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
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.
of Developmental Program & 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.
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.
which allows much individual variation and values individual differences.
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.
allows TIME for children to get deeply into the work of their world.
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.
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
- Lots of activity
- Quiet areas.
- Active areas.
- The process,
not the product of learning is valued.
time is given.
child is valued as a unique individual who is helped to develop
to their fullest potential.