Philosophy
We believe that most of life’s learning, including how to learn occurs in the first five years of life. Purposeful planning and character building through social, emotional, physical, academic, and Bible based activities, are parts of what make The Infant Tree and Beyond a high-quality preschool. Children are taught how to appropriately express emotions and use prosocial skills. These skills are modeled by teachers and administration. Teachers are provided continued training in child development, so each child is given the best opportunity for becoming a confident and productive member of our community. As teaching communication/social skills are a main part of our philosophy of education, we also expect respectful communication from parents and staff.
10 NAEYC Standards
Relationships
There will always be good communication between teachers and parent to ensure positive relationships.
Curriculum
Our curriculum is developmentally accurate for each child's developmental stage.
Teaching
Our teachers are loving and caring and teach at the highest level of expectation for every child's needs.
Assessment of Child Progress
Every child's progress is important to us and assessments are done every quarter.
Health
Everyone's health is important to us, so all teaching staff has Child CPR and First Aid training. The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
Teachers
Teaching staff have educational qualifications and specialized knowledge about young children and early childhood development. Ask, for example, how many teachers have Child Development Associate (CDA) credentials, associate’s degrees, or higher degrees.
The program makes provisions for ongoing staff development, including orientations for new staff and opportunities for continuing education.
Teaching staff have training in the program’s curriculum and work as a teaching team.
Families
All families are welcome and encouraged to be involved in all aspects of the program.
Teachers and staff talk with families about their family structure and their views on childrearing and use that information to adapt the curriculum and teaching methods to the families served.
The program uses a variety of strategies to communicate with families, including family conferences, new family orientations, and individual conversations.
Program information—including policies and operating procedures—is provided in a language that families can understand.
Community Relationships
The program connects with and uses museums, parks, libraries, zoos, and other resources in the community.
Representatives from community programs, such as musical performers and local artists, are invited to share their interests and talents with the children.
The staff develop professional relationships with community agencies and organizations that further the program’s capacity to meet the needs and interests of children and families.
Physical Environment (indoors and out)
The facility is designed so that staff can supervise all children by sight and sound.
The program has necessary furnishings, such as hand-washing sinks, child-size chairs and tables, and cots, cribs, beds, or sleeping pads.
A variety of materials and equipment appropriate for children’s ages, skills and abilities is available and kept clean, safe, and in good repair.
Outdoor play areas have fences or natural barriers that prevent access to streets and other hazards.
First-aid kits, fire extinguishers, fire alarms, and other safety equipment are installed and available.
Leadership and Management
The program administrator has the necessary educational qualifications, including a degree from a four-year college and specialized courses in early childhood education, child development, or related fields.
The program is licensed and/or regulated by the applicable state agency.
The program’s written policies and procedures are shared with families and address issues such as the program’s philosophy and curriculum goals, policies on guidance and discipline, and health and safety procedures.
Appropriate group sizes and ratios of teaching staff to children are maintained (for example, infants—no more than 8 children in a group, with 2 teaching staff; toddlers—no more than 12 children in a group, with 2 teaching staff; and 4-year-olds—no more than 20 children in a group, with 2 teaching staff).