Preschool Program (Ages 2.9-5)

Rainbowdance© for Pre School children continues to reinforce trust and stability through the use of repetitive and integrated movements and sound. With the familiar beginning and ending circles framing the structure of this intervention, activities which encourage exploration of the environment are sandwiched between; Children explore: their relationships to each other, self regulation and modulation, and their unique places in the natural world through a story and movement improvisation. The dynamic relationship between individual and group esteem is woven into the Rainbowdance© experience.

Transition to Kindergarten (Ages 4-5)

The child who has developed self-esteem and confidence is prepared to confront social challenges with curiosity and courage. A recent Massachusetts Governor's forum on Readiness for Kindergarten agreed that social and emotional health at the preschool level increases children’s readiness for kindergarten. If they feel regulated, confident and empathic towards others, they will be successful in a formal school environment. In this model we expand the repertoire, increasing it’s sophistication to mirror the challenges children will face in the formal school environment.

Attunement Program (Ages 0-2.9)

For Infants and Toddlers, the goal is attachment. Trust in the social and physical environments must be developed before any other goal setting or curriculum can be initiated. The repetitive and integrated nature of Rainbowdance’s Toddler Attunement program enables even the most challenged infants and toddlers to experience safety and dependability through mirroring, song and natural body movements.

Elementary Program (Ages 6-8)

Beginning exploration of the social and physical environments, meaning and purpose emerge as goals for the healthy child. We address three challenges: 1)Understanding one’s place in the Greater reality, minimizing the sense of isolation. 2)Experiencing the value of responsibility to and service for the social and physical environment 3)Choosing creative and cooperative rather than violent solutions to conflict.

Deaf Autistic Children, Boston, MA

When the ladies explained that they would like to come to my class once a week to do Rainbowdance with us, I admit that my first reaction was skepticism. How in the world would we fit this activity into our day? My students are already years behind their peers and three of the four are on MCAS-alt this year. Despite my initial reaction, I agreed to have them come the following Wednesday to try it. The first class was magical. My students all took off their shoes, donned tunics and sat with strangers, despite the fact that any of these events in isolation could have and should have triggered the obsessive behaviors and anxious reactions I had seen so many times already in the year. Even my youngest and most delayed student put her aggressive behaviors aside and relaxed. Seeing the students relax allowed myself and my two paraprofessionals to relax as well. As my skepticism began to fade away, I found myself enjoying the activity and seeing my students in a new light. In the months that followed, we have all witnessed incredible growth in my class. The students are thrilled to see the picture of our Rainbowdance friends on the schedule every Wednesday, as am I! It provides a wonderful respite in the middle of the week, and helps us to refocus our energy and put any negative incidents aside. It allows my students to let down the shield around them and engage with those in their environment. Rebecca McVey, Teacher, Horace Mann School – Deaf Autistic Class

Metro Boston

Cambridge

North Shore, Massachusetts

New Haven, Connecticut

Springfield, MA

Cape Cod, MA

Greater Washington D.C.

New Orleans, LA/Gulfport, MS

New Jersey

Seattle, Washington

Taiwan

McAllen, Texas/Mexico

Rainbowdance Training

Training for anyone involved in early childhood development.