- An emergent curriculum builds upon the interests of the children.
- Project work provides an in-depth study of concepts, ideas and interests.
- Representational development integrates the arts as tools for cognitive, linguistic and social development.
- Collaborative group work is valuable and necessary to advance cognitive development.
- The teacher-researcher facilitates children's explorations and experiences so as to assist them in their construction on knowledge.
- Documentation of children's work in progress is an important tool in the learning process for children, teachers and parents.
- The environment is the third teacher through the conscious use of space, color, natural light, displays of children's work and attention to nature and detail.
- Driven by a hands-on, integrated, multi-sensory, multi-disciplinary learning model, the curriculum will emphasize emergent mathematics, science, literacy, technology and the arts.
The Child Development Laboratory offers developmental education for children from 2 1/2 up to 5 years of age. The program of the CDL reflects current theory and research in explorative and discovery learning. Young children are encouraged to explore their environment and express themselves through all of their natural “languages” or modes of expression such as painting, drawing, sculpture, language, movement, music and dramatic play. Classrooms are organized to support a highly collaborative problem-solving approach to learning, especially the use of small group work in project learning. The Theory of Multiple Intelligences suggests that there are at least eight different intelligences including linguistic; logical-mathematical; musical; bodily-kinesthetic; spatial; interpersonal; intrapersonal; naturalist, and that everyone possesses some degree of each of the intelligences or talents. Based on these complementary theories, CDL aims to provide an integrated learning experience, which emphasizes the physical, intellectual, cultural, emotional and aesthetic well being of each child. Research conducted at the CDL is planned to harmonize with children's ongoing learning and development and is carefully reviewed for safety and appropriateness.
The philosophy of the CDL is developmental. That is, the CDL's curriculum fits children's physical, intellectual, social, cultural and emotional needs. We believe that children are intrinsically motivated. When children are stimulated by their environment, they are motivated to interact, discover and learn. Therefore, the Child Development Laboratory allows children to select activities that interest them, with responsible adults nearby to assist their learning.
How children feel about themselves is a primary concern at the CDL. A positive self-image, feeling of competence and self-worth are fostered by arranging activities and surroundings to give children a sense of security and trust. For example, parents are encouraged to visit the center until their child feels secure without them. Child-sized equipment makes activities easy for the children. They are also encouraged to do as much as possible for themselves, from washing paint brushes to pouring juice or making meals. During family-style meals, children pour drinks and help serve themselves. Adults sit with the children to demonstrate good table manners, talk with the children and help them when necessary.
We believe children should create and make discoveries through the materials and information that are provided for each activity. Therefore, we do not provide models for creative experiences, nor are children forced to learn material that is more suited to grade school. It is the process rather than the product that we believe is important. Preschool children who are pushed to achieve grade school learning often miss out on vital building blocks for their later development, and they may become anxious and fearful about school.
Adults (teachers, parents and students) are important resources for the children in our laboratory. They not only plan and present specific experiences for children, they also help extend activities beyond the immediate product or the experience. For example, dramatic play about fishing can include building a boat out of blocks, making fishing poles, catching toy fish, and then taking toy fish to the housekeeping area to act out cooking and serving a meal. Throughout these activities, adults and children have many conversations about building boats, fishing, water, cleaning fish, cooking fish, and enjoying work together. Parents are strongly encouraged to take part in curriculum planning, evaluation and school policy decisions.
Parental Involvement and Communication
Young children's development is enhanced when adults around them interact frequently in a positive, friendly, constructive manner.
CDL will keep regular communication with parents by ways of daily conversations, newsletters, notes home and regular school parents meeting.
As parents, you are strongly encouraged to take part in children's daily developmental activities and contribute to the CDL’s improvement and development.
The Child Development Laboratory serves a nutritious breakfast, lunch and afternoon snack daily. All meals follow the federal government's Recommended Daily Allowance Plan.