Class 1 & 2

Academics

ALLOWING CHILDREN TO GROW SOCIALLY, EMOTIONALLY, PHYSICALLY, AND INTELLECTUALLY

Our Programs

Where young children begin to make meaningful connections within the classroom and beyond.

Young children come into the world with a breathtaking drive to learn. They are powerful thinkers, creators, and problem-solvers and make meaning through their relationships with the people around them and through their interactions with the environment.

Children are naturally inquisitive about the world around them.

Learning is a continuous progressive evolvement of children through exploration in DFS Classrooms!

FOUNDATIONAL YEARS – Class I & II (5/6s)

At DFS, our teachers rely on their deep knowledge of child development to build hands-on learning experiences for children and a strong classroom community grounded in positive, trusting relationships.

Overview

In first and second grades, our goal is to actively engage students in their own learning process. We emphasize hands-on experiences that take into account individual interests and learning styles and keep class sizes small so that teachers can cater to the needs of each child. We place great value on self-discovery, incorporating open-ended activities that foster skill acquisition and creative expression.

The 5/6s* (grade 1 & 2) continue to focus on social studies through an elementary curriculum that engages their natural curiosity about the world in which they live. The year-long topic for the 5/6s is communities and neighborhoods. We ask: How are we connected? In what ways do we depend on one another? What impact do I have on my community? We work together to build a learning community in our classroom that serves everyone, individually and as a group.

DFS students are encouraged to become contributing members of their community. Children learn to listen and show respect for others, demonstrate compassion and empathy, and cooperate with peers. Teachers are guides and role models within a safe, loving and inspiring environment.

Then we expand our focus into the larger community, first exploring the neighborhood right outside our door. We study how neighborhoods function and explore the lives of the people who live and work in them. Through trips, meetings, book research, and interviews, students explore the diversity of the people and neighborhoods.

Working with wood, clay, cardboard, fabric, paint, and other materials, students research, plan, and construct interiors and exteriors. Through dramatic play, they learn about important issues that arise out of the vibrant life and relationships within a neighborhood community.

Where are 5- and 6-year-olds developmentally?

Below are a few examples of documented behaviors and capacities of 6- and 7-year-olds that inspire the foundation for our first & second grade program, which is designed to help children fully transition into the world of schooling as they master important new skills and ideas that will set them up for success in school and life. Our teachers recognize that each child develops in their own way and at their own pace, and understand how to individualize learning to leverage the strengths and experiences of each student.

Behaviours and Capacities
of 5 and 6 Year Olds

Cognitive

Are developing a broader vocabulary and beginning to listen carefully and speak more precisely
Are interested in sharing both what they are learning and how they feel about what they’re learning through verbal, written, and artistic expression
Become concerned with making mistakes and may begin to work slower to avoid making them, while simultaneously becoming more comfortable with feedback and revision

Physical

Have better coordination for both gross and fine motor skills
Have an increased ability to focus on nearby objects and may be able to write small letters, numbers, and pictures
Show interest in media games but may still enjoy imaginary adventures

Social-Emotional

Start to look inward and become empathetic to the needs of others
Develop a sense of right and wrong, as well as their likes and dislikes
Need structure, stability, and preparation for transitions and changes in their daily routines

Note: The patterns above are research-based and drawn on the experience of DFS teachers.