News and Updates Rambam Day School

Our early childhood program is thriving!

Over the last few years, we have grown the early childhood division to twenty-one classes across our 18-month, 2’s, 3’s, and 4’s levels. With the growth has come a recommitment to the type of education we offer our youngest learners at Rambam Day School.

We are not only committed to being a warm, nurturing program, but we also commit to being educators who are lifelong learners. Over the last few years, we have looked closely at our curriculum to ensure that it is current, hands-on, age-appropriate, and relevant.

The early childhood division has always been inspired by the Reggio Emilia approach, an Italian approach to education with main pillars that include the image of the child, the environment as the third teacher, documentation, and a strong home-to-school connection. You will see these pillars as part of our early childhood experience. Our environments are aesthetically pleasing. They are intentionally neutral by design, with the children’s artwork, creations, and stories bringing the space to life and filling it with joy and color.

Our home-to-school connection is strong, and we often invite families to participate in their children’s school experiences in meaningful ways. Families join us for birthdays, grade level Shabbats, holidays, and even as visiting experts. They are involved more formally through parent-teacher conferences, our weekly posts on Toddle, and so much more.

Though the early childhood curriculum has always been hands-on, we have pushed the envelope to incorporate a curriculum called Project Approach more deliberately. The Project Approach, or project-based learning, is a hands-on, thought-provoking, interdisciplinary approach to education. It engages children and teachers; when done well, the children and teachers are learners together. To achieve this, we have partnered with John Gunnarson, a leading educator in early childhood education. He has worked extensively with our team to teach them about the project approach and to help them map out the projects for their own classrooms based on the children’s interests. Our 18-month-old level approaches projects through a materials lens, meaning they explore materials such as water, natural materials, and paint. Our 2’s, 3’s, and 4’s level each arrive at a project topic based on the interests of the children in their own homeroom. Currently, some of our project topics include art, cameras, worms, nature, loose parts, celebrations, and shoes.

So, what is a project?

A project is an in-depth investigation of a topic worth learning about. The key feature of a project is that it is a research effort deliberately focused on finding answers to questions about a topic posed by the children, the teacher, or the teacher working with children (Gunnarson, 2024).

Projects can last anywhere from three months until the end of the school year. They are interdisciplinary in design because they integrate multiple subject areas into a unified, meaningful learning experience. Instead of teaching subjects like math, science, literacy, and art in isolation, this approach weaves them together around a central topic of interest. This holistic learning method reflects how children naturally engage with the world—by making connections across different content areas and solving real-world problems.

Projects have three phases: phase one is the opening phase, phase two is the investigation phase and phase three is the closing phase.

The opening phase is the kick-off of the project. The teachers introduce an engaging initial activity around the topic, encouraging the children’s enthusiasm for the project.

In the investigation phase, teachers and children explore their project topic in the classroom through materials, provocations, and by inviting visiting experts to their rooms. A large part of a project includes field studies throughout the campus and going on an occasional field trip. During this phase, the project becomes an integral part of the classroom, with visible documentation to illustrate the project’s progression.

During the closing phase, the children prepare for how to close the project. They determine the type of event, identify their intended audience, and prepare the experience by making the invitations and deciding how they want to showcase their class project. For example, last year, a 4’s class culminated their restaurant study by inviting families and community into the in-class restaurant they designed. They made invitations, designed menus, and prepared the food. They paid special attention to the in-class dining experience, including tablecloths and decor, and even thought to offer to-go boxes for patrons who could not stay.

In our early childhood program at Rambam Day School, we are proud to foster a vibrant, engaging, and thoughtfully designed learning environment where young learners thrive. With a commitment to nurturing each child’s curiosity and creativity, we integrate the principles of the Reggio Emilia approach and the Project Approach to create a holistic and enriching educational experience. Through collaboration among children, teachers, and families, we ensure that learning is both meaningful and memorable. As we evolve, we are excited to watch each child’s journey unfold as they explore, create, and grow in a space that values their voices and ideas and builds a strong foundation for lifelong learning and a deep love for discovery.

Mara Berger
Early Childhood Director

Liora Vogel
Early Childhood Coordinator