While our philosophy is based upon theories from many experts in the field of early childhood development, the teachings of Magda Gerber and Jean Piaget are our primary influences.  Magda Gerber, a pioneer in the field of infant and toddler development, stresses the home and childcare continuum.  According to Gerber, in the parents' absence, the child needs adults who will both nurture and educate them.  This individual approach is reflected in our Infant/Toddler Program.  

Jean Piaget's stages of development are represented in both the Pre-school and School-age Programs.  Our staff is educated and trained in developmentally appropriate practices, that are geared to meet the needs of each child.  Respect for the individual is one of the most important aspects of our program, as well as fostering a strong sense of confidence, identity and self-worth.

Discovery Tree creates a learning environment that, along with being non-violent and non-sexist, also presents and respects diversity of ethnic and cultural viewpoints.  We seek to create a balance between adult directed times and independent choices and exploration.  We believe that happy, healthy and confident children are successful children.  Therefore, the child's social, emotional, and physical development are as important as academic learning.  In addition to offering children freedom of choice, we also promote participation in group activities.  We believe that children learn cooperation and positive social skills through group participation.

Description of Developmental Program & Curriculum

Curriculum which takes into account the stage of each child versus chronological age and empowers that environment accordingly. Example: Planned activities (teacher directed) are developmentally appropriate and learning centers offer many varied, enriched materials which the child may use to "create" with and manipulate in "child directed" times.

Curriculum cognizant of the fact that learning is an integrated, permeable process so that all areas of development (physical, social, emotional and cognitive) are attended to.

Curriculum which allows much individual variation and values individual differences.

Curriculum based on the "interactive" nature of learning. Example: Learning materials that allow risk taking promote divergent thinking and encourages children to question and explore life.

Curriculum which allows TIME for children to get deeply into the work of their world.

Curriculum which is relevant to the lives of young children, as opposed to abstract, artificial themes imposed by minds unaware of children's needs. Example: Water, dirt, bugs, monsters, nighttime fears, body parts, body functions, how to be safe in the world, how to make friends, how to solve problems.

Curriculum where laughter, joy and respect for the children are the heart of the program.

TO SUMMARIZE, A DEVELOPMENTAL PROGRAM LOOKS LIKE THIS:

• A happy enriched environment.
• Lots of activity centers.
• Quiet areas.
• Active areas.
• The process, not the product of learning is valued.
• Enough time is given.
• Each child is valued as a unique individual who is helped to develop to their fullest potential.