Our curriculum approach at the Village Treehouse Childcare supports the core principles of Ontario’s Early Learning Framework as described in the Early Learning for Every Child Today.
Our child initiated curriculum with goals for children’s learning and development impacts on the quality of early childhood settings. It begins with an informed understanding of what children are capable of learning and how they learn effectively.
It has specific goals for children that support self-regulation (behaviour, emotion and attention), identity, social inclusion, health and well-being, language and thinking skills, and physical skills, as well as the foundation knowledge and concepts needed for literacy and numeracy.
Using a strength-based approach to programming, the classroom teachers do regular observations and document the children’s skills and activities. Based on that information, they focus on emerging skills and use the child’s interest to engage them in fun play and activities that will facilitate the skill development. Teachers refer to the Continuum of Development to track each child’s development and to select new goals. With a thorough understanding of each child and the children’s interests, the program falls into place.
The following goals, along with our own philosophy, provide the basis for our childcare program.
- FUN: to provide an environment where a child has fun and feels a sense of joy in living
- SELF-CONCEPT: to help a child to develop a positive view of him or herself in order to recognize that he or she is appreciated, valued and respected for their uniqueness
- EMOTIONAL: to assist a child in identifying and expressing constructively a wide variety of feelings
- SOCIAL: to provide an opportunity for a child to interact with adults and peers in a variety of social situations
- LANGUAGE: to help a child communicate needs, feelings and ideas in verbal and non-verbal ways; to assist them in increasing listening and comprehension skills
- SELF-HELP: to encourage a child to become increasingly independent in caring for him or herself especially in the areas of dressing, toilet training, feeding and personal hygiene.
- CREATIVITY: to encourage a child to express his/her own individuality through imagination and creative play, using a variety of materials and activities
- COGNITIVE: to provide an environment where a child can develop a variety of ways of thinking (i.e. concrete and abstract), through experiences involving reasoning,
- discovery and comprehension skills.
- GROSS MOTOR: to provide opportunities and activities for a child to increase coordination, balance and flexibility
- FINE MOTOR: to provide opportunities and experiences to a child that will increase eye-hand coordination, flexibility, accuracy and manual dexterity.
- HEALTH: Promote the health, safety, nutrition and well-being of all children
- INTERACTIONS: Positive and responsive interactions among children, parents and staff
- EXPRESSION: Allowing children to express their feelings in a safe environment
- COMMUNICATION: Encourage children to interact and communicate in a positive way and support their ability to self-regulate
- PARENTS AS PARTNERS: On-going communication with parents about their child’s learning and growth
- DOCUMENTATION: Pedagogical documentation and observation will be shared with families
- ENVIRONMENTS: Provide rich environments and experiences to spark curiosity and investigation that are child-initiated and teacher supported