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

Educating for a lifetime

Philosophy

program of the year banner

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. Our philosophy also reflects a commitment to nurturing the distinct needs of each child through developmentally appropriate, research-based practice. To do so, the CDL:

Offers a play-centered curriculum that focuses on the whole child and is designed to meet the diverse social, physical, emotional, and cognitive needs of individual children.
Provides children a safe, secure environment in which to explore new materials and establish new relationships
Fosters a sense of self-respect, concern for others, independence, and environmental awareness through positive guidance and problem-solving techniques.

Effectively meeting the needs of young children requires teachers who act as guides on a journey of exploration and adventure and who are reflective practitioners committed to their own ongoing learning. The CDL teachers’ professional growth is supported by:

Collaborative teaching that leverages the knowledge and strengths of each teacher
Participation in external learning experiences including conferences and seminars
Routine CDL-based learning experiences including staff development and training

Fostering the healthy development of each child also requires active involvement of families in childrens’ school lives. The CDL seeks to build connections with families by:

Maintaining regular communication with families regarding the school experiences of their child(ren)
Coordinating center-wide family gatherings
Sustaining monthly parent council meetings and utilizing this resource as a two-way communication between families and administration
Proving training and information opportunities for parents

Mission

woman and baby

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.

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 91 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
Infant Room	8 weeks	2	8
Young Toddlers	1 year old by September 1st	3	12
Older Toddlers	2 years old by September 1st	3	15
Multiage Rm. 133	3 years old by September 1st	3	18
Multiage Rm. 123	3 years old and 4 years old by September 1st	3	18
Pre-K	4 years old by September 1st	3	22
*Extended Day available from 2:30 - 5:45 ($80.00/week)
Summer Camp	Rising kindergarteners and rising 1st graders	3	25

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)