Our vision is that children leave able to interact positively and respectfully with others and their environment, self-regulate their behavior, effectively communicate their feelings, and have a positive sense of self.

Philosophy

The guiding educational philosophy of the Child Development Lab at the McPhaul Center is based on an understanding that every child is unique in personality, development, and learning style and possesses special talents. 

More on Philosophy

Mission

The mission of the CDL parallels the three-part Teaching, Research, and Outreach mission of the University of Georgia. As a laboratory school, we support this academic mission by:

  • Facilitating a high quality educational experience for children
  • Serving as a facility for pre-service teacher training and CFD internships
  • Providing an environment that encourages educational research and development
  • Sharing information and training others through participation at conferences

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.

Full History

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 working together with families and the community to improve themselves and to provide the best possible educational opportunities for children.

Curriculum

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

More on Curriculum

Ages Served

Classroom Ages @ the beginning of the School Year # of Teachers Group Size
Infant Room 226 8 weeks 2 8
Infant Room 228 8 weeks 2 8
Young Toddlers 1 year old by September 1st 4 16
Older Toddlers 2 years old by September 1st 3 18
Preschool  3 years old by September 1st 3 18
Multiage  3 years old and 4 years old by September 1st 3 18

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 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)

Administration

Name Job Title / Department Contact
Amy Kay

Amy M Kay

Clinical Assistant Professor (Director of Child Development Lab)

Human Development and Family Science

College of Family and Consumer Sciences

Dr. Amy Kay is the director of the Child Development Lab.

202 Child Development Lab at McPhaul
202 Carlton St
Athens, GA 30602
706-542-4929