For many young children, separation can be an anxious and difficult time. We offer home visits for all those entering the 2s program, so your child can meet and develop a rapport with their new teachers in familiar surroundings. The school year begins with a gradual separation and a “phase-in schedule,” working up to a full session over the course of a few weeks.
 

Dwight Preschool does not require 2s students to be potty-trained. Our preschool teachers change their students’ diapers; we firmly believe that meeting this very basic need helps each child develop a trusting relationship with their teachers. Teachers assist children in the bathroom while they are working towards being fully potty-trained.

Although the 2s are not yet fully immersed in the Primary Years Program, students are introduced to the essential elements of the curriculum in preparation for their educational experience at Dwight. In these early years, children experience huge intellectual, social, and emotional growth that will enable them to explore and better understand their world. It is a very exciting time for you and your child.

Two key features of development at this stage are socialization and language. Two­-year-­olds express a wide range of emotions and demonstrate a growing desire to assert their independence. Favorite words and phrases are often “no,” “mine,” and, “I do it!” They play alongside rather than with their peers, and enjoy imitating the actions of adults and playmates alike. They use simple make-believe and have a growing sense of humor. Young children have an attachment to their caregivers and need a basis of support and trust. Through a sensitive separation from parents and caregivers, they make the transition from home to a warm, caring school and classroom environment. The aim is for these young learners to grow in confidence and begin to fully engage in the learning centers of the classroom.

Key knowledge and concepts (such as colors, counting, matching, and opposites) are explored through simple themes. Teachers guide children to develop and use their growing language skills in all aspects of school life. They experience the richness of language through books, rhymes, and songs from a variety of cultures and genres.

Before school begins, we offer classroom visits for all students entering our 3s program to allow children to meet their new teachers in the classroom environment. The school year begins with a gradual separation and a “phase-in schedule,” working up to a full session by the second week of school.

Children in the 3s program gain confidence, independence, and begin to focus on adults by moving beyond their immediate family. They show a growing interest in their surroundings and spend time observing and imitating. Pretend play emerges as children create imaginary worlds and make sense of reality. Our classrooms encourage this exploration through dressing up, using toys and props, construction, and block play.

Children of this age are also increasingly social and teachers provide opportunities for sharing and cooperation. Language and vocabulary develop quickly and children often use word play by repeating words and sounds over and over again. They thrive on conversation and are able to follow instructions and accept suggestions.

Learning Spanish and Mandarin offers children the foundations for foreign language acquisition. Repetition and practice are important, as children enjoy revisiting stories, rhymes, and playing familiar games. They are able to categorize and are interested in similarities and differences. Teachers build on this by developing themes that encourage observation and questioning. Children form early mathematical concepts and children are guided to practice their counting and to solve simple problems.

With growing skills, three-year-olds love to be active! They can run, jump, and hop, and begin to cooperate in simple games. Their fine motor skills are developing and they’re able to make marks, paint, draw, and represent with a variety of tools and materials. Through sand and water play, they pour, dig, scoop, and investigate the properties of natural materials.

Learn more about the complete curriculum on our course descriptions page.

Before school begins, we offer classroom visits for all students entering our Pre-K program. This allows children to meet their new teachers in their classroom environment. The school year begins with a gradual separation and a “phase-in schedule,” working up to a full session by the second week of school.

Children in the 4s Program are gaining confidence and independence. Teachers give them open ended experiences to encourage students to create and explore their interests. Their pretend play deepens as they continue to bring friends into their well developed play scenarios.

Pre-literacy and math skills are at the forefront of small group teacher-led sessions as our 4s students are continuing to explore these concepts with hands-on activities. Fine motor skills are strengthened through the use of various classroom tools such as scissors, tweezers and pipettes.

Students in our 4s Program are busy learners with extensive specialist schedules including Spanish, Mandarin, music, library, physical education and STEAM classes in our Studio. Specialist classes reinforce the learning experiences of their units of inquiry using student inquiries to guide the content.

Their units of inquiry encourage students to be risk takers, thinkers, communicators, inquirers and caring friends. Students embody these attributes of lifelong learners throughout their 4s year at Dwight School.

Learn more about the complete curriculum on our course descriptions page.

Before school begins, we offer classroom visits for all students entering our Pre-K program. This allows children to meet their new teachers in their classroom environment. The school year begins with a gradual separation and a “phase-in schedule,” working up to a full session by the second week of school.

Dwight’s preschool classes follow the IB Primary Years Program. Children of this age ask focused questions and make demands of the world around them. This curiosity is fostered as a central tenet of inquiry in the PYP curriculum. Themes and units of inquiry, based on student questions, build upon children’s interests and learning and expand their horizons.

Lively and imaginative four­-year-­olds tackle new tasks and adventures with delight. They are more socially mature and form strong friendships. They are able to relate to their peers and show empathy and understanding. They will sometimes fluctuate from needing reassurance and security to asserting bold independence.

Teachers work hard to provide a warm and loving environment where individual strengths are nurtured. Each child feels valued — and learns to value each other. 

Pre-K students are articulate and approach new vocabulary with enthusiasm. In class, children are encouraged to express themselves verbally as well as through pictures and drawings. Many children develop a natural curiosity for reading and writing. A language-­rich classroom provides many opportunities for children to explore and develop these emergent skills. They have access to various writing instruments and ways to express themselves. Children see many examples of written text through books, poems, and child-­authored stories. Children are also exposed to a range of early literacy experiences to improve their listening skill acquisition.

As part of the IB Primary Years curriculum, Dwight Pre-K students can explain what it means to be a thinker, a communicator, and a risk taker, and demonstrate examples of these attributes with their teachers and peers.

Learn more about the complete curriculum on our course descriptions page.