforce literacy development. Students are immersed in a print-rich environment, and are inspired to share their stories through classroom read-alouds, role-playing, and visiting authors. The literacy program also introduces students to Dawson’s 20,000 volume library!
Early Childhood Social Studies Alexander Dawson’s Early Childhood’s social studies curriculum is taught through short and long-term investigations, exploratory learning and classroom community building. The curriculum centers on human relationships in our world (self, family, friends, school, and neighborhood). Investigations may include the following topics: “All About Me” days, classroom responsibilities/classroom helpers, classroom rules/guidelines, feelings, celebrations around the world, and holidays. Students become aware of their roles and responsibilities as a member of the family, school, and neighborhood.
Early Childhood Topics of Study: •Family •Community •Economics •Geography •Global Awareness •Community Service •Cultural Diversity
Early Childhood Science Science is a catalyst for the development of a love of learning. Learning science and engineering in the early years fosters children’s curiosity and enjoyment in exploring the world around them, and lays the foundation for a progression of science learning throughout their entire lives. Alexander Dawson’s early childhood science instruction utilizes students’ natural ability to wonder, question and experiment to help them investigate the world around them. The early childhood teachers provide experiences that allow students to see patterns, form theories, consider alternate explanations and build knowledge. For example, working collaboratively with cross-grade-level buddies in the Ruffin Organic Garden provides opportunities for early childhood students to examine different textures, explore soil conditions conducive to plant growth, and make predictions about plant life and sustainability. The students plant seeds, tend the school organic garden, make specialty items such as herb packets, and bundle vegetables and herbs for sale. They conclude their studies with the culminating event of hosting a Farmers’ Market open to the Dawson Community. Scientific inquiries include: • Exploring the world • Predicting Outcomes • Gathering Data • Conducting Experiments • Problem Solving • Critical Thinking
9
Early Childhood Technology Teachers use technology in a variety of ways in Early Childhood to enhance the students’ experience and assist them in gaining a greater appreciation and understanding for technology in their world. As each school year progress, our students become more capable and autonomous utilizing technology. Technology utilized in the Early Childhood classrooms: • Each teacher uses digital photos and videos to document student learning and provide feedback to students and parents • iPods, iPads and AppleTVs are used to incorporate music and technology into the learning environment • Students use three-in-one projectors when working in small groups to solve problems • Light and sensory tables are used for exploring patterns, complex formations, mathematic concepts and artistic expressions The Early Childhood classrooms are equipped with iPads to support and enhance lessons. The iPads are used individually, during center time, for small-group instruction as well as whole group lessons. The iPad applications reinforce one-to-one correspondence, math, phonological awareness, letter and sound recognition, and writing.
The Early Childhood Mathematician The Early Childhood program introduces Everyday Mathematics, a curriculum continued through the K-6 program. Everyday Mathematics connects the study of mathematics to real-world, age-appropriate contexts. Daily math lessons allow students to work with partners, in small groups, and independently with teachers providing individualized support and feedback. Problem-solving opportunities provide students time to engage in the productive struggle of different strategies and embrace mathematical processes to find solutions. Students are encouraged to take risks in a learning environment that respects multiple mathematical approaches with emphasis placed on understanding why specific strategies are used, such as manipulatives, tools, written and spoken language, pictures, diagrams, and symbols. Furthermore, the Everyday Math program provides exposure to concepts and skills over time with frequent opportunities for the review and practice of essential skills. Classes engage in open-ended activities and games customized to meet the needs of students with a range of abilities to develop a positive math mindset early in their education. Number talks and counting collections are utilized to build number fluency and independent thinking.
Mathematics & Numeracy Everyday Mathematics and other supplemental materials are used to emphasize the following content strands, skills, and concepts:
Patterns, Functions and Algebra: Understand patterns and functions
Measurement: Demonstrate knowledge of size, volume, height, weight and length
Numbers and Numeration: Understand the meanings, uses and representations of numbers
Number Sense and Operations: Demonstrate knowledge of numbers and counting
Operations and Computation: Understand the meanings of operations
Data and Chance: Select and create appropriate graphical representations of collected or given data
Properties of Ordering: Identify and label shapes; sort, classify and organize objects
Measurement and Reference Frames: Understand the systems and processes of measurement; use appropriate techniques, tools, units and formulas in making measurements
Geometry: Investigate characteristics and properties of two-andthree-dimensional geometrical shapes
Early Childhood Visual Arts The Dawson visual arts program uses the Teaching for Artistic Behavior (TAB) approach to art education. We regard each student as an artist, and offer them real choices for responding to their own ideas and interests. They solve problems through their art while asking questions and seeing possibilities within the world around them. A studios approach reflects the learning environment. These classroom learning centers are complete with instructional information, menus, resources, materials and tools. Students move freely within the classroom, utilizing the available materials, tools and resources to cultivate the Studio Habits of Mind (SHoM), eight habits based upon research conducted by Harvard’s Project Zero that show the positive effects of art education on student learning. The SHoM are dispositions that artists use in everyday practice and offer language for critical thinking that spans every discipline. They empower students to articulate their learning in any subject matter and provide an entry point for learning based within individual choices. 1. Develop Craft: This two-fold disposition involves the ability to appropriately use and care for the artist’s tools, materials and space while the development of skills is used in each studio. 2. Engage and Persist: This is the ability to persevere when confronted with a problem: How does an artist start work? How do they find inspiration? How do they problem solve? How do they react when challenges arise? 3. Envision: This is the ability to use mental imagery to imagine how they want their finished process to look. It is also the ability to plan and innovate (re-imagine). 4. Express: This is the ability to move beyond just the craft of art to create pieces that convey meaning and feeling. This can be done through both literal representation and metaphorical means. 5. Observe: This is the skill of noticing details. It includes observing what they are drawing, carefully noticing the actual work they are creating, and reflecting upon and critiquing their own and another’s work. 6. Reflect: This skill develops over time as students acquire the vocabulary to consider their goals and work process. This is the ability to pause and think about the direction their work is going and also listening to another’s critiques. 7. Stretch and Explore: This is the ability to play like a child during the creative process, regardless of the result. Examples include exploring the outcome of an inquiry; taking a project to its logical conclusion, even when failure is likely; seeing errors as creative opportunities and learning experiences; or pushing beyond the urge to merely repeat previous successes. 8. Understand Community: This skill enables students to learn from other artists’ work to inform their own practice. This also means bringing ideas into the studio from their school community, classroom or outside of school, and resolving ideas within their artwork.
Early Childhood Music and Movement Alexander Dawson’s Early Childhood music curriculum provides the foundational skills needed for singing, reading and writing music, and playing musical instruments. Using carefully sequenced rhythms and melodies, students practice keeping a steady beat, reading rhythmic notation, and singing in tune. Kodaly folk songs provide a rich repertoire of musical games targeting these skills. Solfege syllables, combined with Curwen hand signs, optimize pitch development and add a kinesthetic element to singing. Pre-k students practice reading music on the treble clef and composing their own melodies using desk bells. Additionally, Early Childhood students participate in developmentallyappropriate musical performances that foster self-esteem, creative thinking and concentration, and teamwork.
Concepts: • Melody • Musical Instruments • Form • Tempo • Tonality • Music Appreciation • Rhythm & Beat • Performance • Dynamics, Music Symbols & Vocabulary • Texture • Dance • Harmony • Tone Quality
Early Childhood Health and Fitness Dawson’s Early Childhood students participate in a health and fitness model that utilizes the SPARKS curriculum, which helps develop gross and fine motor skills, sensorimotor skills, and physical fitness, and is aligned with the Early Childhood Environmental Rating Scale (ECERS). The curriculum promotes health and personal care, nutrition, and safety. The health and fitness program is an essential component of The Alexander Dawson School at Rainbow Mountain’s educational experience and is central to the School’s Mission of mind, body, and character. Through athletics, students face both success and defeat, preparing them for the achievements and disappointments of life. Participation provides students the opportunity to experience athleticism and the value of dedication, sacrifice, time management, and teamwork. Students also develop leadership skills and strength of character.
Units of Study: • Sportsmanship • Yoga • Catching and Throwing • Jumping Skills • Balance Stunts and Tumbling • Kicking and Trapping • Recess Games • Dance • Dribbling, Volleying and Striking • Parachute Play
BASE Enrichment Program Dawson’s BASE Enrichment Program provides after school classes and athletic opportunities for students from preschool through eighth grade. A diverse offering of quality classes are held on campus each weekday. The program includes engaging classes that appeal to a wide range of experiences for our students such as ceramics, Mad Science, Math Olympiad, chess, computer programming and 
 animation, strategy games, tennis, flag football, cheer, dance and much more.
The Alexander Dawson School at Rainbow Mountain 10845 West Desert Inn Road Las Vegas, Nevada 89135