infants and early toddler

 This building is very large and developmentally appropriate room which grows with the small group of children as they develop more language and gross-motor skills.  Children typically stay with their teachers in this room for two years to support continuity of care, and establish a strong socio-emotional connection which is the building blocks of early cognitive skills.  Classroom environment and materials get rotated bi-weekly based on children's interests and their every emerging abilities. 

 For our big girls and boys get to receive a challenge while also feeling safe and staying engaged.  Our teacher's schedule is accommodating for each individual but also frames around designing learning opportunities and preschool readiness and self-help skills.

 Optional Full wrap-around care collaboration with all local schools along with full day 4-K,  ideally with lower ratios and more space in addition to more one and one opportunity daily, the program stands out from the rest. Creative curriculum based, which is following the leading research based on NAEYC criteria. The perfect preparation for a child's successful self-esteem and academic success.

 School Age Program offers full wrap around care with all local schools along with full time Summer Program. Children experience a such a variety of opportunities utilizing the community and local environment in the area to become engaged and steward of the land surrounding them. With full access to an 80 x 80 garden the children experience the natural phenomena daily while learning important life skills. Academics are a daily focus to keep children fresh for the school year and homework help is offered during our after school program.  Not only are the grounds designed for child-centered learning and creating, the surrounding areas offer trails, Brandy Park, Fields and Beach, disc golf, along with such a supportive relationship with local business' making the summer busy! 

Our future vision is to create various Green Schoolyard/Playscapes for each age group, that focus on learning while playing and interacting outside classroom walls.  We aspire towards an outdoor classroom that reflects the lives and heritage of the families in this community, one that cultivates inclusion, sustainability, responsibility and self-growth extending from, observation, interaction and activation.  When the outdoors is an extension to the learning and developing process, children can interact free from the stagnant and constraint walls of a classroom.  According to DCF, III. Integrate social distancing strategies, and the CDC Recommendations in Social Distancingby utilizing the outdoors, children are able to socially distance, have fresh air movement, space to play, all while engaging in various stimuli.  Even in our own history we developed Outdoor Education as a method to protect against pandemics!  Many interesting findings have come from other countries where student curriculum focuses on unstructured learning and mostly outdoors for the formative years plus.The Finnish model has proven these children are benefitting from this play based environment at an early age, according to studies and statistics from Finland Education FactsFinish Statistics.  By converting our current playgrounds, it is our hope to create a more natural playscape that supports natural learning, while challenging traditional teaching methods that rely on textbooks and tests instead of experiencing engaging activities.

By converting our current playgrounds, we would be able to offer more outdoor options and create a safer and more natural learning environment that will further continue our curriculum outdoors.   The earlier we open these pathways, the easier it will be for individuals to benefit from these natural developmental connections.   We know the ‘first five years’ are important for brain development, as many studies prove.  We feel by offering more multisensory and safe participation, we can develop programs that encourage strong connections interacting within our environment, thus inspiring curiosity at an earlier age.

   Our program is designed to establish healthy bonds with caregivers and familiarity which support social emotional development this stage is critical for a young human to establish other developmental milestones and skills.  This is why it's so important to have consistent caregivers and environment once a child is enrolled the intention is to create connections and secure attachments so the child can begin exploring and gaining skills.

Each teacher will receive specialized training in Observation and Assessment, evaluations and review will be supervised with the Program Director.  Children’s growth will be recorded as well vision screenings offered.  Parents are encouraged to conference before and after the goals are set to insure collaboration and support.   Permission will be requested if specialized evaluation may be beneficial through, Headwaters, CESA 9, Speech Pathologist, Pediatrician, O.T., tutors, Literacy Task Force of other trained professionals serving in the community.  For individual evaluations or specialized assessments (like The Denver Screening or Lion’s Club Vision screening) a quiet non-stimulating room will be utilized.  All records and disclosure will be maintained until consent is on record to ensure complete confidentiality throughout the process.  Children’s files will enclose copies of past assessments and evaluations for reference, only after consent from guardian is compliant to release to professionals or other staff.

Staff- Parent Interaction

1. New children and parents are introduced to center with a pre-enrollment visit which includes spending time within the center before enrollment begins.
2. Staff and parents communicate about childrearing practices in the home and center in order to minimize potential conflicts and confusion for children
3. Staff gives parents specific ideas for promoting children’s healthy development and learning at home.
4. The Center shall give parents opportunities and materials to gain and serve as a facilitator in early childhood education.
5. Parents, and other parent approved relatives or friends are welcome visitors in the center at all times. Visitors may observe, eat with child, or volunteer to help in classroom or on a field trip.
6. Parents are informed of day to day happenings and are informed ofchanges in a child’s emotional or physical state.
7. Conferences are available at parents or teachers request throughout the year. Progress reports are written for each child on a yearly basis.
8. Staff and parents communicate to ensure that children experience smooth transitions from one program to another during the day.

Transition Policy (transitioning a child from one group to the next)

PROCEDURE

1. The Primary Teacher and Program Director will mutually determine when the child is ready to make the transition to the next age appropriate group.
2. The child’s Primary Teacher contacts the teacher of the group to which the child will be transitioning.
3. The child’s’ Primary Teacher informsthe parent(s) of the child’s pending transition.
4. These teachers cooperatively work out a mutually agreeable schedule of times the child will be transitioning into the new group. The teachers will determine the length of time the child will spend each visit, the number of visits and the number of days involved.
5. Once determined, the Primary Teacher informs the parent of the schedule of times the child will be visiting their new groupand the child’s progress.
6. Time will be scheduled, if needed, for the teachers to share pertinent information regarding the child’s special needs.
7. Developmental evaluations books shall be transferred to the new primary teacher.
8. Transfer the emergency file enrollment sheet to the new teacher.
9. The child’s primaryteacher (prior to any transitioning) is responsible to communicate the child’s progress to the family. This teacher also serves as the mediator between the new teacher and administration should there beconcerns regarding the child.

******‘THIS PROCEDURE IS SUBJECT TO EXTREMELY SHORT NOTICE AT THE DISCRETION OF THE PROGRAM DIRECTOR, IN WHICH CASE NOTICE OF A GROUP CHANGE AND ANY TRANSITION TIME MAY BE MIINIMAL.

Special Exceptions to Children Under 2 Years Old

Children turning age 2 may transition into an older group as long as the new group size does not exceed 8 children and the child’s second birthday is no more than 2 weeks prior to the transition date.  Transition of a child to a new age group needs to be planned, and discussed with parents prior to the transition.  Document on the Intake for Child Under Age 2 form.

Original Traditions and Diversity Policy

The updates to this policy will be flexible and will spill over into everyday schedules and routines.

The role of the center will be to experience rather than celebrate holidays and culturally specific designated days. Celebrating traditions and rites of passages are important and bring young and old together forming relationships and creating lifetime memories.  Teaching will be inclusive of many traditions and cultures, and more specifically, reflect and respect the individual “family culture” of the enrolled children.  All teaching will emphasize the history and uniqueness, including special needs, of each family unit’s culture and the greater idea that all of us have something to share.

Teaching techniques used will be appropriate to the age and learning styles of the children. Activities that constitute appropriate learning include: listening to oral stories and books, listening to / dancing to /singing songs, language arts experiences and immersion, working with art materials and creative expression, appreciating artwork of diverse cultures, making and tasting different foods,  growing and identifying native plants and animals, dramatic play props, games, and celebrations. Schedules will be flexible and daily routines will incorporate traditions such as Try It Tuesday, (exploring new meals and Farm to Table recipes). Other Examples are, Friday Show and Share a Book.   Children’s work will be displayed as any other projects are displayed throughout the year. Materials and activities will be presented as part of the daily curriculum maintaining daily routine. Changes to lesson planning or menus reflecting cultural and family celebrations will be posted for parents to view the day of changes and during orientation.

Terri’s Treehouse will celebrate seasons, stages in life, accomplishments, traditional holidays from around the world, reflections of community gatherings and historic events.  Any activity that dramatically deviates from each child’s normal routine will be avoided. 

As with any activity available to children, the material will be developmentally appropriate and children will have a choice as to whether to participate and, to what extent. Parents will have prior access to all lesson plans so they are aware of what is being presented to their children.  Families are encouraged to share their “family cultures” within the classroom including discussing or displaying each families’ dynamic culture along with their heritage.

The making of gifts will be included when it is developmentally appropriate. Through the making and giving of gifts, children learn to see beyond themselves. Gift making activities will be a regular activity and children can choose from age appropriate designs chosen by the teachers.  Some gifts will be created from our very own Gathering Garden, with children designing appropriate garden beds and planning all year. 

Specific Traditions, Events or Holidays may be planned. These events may extend from the Center into the community to develop a relationship with a broader Northwoods population. These activities shall be optional for Center families and occasionally family members will be invited to participate. Information will be shared in the parent newsletter, online, parent board or via teacher to families communication ect. Photographs, with permission, will be utilized to collect, share and reflect experiences to our students and their families through our monthly newsletter.

Meals are created on site with a variety of fresh ingredients, each week menus are posted and include Breakfast, Lunch and Snack.  Weekly we have homestyle, vegetarian and culturally minded meals. Especially in the growing season we love to harvest what we grow for the preparation of nutritious USDA certified meals and snacks. The center serves a variety of whole, fresh, and local foods.  As of June 3rd 2024 the Program will serve organic eggs and milk weekly.

                The compliant CACFP Meal Program is under the USDA certified for meals and snacks. This institution is an equal opportunity provider