Curriculum at Treehouse Learning
Curriculum in its broadest sense is everything that happens throughout the day. The physical environment, our responsive teachers, and planned activities all converge to create worthwhile and enriching learning experiences. Language acquisition and self-expression are valued for all children, and exposure to reading, art, and music begins in our infant 
rooms. Using the interests of children as a catalyst, our Treehouse Learning curriculum expands rapidly to include observation, sorting, and classification, precursors to math and science.
Curriculum includes direct teaching and learning experiences derived from a prepared environment, but also includes natural teachable moments all day, every day. At the core of our daily routines is a commitment to treat children with respect at all times, and to actively promote each child’s physical, intellectual, social, and emotional growth. Our classrooms are rich with materials, books, and toys—but without TV, videos, and electronic games.
We express our Treehouse values by the things we do. Our morning “Big Circle” activity is a license approved, unique, and inclusive gathering of all ages of children and teachers in our center room. We sing, laugh, learn new words in Spanish and sign language, celebrate birthdays, and greet a new day together. Siblings often sit together, and parents are always welcome to join in the fun and community of Treehouse each day.
Music permeates our entire day, from small group instruction with Miss Kathleen to special songs for transitions and activities. Our children learn about rhythm and movement while using their voice as a primary instrument. We have frequent musical performances for classmates and parents, incorporating Spanish and sign language.
At Treehouse we recognize the importance of play as a source of learning. Guided pretend play, with props and teacher support, extends language and imagination. Individuals or groups enjoy large motor activities during outdoor time in our spacious play areas. In our outdoor environment, children often paint, read, or simply enjoy time in a soothing, natural setting.
In addition to our tangible curriculum, we believe that social skills, although less visible, are essential for success in life. Children at Treehouse learn to be members of a group, to share, to take turns, to help others, to wait, to make choices, to complete a task, and to resolve conflicts. Our infants say “please,” “thank you,” and “more” with sign language, and clearly greet other children and their parents. Older children learn empathy and verbal confidence. During snacks and lunches, teachers model mealtime conversation and trying new foods. Children learn to eat independently, serving themselves, and participate in table setting and clean up. We teach children about being safe in their classrooms, with their friends and belongings.
The foundation of our curriculum at Treehouse Learning is a synthesis of several traditions of educational leadership. Piaget is well known in the field of educational psychology, particularly his concept of developmental stages. “Developmentally appropriate practices” are a result of Piaget’s influence, meaning that we match our classroom activities with the child’s readiness to learn. 
The writings of Vgotsky express his high regard for the capacity of young children to learn and understand complex concepts. Vgotsky encourages teachers to offer help at the point of readiness, using the term “scaffolding” to describe the teacher’s active role in helping children to achieve higher levels of competency. He also emphasizes the social context of learning, in that children are prompted to learn from more competent peers.
Montessori education is a long-recognized tradition of hands-on learning, based on the belief that young children can learn and should be taught complex concepts at early ages. We appreciate and draw from the Montessori emphasis on early intellectual development, and at Treehouse Learning we expand our focus to include additional physical and social skills.
The village of Reggio Emilia in Italy provides an outstanding example of community involvement in early education. Dating from post World War II, the Reggio Emilia approach now represents a holistic, child-centered curriculum arising from children’s curiosity and interests. Children and teachers explore subjects in depth over varying periods of time with frequent participation from parents as volunteers or as experts in a topic of study.
Throughout the year, we schedule special presentations in our center room, and have hosted zoo animals, butterflies, snakes, musicians of all types, and interactive dance performances. Our annual traditions included family picnics, pancake breakfasts, spring butterfly releases, outdoor sing-alongs, holiday performances, and graduation for kindergarten bound children. 
Communication about classroom activities occurs via e-mail and parent bulletin
boards; daily reports and conferences are used for more specific information about each child. Each fall we schedule afternoon “open houses” in our classrooms so that parents can meet our teachers and explore their child’s learning environment.
During their days, months, and years at Treehouse Learning, children develop secure relations with caring teachers, resulting in fundamental resiliency. They learn that they are important and that adults in their life will help them. When our children leave for kindergarten, they are distinguished by strong academic and social skills, love of learning, curiosity, and personal confidence.
Why a Tree House?