Philosophy ·Mission ·History ·Accreditation ·Curriculum ·Ages Served ·Inclusion ·Administration

Philosophy

program of the year banner

We view each child as an individual, unique in development, learning style, personality, and special talents. We believe that children learn best through play and hands-on manipulation and exploration of materials and their environment.

Our program and teaching are based on developmentally appropriate practice and activities being incorporated and available to children at various stages of development. The program and curriculum focus on the whole child and is being designed to meet the diverse social, physical, emotional and cognitive needs of individual children. Additionally, a sense of self-respect, concern for others, independence and environmental awareness are fostered through positive guidance and problem solving techniques.

Mission

woman and baby

The CDL commits itself to preparing children who:

Think critically and creatively
Develop a sense of responsibility to self and others
Effectively use appropriate problem solving techniques
Actively participate in learning and co-construction of knowledge

The CDL commits itself to preparing educators of young children who:

Stimulate and challenge every child
Understand child development and facilitate children's play
Address each child's interests, abilities and needs
Mentor and instruct pre-service teachers and other undergraduates
Engage in education and training to better inform their practices

The CDL commits itself to providing a research environment that:

Fosters research and professional inquiry
Supports faculty, staff and students in research endeavors
Makes a significant contribution to education from studies conducted
Invites and facilitates educational research and development

History

In October 1927, a grant from the Rockefeller Foundation was awarded for a nursery school on the Georgia State College of Agriculture campus. In the fall of 1928, the nursery school, which was established in the Division of Home Economics began to operate. The nursery school had the distinction of being the first permanent school of its nature to be established in a southern university and the fourth such school in the nation.

In 1934, the college felt it could no longer support the nursery school due to economic depression. Fortunately, funds for the nursery school program were made available through the Works Progress Administration. In 1937, the nursery school was financially taken over by the School of Home Economics. Miss Margaret McPhaul came to the University as Director of the Nursery School and remained until her retirement in 1964.

On January 2, 1940, the nursery school was opened in a new three-story red brick building built under WPA provisions. In 1964, the Family Development Department was established and the nursery school became part of this department.

children

In 1947, an infant program was opened for children between the ages of three months and two years. In 1963, a third group of children was added to provide experience with kindergarten-aged children. The kindergarten program was later phased out as public schools began to offer kindergarten programs.

In 1967, the US Office of Education and the Georgia Education Authority allocated funds for additions to Dawson Hall and the nursery school building. In the summer of 1971, the nursery school moved into its present location that is now known as the Child Development Lab at the McPhaul Center.

From 1971 to 1978, the center offered half-day programs for children ages three to five years. In 1979, the two-year-old group was added. In 1983, a full day program for children of university affiliated individuals was established. A playgroup with children from the Georgia Retardation Center (GRC) was also begun. The following year a grant was established to support inclusion of 12 children with special needs and the playgroup for GRC was phased out. The enrollment at the Child Development Lab increased from about 45 children in the 1970's to 115 children at the present time.

Accreditation

Accreditation means that your child’s program meets NAEYC’s 10 standards of excellence in early childhood education. Programs that meet these standards provide a safe and healthy environment for children, have teachers who are well-trained, have access to excellent teaching materials, and work with curriculum that is appropriately challenging and developmentally sound. These programs are continuously work together with families and the community to improve themselves to provide the best possible educational opportunities for children.

Curriculum

toddler

The curriculum of the Child Development Lab is based on the principles that

every child is an individual with a unique personality
each child develops at his/her own pattern of growth
children learn through play

The comprehensive development of each child is essential; therefore, all areas of growth and development - physical, social, emotional, and cognitive - are important. The development of a positive self-concept is of utmost importance as children need to feel worthwhile and competent in order to reach their optimal potential. Therefore, we provide a safe, nurturing environment where adults facilitate children's play with time, space, and encouragement, to explore new ideas and make new discoveries.

The teacher's role is critical in stimulating, challenging, and developing the potential of each child. Teachers are knowledgeable of the principles of child development and in the individual interests, abilities, and needs of each child in their care.

toddler

The environment plays an essential role in a child's learning. The Child Development Lab has a play-oriented and child-centered environment. According to research in the field of child development, children need concrete objects and materials to play with, manipulate, and explore before they will be successful at mental representation, manipulation, and discovery. During free play in the classroom, children move freely and make choices from a variety of learning centers which allows them to engage in different types of play and practice a variety of learning skills. The centers include dramatic play, blocks, science, art, computer, writing, sensory play, manipulatives/table games, and a quiet area with books. Outside play affords each child the opportunity to engage in imaginative play, exploration of the natural environment, and gross motor activities.

Teacher directed activities during large and small group times are not traditional “paper and pencil lessons” but hands-on activities. During these activities children have the chance to classify, measure, group, sequence, or seriate objects; experience, explore, and discuss objects, materials, or ideas; create and construct from familiar or new materials; cook and sample different foods; listen to, tell, and/or write stories; or listen and/or move to music. These types of activities give children the basic skills they will need to be successful in math, reading, writing, and personal-social interaction in their school years.

Ages Served

Classroom	Ages @ the beginning of the School Year	# of Teachers	Group Size	Tuition
Infant Room	8 weeks	2	8	$195.00 per week
Young Toddlers	1 year old by September 1st	3	12	$185.00 per week
Older Toddlers	2 years old by September 1st	3	15	$180.00 per week
Pre-School 1	3 years old by September 1st	3	18	$160.00 per week
Pre-School 2	3 years old and 4 years old by September 1st	3	18	$160.00 per week
Pre-K	4 years old by September 1st	3	20	Free *
*Extended Day available from 2:30 - 5:30 ($80.00/week)
Summer Camp	Rising kindergarteners and rising 1st graders	3	25	$160.00 per week

Inclusion

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

Joint position statement of the Division of Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)