560 Durham Road
Madison, CT 06443
203.318.8181
info@TheLearningTreeOfMadison.com
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The Learning Tree of Madison uses the Connecticut Guidelines for the Development of Infant and Toddler Early Learning and State of Connecticut Preschool Curriculum and Assessment Frameworks in the development of curriculum and assessments. A balance is maintained between child-lead experiences and teacher-lead activities to ensure children maximize their learning opportunities. Teachers spend time observing children's interests and interactions and take them into account when developing lesson plans. The Learning Tree of Madison provides the children many opportunities to learn through play, exploration and experimentation.

There is an emphasis on nutrition and the environment. Healthy snacks and lunches are encouraged. The children have age appropriate opportunities to be involved in aspects of the food they consume. They will participate in the growing of fruits and vegetables in the gardens, the preparation of these special snacks, and will share meals together with staff. Children will develop an appreciation for nature, where their food comes from and taking care of the environment we all live in.

The unique background of the Director and Owner as a Licensed Marriage and Family Therapist allows the Learning Tree of Madison to really focus on the child and their family. The center also provides special family educational nights. At these events discussions regarding parenting, age appropriate limit setting and other topics as requested by the families are provided.
Infant Programs
The infant program accepts children from the age of 6 weeks to 17 months. Infants and their families are greeted warmly each morning by the child's primary caregiver. The Infant Room Teachers spend most of the day holding or touching infants, in one to one interactions that are warm and caring. A typical day includes a large portion of time where the staff is playing, reading, singing and talking with the babies. Emphasis is placed on building bonds and trusting relationships between the babies and staff. We believe it is important for each infant to have an individualized napping, feeding and diapering times. These routines are viewed as a time for learning and special one on one time for building trusting relationships. Napping, feeding and diapering times are not rushed transitions. These times represent a learning opportunity where the children are encouraged to be a part of these routines and each child is given the individual time and attention that is vital to establishing a loving and trusting relationship and environment. The staff at the Learning Tree of Madison is committed to provide each child with a positive, safe, loving environment where children can achieve developmental milestones while feeling secure and stimulated to tackle the next new learning experience.

A key element in this classroom is the parent-school bond. This bond is formed through on-going open communication. Parents receive written communication at the end of the day about the child's day, about the times, number and nature of the changes, the time and amount of feedings and the time and length of naps. However, pick up and drop off time is still considered a valuable learning and information sharing time for both the staff and family about the child. In addition to this very important mode of communication the Center also sends written notes, emails, texts, videos and picture updates on the child's day as often as practicable.
Toddler Programs
The Toddler Program at the Learning Tree of Madison is an exciting classroom filled with new discoveries for the children. Toddlers are soaking up the world around them and determining who they are in this world. This is also a time period when they are increasing their verbal communication. In this classroom you may see children being read to and participating in sing-a-longs and other activity songs and stories. Children in this classroom enjoy playing games that involve moving their bodies in new ways. They are busy sorting toys, filling and emptying things, and stacking toys. Children love playing in the sensory areas where they can engage in water play or other similar experiences. Toddlers are busy however at the Learning Tree of Madison we ensure that we balance all these wonderful, exciting, and rich new experiences for them with quiet activities as well. Children at this age can very easily become over stimulated. In this classroom we balance child lead and teacher lead activities. Teachers plan a curriculum around the children's interest however where children want to go with the lesson plan is up to them. Outdoor time is a chance for toddlers to really work on their large muscle development, exploring, and can also be a time for quiet focused play in the sandboxes.

In this classroom teachers are supporting children's need for independence by allowing toddlers to make limited choices, transition times are not rushed allowing children time to try new skills of getting dressed by themselves and supporting their efforts before they become frustrated. Teachers set consistent limits in this classroom to assist toddlers in making good decisions. There is a consistent but flexible schedule in the toddler classroom to enable the toddlers to develop a sense of security and knowing what to expect while still accommodating to the individual and group needs.

A key element in this classroom is the parent-school bond. This bond is formed through on-going open communication. Parents receive written communication at the end of the day about the child's day, what they ate, how long they rested, toileting or changing information and about the fun activities the child engaged in. However, pick up and drop off time is still considered a valuable learning and information sharing time for both the staff and family about the child. In addition to this very important mode of communication the Center also sends written notes, emails, texts, videos and picture updates on the child's day as often as practicable.
Preschool Programs
Important development and learning are occurring in the preschool years including physical, social, emotional, cognitive, and language. They are developing a stronger sense of self and relationships between children are changing and taking on new meaning and they are using language more to communicate and negotiate. Social and emotional growth is an underlying goal of the preschool program. Teachers in the preschool program create a warm, loving and creative environment where students feel secure and supported to explore, learn and grow. The teachers get to know each child individually and work to establish a cohesive community of friends.

At the learning Tree of Madison, play is the foundation from which children learn important social and intellectual skills. The classroom is set up to allow for more independence and provide children with choices. There is a balance between child lead and teacher lead activities. Teachers integrate ideas and concepts in multiple domains through themes, projects, play and other opportunities to ensure students are developing an understanding of the concepts and making connections across content areas. These youngsters are busy in this class learning, exploring, experimenting and playing. The teachers organize the day to allow for periods of active and quiet time.

Parents are welcome in the Center and in the preschool room at all times. Family members are welcome to participate in the program in anyway they feel comfortable from observing, to reading a story to sharing a skill or talent with the class.