Early Childhood
At Dallas International School, the Early Childhood (EC) years guide children in becoming independent, confident learners and help them to acquire the knowledge and skills necessary to succeed in primary school.
Early Childhood at DIS
Early Childhood years at DIS are known as EC2, EC3, EC4 for ages two through four. These school years are designed to help children transition from the security and comfort of home to begin a journey towards independence and school readiness. DIS Early Childhood offers a unique bilingual program in French and English. EC children acquire rich, well-structured oral language which is clearly understood by others. Upon entering Primary school, DIS students are understanding and communicating in French and English.
Teachers nurture the linguistic and social emotional development of each child in a differentiated, hands-on, child centered learning environment. Early Childhood students learn while building relationships with adults and peers. They explore concepts of oral language, early reading and writing, mathematics, gross and fine motor skills, art, and exploring the world. Teachers arrange learning spaces to offer children a world of exploration, which stimulates their curiosity to try a variety of sensory, motor and cognitive experiences. The daily EC schedule is organized in a manner that respects the needs and natural biological rhythms of the children while offering carefully planned and purposeful learning activities. These years of learning offer children a firm educational foundation on which to build their future academic development.
EC2
Toute Petite Section (TPS) (EC2)
- Age of Admission: turning age 2 by September 1 of that school year
- Program Schedule: Monday through Friday, 8:45 am-3:00 pm
- Admission Testing: Interview with parents and child
- Admission requirements: Complete toilet training is not required and child must be in pull-ups stage.
- As younger children have a distinct capacity to acquire multiple languages, our bilingual program offers instruction in French and in English.
Instructional Programs
The preschool program at DIS combines the French National Education program and the Texas Prekindergarten Guidelines. Instructional areas of the Maternelle program include:
- Language: Communicating through language: Expressing oneself; Practicing the use of oral language in various contexts; Showing curiosity about written text and early writing production; expressing memory and language use in a variety of contexts, such as songs, nursery rhymes and poems.
- Motor Skills: Mastering gross and fine motor control; learning coordination and balance required for daily independent self-help skills, such as dressing, eating, toileting and carrying belongings; Extending play skills to run, jump, hop and throw.
- Early Mathematics: Early numeracy and calculation; Counting and comparing quantities; Sequencing numbers; Reproducing shapes, patterns; Classifying and making collections of objects; Using math verbally and in written form.
- Artistic Expression: Using artistic representations to express oneself; Expressing oneself using rhymes with instruments; Expressing one’s feelings and understanding about music.
- Exploring the World: Discovering and understanding the world around them through rich and varied encounters; acquiring scientific knowledge through exploration; formulating questions based on observations; early intellectual explorations as an intermediary to disciplinary content that will be addressed in elementary.
- Learning through Play: Play is the primary vehicle of learning for young children. Maternelle is a time when it is necessary to engage in daily play and exploration to address the physiological, neurological, social-emotional and cognitive needs of the child. Teachers provide stimulating play activities and engage children individually and in small groups to develop language and concepts through play activities
A TYPICAL DAY IN EC2
EC2/TPS students engage in early socialization and oral language development. EC2 students learn skills, where independence, curiosity, and creativity are fostered in a nurturing bilingual environment.
Daily instruction alternates between the French and English teachers within the same classroom.
The Morning Welcome transitions students from home to school and is a time to prepare for a day of learning.
The Morning Meeting starts the day with classroom greetings, share time, songs, finger plays, and short stories.
Learning centers are designed by each teacher to encourage learning through exploration. Teachers interact with students individually and in small groups at circle time to develop the language and skills associated with each activity.
Daily motor skills help children develop balance, coordination and muscle control. Recess offers a chance to develop gross motor skills and learn new games and safety practices.
Lunch and snack times provide a chance to practice self-help skills at the table and socialize with friends.
Supervised toileting and handwashing reinforce and extend the hygiene practices taught at home into a new environment. Students are encouraged to gain independence in daily self-help skills. Complete toilet training is not required and children must be in pull-ups stage.
Ample nap time is offered after lunch.
EC3
Petite Section (PS) (EC3)
- Age of Admission: turning age 3 by December 31 of that school year
- Program Schedule: Full day 8:45am-3:00pm
- Admission Testing: Small group admissions test
- Admission requirements: Student must be toilet trained to start EC3/PS.
- Languages of Instruction: English and French
- Each classroom has one main teacher and one assistant. Students change classrooms for French and English instruction
Instructional Programming
The EC3 program at DIS is combines the French National Education program and Texas Prekindergarten Guidelines. Instructional areas of the early childhood program include:
- Language: Communicating through language; Expressing oneself; Practicing the use of oral language in various contexts; Showing curiosity about written text and early writing production; expressing memory and language use in a variety of contexts, such as songs, nursery rhymes and poems. PS students further explore books and written language.
- Motor Skills: Mastering gross and fine motor control; learning coordination and balance required for daily independent self-help skills, such as dressing, eating, toileting and carrying belongings; Exhibing play skills to run, jump, hop and throw. PS students begin to use fine motor skills more effectively to cut, paint, draw, and write their name.
- Early Mathematics: Early numeracy and calculation; Counting and comparing quantities; Sequencing numbers; Reproducing shapes, patterns; Classifying and making collections of objects; Using math verbally and in written form. PS students begin to count further and explore writing numbers.
- Artistic Expression: Using artistic representations to express oneself; Expressing oneself using rhymes and songs; Adapting the timbre, intensity, pitch, and nuances of one’s voice; Producing rhythms with instruments; Expressing one's' feelings and understanding about music;
- Exploring the World: Discovering and understanding the world around them through rich and varied encounters; acquiring scientific knowledge through exploration; formulating questions based on observations; early intellectual explorations as an intermediary to disciplinary content that will be addressed in Elementary. PS students develop further develop concepts of time, space, earth, and plant life.
- Learning through Play: Play is the primary vehicle of learning for young children. Maternelle is a time when it is necessary to engage in daily play and exploration to address the physiological, neurological, social-emotional and cognitive needs of the child Teachers provide stimulating play activities and engage children individually and in small groups to develop language and concepts through play activities. Through experiences and structured play, children begin to understand the places, people, and things in their culture and environment.
A TYPICAL DAY IN EC3
EC3 students are in a period of rapid physical, cognitive, and social development. With increased confidence, they expand their oral and social skills. Structured schedules and play activities promote learning and independence.
The Morning Welcome transitions students from home to school and is time to prepare for a day of learning.
The Morning Meeting/Circle Time helps to start the day with classroom greetings, sharing time, songs, puppet shows, and short stories. Beginning concepts of print are introduced through the sharing of age-appropriate books.
Learning Centers are designed by each teacher to encourage learning through exploration. Teachers interact with students individually and in small groups at center time to develop the language associated with each activity.
Daily motor skills help children develop balance, coordination and muscle control.
Recess offers a chance to free play and develop gross motor skills while learning sociability with peers.
Lunch and snack times provide a chance to practice self-help skills at the table and socialize with friends. Students in EC3 go to the cafeteria for lunch as a grade level.
Supervised toileting and hand- washing reinforce and extend the hygiene practices taught at home into a new environment. Students are encouraged to gain independence in daily self-help skills. Students must be toilet trained to enter PS.
Nap time is provided immediately after lunch.
EC4
Moyenne Section (MS) (EC4)
- Age of Admission: turning age 4 by December 31 of that school year.
- Program Schedule: Full day 8:45am-3:00pm
- Admission Testing: Small group admissions test.
- Admission requirements: Students must be toilet trained to enter MS.
- Each classroom has one main teacher and one assistant. Students change classrooms for French and English instruction.
- This program is taught in English and French, with two hours a week of either Spanish or Mandarin.
Instructional Programming
The EC4 program at DIS combines the French National Education program and Texas Prekindergarten Guidelines. Instructional areas of the Maternelle program include:
- Language: Communicating through language; expressing oneself; practicing the use of oral language in various contexts; showing curiosity about written text and early writing production; expressing memory and language use in a variety of contexts, such as songs, nursery rhymes and poems. EC4/MS students learn to listen carefully to words and sounds in preparation for reading. They further their development of letter-sound correspondence in preparation for reading and writing.
- Motor Skills: Mastering gross and fine motor control; learning coordination and balance required for daily independent self-help skills, such as dressing, eating, toileting and carrying belonging; Exhibiting play skills to run, jump, hop and throw. EC4/MS students refine their fine motor skills, with special emphasis on correct pencil grasp for writing.
- Early Mathematics: Early numeracy and calculation; Counting and comparing quantities; Sequencing numbers; Reproducing shapes, patterns; Classifying and making collections of objects; Using math verbally and in written form. MS students perform simple addition through counting, explore writing numbers, and reproduce more complex patterns and sets of numbers.
- Artistic Expression: Using artistic representations to express oneself; Expressing oneself using rhymes and songs; Adapting the timbre, intensity, pitch, and nuances of one’s voice; Producing rhythms with instruments; Expressing one's' feelings and understanding about music.
- Exploring the World: Discovering and understanding the world around them through rich and varied encounters; acquiring scientific knowledge through exploration; formulating questions based on observations; early intellectual explorations as an intermediary to disciplinary content that will be addressed in Elementary. EC4/MS students learn about specific science topics such as animal habitats or butterflies. Teachers introduce students to more increasingly complex topics.
- Learning through Play: Play is the primary vehicle of learning for young children. Early Childhood/Maternelle is a time when it is necessary to engage in daily play and exploration to address the physiological, neurological, social-emotional and cognitive needs of the child. Teachers provide stimulating play activities and engage children individually and in small groups to develop language and concepts through play activities.
A TYPICAL DAY IN EC3
EC4 students begin to develop increased self-confidence and independence, and can understand and anticipate daily routines. The EC4 program lays the foundation for kindergarten readiness with a blend of structured learning and exploration through play.
Daily instruction is in French and in English, with students changing classrooms according to the language of instruction.
The Morning Welcome transitions students from home to school and is time to prepare for the day of learning.
The Morning Meeting represents a start to the day and includes specific academic content: weather, days of the week, counting, alphabet, and stories.
Whole group instruction and discussion sets the stage for the day’s learning and introduces new concepts. Small group instruction allows teachers to provide individualized support of student learning.
Learning Centers are designed by each teacher to encourage learning through exploration. Teachers interact with students individually and in small groups at center time to develop the language associated with each activity.
Daily motor skills instruction refines coordination and supports the development of the language associated with movement.
Recess offers children a chance to exercise growing muscles and develop friendships.
Supervised toileting and hand- washing reinforce and extend personal hygiene routines. Students are encouraged to gain independence in daily self-help skills such as dressing, caring for belongings, and cleaning up materials.
Rest time is provided immediately after lunch.
Kindergarten
Grande Section (Kindergarten)
- Age of Admission: turning age 5 by December 31 of that school year.
- Program Schedule: Full day 8:30am-3:30pm
- Admission Testing: Small group or individual admissions test.
- Admission requirements: Student must demonstrate prior exposure to pre-academic concepts and age-appropriate language development in native language.
- Each classroom has one main teacher and one assistant. Students change classrooms for French and English instruction.
- This program is taught in English and French, with two hours a week of either Spanish or Mandarin.
Instructional Programming
The Kindergarten program at DIS combines the French National Education program and Texas Preschool Guidelines. Instructional areas of the Early Childhood program include:
- Language: Communicating through language; Expressing oneself; Practicing the use of oral language in various contexts; Showing curiosity about written text and early writing production; expressing memory and language use in a variety of contexts, such as songs, nursery rhymes and poems; story comprehension. Kindergarten students master letter-sound correspondence and begin reading and writing. Students master the entire alphabet and correct letter formation, learning early conventions of writing.
- Motor Skills: Mastering gross and fine motor control; learning coordination and balance required for daily independent self-help skills, such as dressing, eating, toileting and carrying belongings; Exhibing play skills to run, jump, hop and throw. Students practice complex gross motor skills, and participate in team games. They master pencil grasp, develop muscles for sustained writing, and refine small motor movements.
- Early Mathematics: Early numeracy and calculation; Counting and comparing quantities; Sequencing numbers; Reproducing shapes, patterns; Classifying and making collections of objects; Using math verbally and in written form. Students understand addition as joining and subtraction as separating, and comparing objects by measurable attributes.
- Artistic Expression: Using artistic representations to express oneself; Expressing oneself using rhymes and songs; Adapting the timbre, intensity, pitch, and nuances of one’s voice; Producing rhythms with instruments; Expressing one's' feelings and understanding about music;
- Exploring the World: Discovering and understanding the world around them through rich and varied encounters; acquiring scientific knowledge through exploration; formulating questions based on observations; early intellectual explorations as an intermediary to disciplinary content that will be addressed in Elementary. Students examine increasingly complex topics in science and social studies
- Learning through Play: Play is the primary vehicle of learning for young children. Preschool is a time when it is necessary to engage in daily play and exploration to address the physiological, neurological, social-emotional and cognitive needs of the child. Teachers provide stimulating play activities and engage children individually and in small groups to develop language and concepts through play activities.
A TYPICAL DAY IN KINDERGARTEN
Kindergarten students develop increased self-confidence and independence, and understand and anticipate daily routines. They extend their attention span during class time, and achieve independence in following routines, handling materials, and completing tasks. Kindergarten students work responsibly while alone and in small groups.
The Morning Welcome transitions students from home to school and is time to prepare for a day of learning.
The Morning Meeting starts the day and includes specific academic content: weather, days of the week, counting, alphabet, and stories.
Whole group instruction and discussion sets the stage for the day’s learning. Small group instruction allows teachers to provide individualized support of student learning.
Learning Centers are designed by each teacher to encourage learning through exploration. Teachers interact with students individually and in small groups at center time to develop the language associated with each activity.
One hour per week of STEM provides engaging learning experiences in the transdisciplinary studies of science, technology, engineering and math to inspire and prepare them for future academic and professional careers in these fields.
One hour per week of Library offers students the opportunity to listen to stories and also check out a French book and English book each week to take home.
Physical Education (PE) classes are offered twice a week during the school day for exposure to sports and exercise.