2.A.07
The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule :
a. provides time and support for transitions
b. includes both indoor and outdoor experiences
c. is responsive to a child's need to rest or be active.
The Tree House schedule is predictable as well as flexible and reflects the needs of the children within the classroom. To view The Tree House Schedule, click here.
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| (a) quiet book reading while waiting for other children to finish snack and begin grouptime |
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| (b) daily outside time |
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| (b) indoor movement activities such as scooters |
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| (b) indoor moverment activities such as parachute |
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| (c) cots are provided to every child for nap or rest time |
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| (c) a cozy corner for relaxing and/or book reading |
2.A.08
Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society including:
a. gender [diversity]
b. age [diversity]
c. language [diversity}
d. [diversity of] abilities.
The materials used to implement the curriculum are thoughtfully chosen and implemented to reflect both the individual needs and the needs for entire class. They represent our diversity on all levels (cultural, family, developmental), they promote growth and development and support independence within the classroom while still maintaining safety.
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(a) both males and females are represented in varying job and family roles through toys and activities |
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| (b) youger siblings were invited to The Tree House for an afternoon of story and activities |
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| (c) Greetings and Farewells in several different language are posted on the doors of the classroom |
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| (d) Toys and materials represent differing physical abilities... |
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| (d) as well as learning styles |
Materials and equipment...
e. provide for children's safety while being appropriately challenging.
f. encourage exploration, experimentation, and discovery.
g. promote action and interaction.
h. are organized to support independent use.
i. are rotated to reflect changing curriculum and accommodate new interests and skill levels.
j. are rich in variety.
k. accommodate children's special needs.
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| (e) materials such as scissors, books, and climbing equipment are child safe and appropriate as well providing the opportunity for practice and growth |
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| (f) exploring dirt and water |
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| (f) experimenting with mixing colors |
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| (f) discovering how a rainbow is made |
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| (g) children are consistently presented with hands-on activities and exciting materials that keep them engaged and encourage interaction |
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| (h) toys and materials are labeled, organized, and stored at child level | | | | | |
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| (i) the science center during our tree investigation |
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| (i) the science center changed to reflect a new interest in dinosaurs as well as our recycling bin for earth week |
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| (j) children have the opportunity to use materials across contexts such as - fine motor, math, sensory, gross motor, building, and dramatic play |
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(k) The Tree House supports children of varying learning styles and abilities with the help of...
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| (k) puzzles in a variety of developmental stages |
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| (k) various types of chairs and cushions for morning meeting and group time |
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| (k) tools for different levels of ability |
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| (k) alternative forms of communication |
2.A.10
The curriculum guides teachers to incorporate content, concepts, and activities that foster:
a. social [development]
b. emotional [development]
c. physical [development]
d. language [development]
e. and cognitive [development]
2.A.11
The schedule:
a. provides children learning opportunities, experiences, and projects that extend over the course of several days and incorporates time for:
b. play
c. creative expression
d. large-group
e. small-group,
f. child-initiated activity.
(a.) The investigations explored by The Tree House children typically occur over a period of several weeks. This natural progression of exploration allows for projects to be implemented and completed over an extended period of time. During our flying machines investigation we focused on a different type of flying machine every week (plane, helicopter, hot air balloon.) There were also activities planned which would demonstrate what some one these machines had in common.
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| (b) Play: pretending to be airplane pilots |
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| (c) Creative Expression: Paper Mache | | |
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| (d) Large-group : Webbing out what we know about Flying Machines at group time |
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| (e) Small-group : A science experiment showing how hot air balloons work |
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| (f) Child-initiated: A game invented by one of the children, "Airplane, Airplane, Helicopter" (a variation on, "Duck, Duck, Goose) |
2.A.12
a. The curriculum guides teachers to plan for children's engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study.
Play (dramatic and blocks) is integrated thoughout the entire curriculum. For example, when the children were learning about food, they created a restaurant within the classroom, using menus they created, chef hats, and play food.
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