AppleTree Learning Center

The POSITIVE CONNECTIONS Curriculum

Positive Connections was developed by Dianna and Wendee Webb. The goal is to lay the foundation for developing caring, responsible, well-rounded children that have positive self-images. As they grow, they are able to solve problems and conflicts and feel comfortable with the decisions they make. Curriculum use is welcomed, but title and credit is required.

Curriculum of AppleTree Learning Center

Oden and Ramsey (1993) maintain that the curriculum philosophy or program models implemented in early childhood classrooms “can affect the range and degree of social interactions and influence every feature of children’s lives in the social environment, from the use of space to the daily schedule” (p.216). At AppleTree Learning Center, a holistic approach is used with individualized expectations/goals based on the needs of each child using their own unique style of learning. As early childhood educators our emphasis is on close human connections and the child’s social and emotional development. The depth of the curriculum allows for development of the entire child with the following Positive Connections:

1. Self - Personal growth, fulfillment, self-understanding. The positive connection is the value we place on the development of personality and self-concept in conjunction with achievement. We nurture their ability to reflect on their own behavior, problem-solve, and understand rules and expectations. They become invested in responsible behavior because of their involvement in determining the problem and the solution.

2. Parents and family – A partnership is formed which goes beyond the time the child is at school. Providing for the well being of the family enhances the positive connections of the educational environment both at home and at school.

3. Teachers – Positive connections begin with our New Beginnings class for infants aged 6 weeks to 12 months old. The Early Stages and Early Preschool classes are for children ages 12-24 months of age. The teachers of these classes work together so the child has close relationships with the same teachers for 3 years. Our Preschool class has full day sessions with learning activities throughout the day, five days per week. Our Enhanced Early Kindergarten and Kindergarten class is a combination class of 4 and 5 year olds. This allows the children to loop or have the same teacher for two years providing the strongest foundation for successful learning. The Director and Assistant Director establish relationships with all families to form a secure bond. The teachers facilitate daily classroom goals, allow child-directed hands-on learning activities and encourage reflection.

4. School – The connection to school is built not only by supporting friendships, celebrations, and school events, but also by allowing activities to be child directed/teacher facilitated with leaders, helpers, etc. Ownership and attachment are fostered through many activities for family involvement. The connection to school is enhanced by varied opportunities to excel in music, art, sports, language/literacy, math, construction, relationships, etc.

5. Friends – A sense of belonging and social development. The connection is made by learning to be kind and considerate of others, deepening friendships while trusting others. The classroom becomes an extension of the family-the most positive learning environment.

6. Shepherd of the Valley residents/Community – A positive connection is made through our national model shared-site intergenerational program. Children learn to follow through with commitments, to follow society’s rules, have a heart that values the uniqueness of each person regardless of abilities, and to actively participate in the groups of one’s daily life. Cooperation and caring encourage the feeling of community.

7. Nature/Earth/World around them – Learning to be kind-hearted in the treatment of plants and animals and by being moved by beautiful and noble things helps make the positive connection.

Core Components

The components developed for this program are embodied throughout every activity during the day. Day to day activities are engaging, developmentally appropriate, and meaningful to all involved and are based on each individual child’s learning style and needs.

“When we try to pick out anything by itself, we find it hitched to everything else in the universe.”

- John Muir

· Relationships – Acceptance and tolerance, respect, empathy, and caring. According to noted researcher, Martin Hoffman, “Roots of morality are to be found in empathy.” A spirit of the group becomes deeply imbedded in the children – the way they talk and act toward each other with a very special bond of respect. A sense of belonging to something larger than themselves is created. Through cooperation children value working together and being social. Similar to Reggio Emilia schools, there are warm relationships maintained between janitors, cooks, teachers, children, and parents; there is a sense of oneness and inclusiveness in the environment. The annual Winter program for all children from infants through 13 years, is just one example that reinforces the importance of the individual to the group.

· Social/Emotional including self-esteem - Empathy builds on self-awareness. The more children are open to their own emotions, the more skilled they become in reading the feelings of others. Children are encouraged to identify feelings, role-play, to understand naturally occurring situations, problem-solve, and express emotions to resolve conflicts. As an advocate for children, we seek to include all children with their peers, realizing that everyone has special needs. This policy reinforces tolerance and acceptance of all. For the development of internal assets it is important that we emphasize caring, motivation to achieve, commitment to equality and social justice, integrity, honesty, responsibility, restraint, planning and decision-making, a sense of purpose and a positive personal future. Individual personalities and traits are used to develop skills needed to stay centered and avoid risk behaviors. Play (work time) offers many opportunities to learn and grow socially, although socialization is encouraged throughout the day. Tying literacy and language to social/emotional is an important part of the curriculum. Using common vocabulary and language to identify feelings and learning appropriate ways of expressing those feelings supports the positive learning environment.

· Cognitive – Goals and expectations are individualized and are high but not out of reach. Hands-on learning and a stimulating environment encourage growth in all areas and subject matter, including math, science, abstract thinking, logic, and visual discrimination. Academic competitiveness is discouraged and an appreciation of each child’s contribution is emphasized.

· Language/Literacy – Consistent and constant communication starts at infancy and continues throughout the child’s enrollment to increase vocabulary and oral language. Pre-literacy skills are established by lap reading, library centers in each classroom, bookmobile visits twice per month, the teacher pointing and moving their fingers across the page as they read aloud, labeled materials in the room, and symbol usage in a print-rich environment. Skills continue to grow through the use of name recognition, left to right progressions, inventive journal writing, writing centers, and computer-assisted reading activities. A language/literacy rich atmosphere helps build vocabulary, concept knowledge, enhance memory, imagination, attention span and listening and comprehension skills, as well as phonemic awareness, alphabet knowledge, syntax, and the importance of print in our lives. Introduction to foreign languages is important for synaptic connections in the brain – American Sign Language is introduced in the Early Stages Toddler class and is built upon as the child ages. In addition, exposure to Spanish takes place in the Early Preschool (3 Year old) and Enhanced Early Kindergarten/Kindergarten (4 and 5 year old) classes.

· Family Partnerships – To assist in making this a Positive Connection component, we include accommodating nursing mothers; providing parent training in infant massage and the importance of touch; a complimentary family subscription to Parent and Child magazine; I Am Your Child videotapes purchased by ATLC for parents of infants; post card daily infant chart summaries; bulletin boards with posted parenting information; monthly Director’s newsletter, monthly class calendars and teacher newsletters; parent/teacher conferences with portfolio assessments; a resource lending library of books and magazines to assist with parenting issues; a web-site, www.appletreebytes.com, for additional information for parents with topics of interest; access to the Internet for information on requested topics; and CPR certification for family members at no charge. Parents participate in explaining the family’s cultural uniqueness, volunteer for field trips, furnish supplies for special projects, assist in classroom activities, are guest readers and speakers, and make costumes when needed.

Enhancing Components

These components build upon the core, forming a continuum of growth opportunities for the well-rounded child.

· Intergenerational – Ours is a national model program with planned activities and experiences that increase cooperation and exchange between generations helping each other grow and enhancing relationships. Children learn to respect and appreciate older people, to understand the aging process, and to live without fear created by seeing someone in a walker or wheelchair. It is an opportunity to learn about things in an historical context. They develop a more positive self-concept by learning that their smile brightens the life of another and their sense of community is enriched. They also learn about the continuum of life including loss and grieving. A close coordination of activities is required of personnel at both locations. Activities may include games, exercises, story times, Hug Patrol for the younger children, gross motor and fine motor activities, and Show ‘n Tell.

· Problem Solving/Conflict Resolution – We role-play and model appropriate responses to conflicts. Time is set aside daily to engage children in thinking skills. Various children’s books assist with emotions and how to solve problems. We use a peace table and puppet play to help them learn the difference between appropriate and inappropriate choices. Since 1997, Violence Prevention Specialists from the Self-Help Center conduct games, puppet plays and casual discussions on a weekly basis, reinforcing and enriching the curriculum.

· Choices – With child directed activities facilitated by the teacher, the child learns their thoughts have value and are worthy of interaction, and they learn to make decisions on their own. The discipline policy reinforces positive self-esteem while allowing children to learn from their “inappropriate choices” by offering and reviewing appropriate choices.

· Safety – Emotional safety, the sense of well being that can exist only where there is respect and trust, is part of the program. Children learn appropriate ways to behave with guidance from their teacher. A relaxed, fun, nurturing, and warm, environment allows children to feel secure. Our program uses Eddie Eagle, Stranger Danger, Fireman Dale’s Fire Safety Academy, and a variety of Safe Kids programs to emphasize physical safety. We require photo ID for strangers and our staff receives annual certifications in CPR and fire extinguisher use. We have weekly fire drills, regular maintenance of all safety equipment, and emergency, crisis and disaster plans.

· Movement – Indoor and outdoor movement activities are an integral component of the curriculum. Outdoor movement is provided on a fenced-in playground, an area of equipment developmentally appropriate for older children, and a half acre of adjacent park land for accommodating all types of group play. Fresh air is important and children go outside daily, weather permitting. Summer time allows frequent water play and sports activities, as well as overnight camping and nature hikes. Indoor movement activities provide for listening, rhythm, music, coordination, understanding spatial relationships, and gross motor development.

· Aesthetic, including music, art, and science – Music and art activities are included in every classroom. An appreciation of sensory stimulants encourages a discriminating eye and creativity, development of rhythm and listening skills, while incorporating cultural diversity. Listening to music naturally creates movement. Also included in this component is ecological awareness learned by our adoption of a whale named Lightening, our adoption of a section of highway to clean, and our aluminum can recycling to purchase an acre in the rainforest.

When school is a place of deep human connections, children are motivated to be the best people they can. When values of friendship, cooperation, acceptance, respect, and responsibility are taken seriously, school becomes a better place for learning and for friendships. When children are allowed the time to see the meaning and importance in what they learn, they are likely to be successful in all aspects of life by developing a stronger Positive Connection!

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