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Quality, Inclusion and Equity Framework Curriculum
Intentional Learning
CURRICULUM AND ENVIRONMENT
Quality, Inclusion and Equity: Weaving a framework for
Intentional Learning Curriculum
1. Each teacher will have a written program of activities planned according to the developmental level of each child and group of children, intended to expose children to a variety of learning pathways and objectives. Our program shall provide the children with experiences, which will encourage:
13 Domains of Learning
a. Self-esteem and positive self-image
b. Positive Social interaction and social awareness
c. Self-expression, abstract thinking and communication skills
d. Creative expression
e. Physical and Spatial Control with muscle development
f. Cognitive Continuation/school readiness/ concrete concepts like Math
g. Literacy/ and Family Home Language
h. Natural Awareness and Science Phenomena
i. Self-Regulatory
j. Self- Sufficiency Life Skills
k. Farm to Table nutrition
l. Health /Wellness Awareness
m. Empathy and Compassion
Other subjects like History, or Culture can weave into these 13 domains but must be applicable to a child’s development.
2. Our program shall be planned to provide a flexible balance
a. Active and quiet activities
b. Individual and group activities
c. Indoor and outdoor activities
Parents will be informed on appropriate clothing needs for any given day depending on the weather. If appropriate clothing isn't sent with the children, we will provide seasonally appropriate attire. The Treehouse believes outdoor playtime is essential and appropriate apparel for safe outdoor exploration makes for a happier explorer.
3. (Naeyc Criteria A.4.13) Screen time may be used only to supplement the weekly plan for children, if at all, and avoided at all costs. No child may be required to watch television. Phone use will be scrutinized on an individual basis and will be used mostly for educational, documentation and Music Experience. The maximum usage of screentime that providers can use for supplement is 60 minutes in full-day program or providers for toddlers over the age of 2 years.
a. Educators of preschoolers and kindergarteners shall integrate technology use into children's play and offering children access to apps that support collaborative play or science based equipment to enhance learning that shall be encouraged over entertainment means.
4. Routines such as toileting and eating, and intervals between activities, shall be planned to avoid keeping children waiting in lines, or assembling in large groups and should be an integral part of learning and navigational learning, as well as to avoid cross contamination or spread of diseases.
5. Our program shall provide:
a. Reasonable regularity in eating, rest and other daily routines
b. When a variety of experiences are concurrently happening, children can choose, both indoor and outdoor
c. Protection from excess fatigue and over stimulation
6. Staff members shall give children individual attention on a one-to-one basis, as recognized or requested.
7. The teacher will intentionally identify each child’s interests and individual needs.
8. A variety of cultures shall be reflected in the programs through incorporation of different languages, meal times, play, events and lifestyles.
9. The center shall plan activities, which meet the individual needs of the children during those time periods by:
a. Providing opportunities to rest and eat.
b. Using materials, or designed activities for the major part of the day with our full-time children
10. Necessary modifications are made in the environment and staffing patterns for children with differing needs.
11. Professional referrals made when appropriate, parent collaboration during this process is crucial. Terri’s Treehouse will make every effort to work within the child’s families schedule.
12. When disabilities, developmentally delayed, special health needs, or emotionally disturbed children are served, staff is aware and educated of the identified/diagnosed special needs and is trained to follow through on specific plans.
13. Staff will create and then maintain each child’s portfolios to represent individual and group growth and align objectives with the curriculum.
14. The Director shall Check Curriculum/Environment and give feedback to Staff, measure aligned goals and ensure a variety of objectives are met while also providing D.A.P. standards and steering staff to focus on Intentional Learning Outcomes. Mentors will provide support and assistance in this innovative and refreshing Philosophy.
ELEMENTAL CURRICULUM WHEEL
Experential.Dynamic.Universal.
THE ART OF FLOW
Curriculum is inspired by children enrolled. Through and during observation and interaction staff will scaffold interests and make learning applicable to each child’s culture abilities and curiosities, themes will be focused on Seasonal, community and environmental shifts using materials, equipment medium like books, clothing, tools, toys, art, food, nature, materials, visual story telling and connecting with community members along with bringing the teacher’s culture into applied learning. We recognize learning is not linear nor is appropriate to silo subjects. Instead Developmentally Appropriate Practice using ECERS, ITERS and NAEYC as guides in what the children learn using all subjects to explore a topic in a multi-sensory way. Themes may be incorporated but must be relatable to each student learning them. Concepts that are abstract will be considered but in a format that builds relationships with that unit and subjects. Intentional design of spaces and classrooms will reflect what the teacher is hoping the children will discover and extend their understandings and scaffold conceptual learning focusing on all the 11 domains specified in curriculum.
Learning Environments
Outdoor Play Environments, Indoor Classrooms, Playgrounds, Gathering Garden and Room layouts shall be developmentally appropriate and an interactive extension, scaled to fit the size of the children in the classroom and their ability. The areas shall be easily accessible and inclusive to promote all children, accommodating their developmental needs as much as possible, yet challenging and engaging. There shall be defined areas of play in sections, large group and individual play areas. The materials and activities provided shall keep children’s interest, avoid conflict, and entice them to use open-ended problem-solving skills while promoting the main objectives, as stated in the Educational Policy. All daily routines are learning opportunities and experiences with connections that form lasting relationship understandings. Teachers are responsible for providing and maintaining the materials, learning tools, engaging natural phenomena and toys. The activities shall be posted for parents and guardians to examine weekly and will allow input and participation to consider ideas.
The following enrichment themes have been created: Dramatic Play, Fine Motor/Gross Motor, Literacy, Self-Sufficiency, Life Skills and Competencies, Science and Math, Blocks, Manipulatives, Outdoor/Natural Awareness and Art/Writing Center. The Director shall Check Curriculum and examine weekly the safety and appropriate standards and give feedback to Staff.
Intentional Learning Plan Requirements
Intentional Learning Plan Requirements Teachers will be responsible for planning activities. All areas of development will be incorporated into a director approved lesson plan format. This lesson plan will include planned activity time in the morning and afternoon. Teachers will plan and write objectives based on the NAEYC Curriculum, Youngstar Quality Indicators through WMELS and Assessment Standards and the developmental level of the children in their group. Experiences in all play areas are planned. Activities should encourage creativity, be open-ended, emphasis on cooperation with some individualized scenarios and most represent his or her own expression and connection. Worksheets, copies, or color sheets should be used on a limited basis. All lessons are open yet intentional.
Our Learning Plan will transition easily throughout the day. Children shall be given options to meet their above criteria at his or her choice throughout the daily routine and at his or her pace. Teachers shall be flexible with children’s needs and make accommodations for the child’s schedule to avoid over/under-stimulation, waiting, or stressful situations. Transitioning training will be offered annually for staff providing skills and tools to support students. Resources for transitions
Self-Sufficiency Competencies
Self-Sufficiency Competencies Nature is a universal language that, not only is tangible, but all humans can identify with in a profound way. Using nature and the outdoors will support Autonomy and promote connections with purpose and prepare them for School and their purpose. Delayed Outcomes will promote patience, willingness to make mistakes, confidence to keep trying, build stamina, and critical thinking skills, all important attributes of a productive adult. Studies show a strong beginning can build solid relationships making us better stewards, parents, employees, mentors and friends later in life.
Original Traditions and Diversity Policy
Quality, Inclusion and Equity: Weaving the framework in 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”, and families langauge, 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 family’s 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 exct. Photographs, with permission, will be utilized to collect, share and reflect experiences to our students and their families through our monthly newsletter, Brightwheel and Portfolios.