Learning Tree Academy offers programs for Infants, Toddlers and Preschool (aged 6 months- 5 yrs). Our curriculum and programming are built upon the foundations of the HighScope™ model in association with the Emergent curriculum model from the Early Learning for Every Child Today (ELECT), as well as How Does Learning Happen pedagogy from the Ministry of Education.
We develop opportunities for activities and experiences which expand upon the different domains of development as stated in the ELECT/Highscope™ and How Does Learning Happen document. Everyday our children will have opportunities to develop within the following developmental areas:
SOCIAL EMOTIONAL COMMUNICATION LANGUAGE
LITERACY COGNITIVE PHYSICAL
BELONGING WELL-BEING ENGAGEMENT EXPRESSION
Learning Tree Academy uses a variety of documentation methods to share in the joy of children’s learning and development. Each classroom creates a piece of documentation that highlights the children’s thoughts. These pieces of documentation share a bigger picture of what is happening in each learning environment, within each classroom more long-term focused documentation pieces are also created and shared with families. These documentation pieces reflect the children, families and educators in each individual learning space and take on a variety of formats, including individual learning stories, group reflections, storybooks, and documentation panels.
We view children as active learners who are capable and competent, and the educators as participants and co-learners with the children. The teachers plan activities and experiences which scaffold upon the children’s interests. Primarily in Preschool, HighScope uses the term scaffolding to describe the process whereby adults support and gently extend children’s thinking and reasoning. Scaffolding is a term introduced by developmental psychologist Jerome Bruner and is based on the work of psychologist Lev Vygotsky.
Vygotsky referred to the zone of proximal development as the area between what children can accomplish on their own and what they can do with the help of an adult or another child who is more developmentally advanced and how to enter this zone. Children must be secure and confident in what they already know before they are ready to move to the next level. When HighScope says adults support and extend children’s learning, it means that the adults first validate, or support, what children already know, and then, when the time is right, gently encourage them to extend their thinking to the next level.
Our Infant and Toddler program provides learning through the Emergent lens, while our Preschool program primarily focuses on HighScope.
Our infant program aims to cater to the individual needs of each infant. Naps and meals are all provided to each infant according to their own schedules. Learning opportunities are created based on the individual developmental levels of each child, so that they can be supported, and their developmental milestones can be achieved.
Our toddler program aims to enhance the social and emotional skills for the well-being of our toddlers. Routine and structure are the cornerstones for toddler children to feel comfortable and confident as learners.
Our preschoolers are viewed as competent and capable learners, and the teaching staff are co-learners and facilitators to their learning. Using a blend of Emergent and HighScope curriculum models the Registered Early Childhood Educators are creating learning environments where the children are encouraged to make their own decisions to dir
Our preschoolers are viewed as competent and capable learners, and the teaching staff are co-learners and facilitators to their learning. Using a blend of Emergent and HighScope curriculum models the Registered Early Childhood Educators are creating learning environments where the children are encouraged to make their own decisions to direct their learning towards topics that interest them. This all takes place within the structured environment of the HighScope philosophy that offers the children periods of planning and reflection on the learning outcomes.