Vision

To be a beacon of excellence in early childhood education, where every child thrives in an environment that celebrates diversity, fosters a love for learning, and nurtures each individual’s unique potential. We envision a future where our innovative practices set the standard for child development, inspiring educators and families alike to champion a world of inclusive, empowering, and transformative education.

Mission Statement

Our Mission is to provide early learning and care, guided by our respect for children, their individual natures, their abilities, and their capabilities, within a safe, nurturing, and intentional environment.

We value and respect all backgrounds, cultures, and identities, modeling inclusion for all: diversity empowers our work and enriches our relationships.

We support the brain development of children and their social and emotional, cognitive, and physical growth through relationship-building, critical thinking, problem solving, collaboration, and adaptability.

As a laboratory school, we are dedicated to making a meaningful impact on the early childhood workforce, GCC students and the early childhood field and by fostering change that inspires and shapes future educators.

As early childhood professionals, we model life-long learning, by staying informed of current research and practices, being advocates in the field of child development and early education, and by investing in our own professional and personal growth and well-being.

We prioritize child-centered, individualized care and continuity, cultivating a strong sense of community among children, families, college students and educators.

Philosophy

The philosophy of a child care center is the prime determining factor in the quality of experience provided to the children attending the program.  Philosophy determines not only how the program is organized and implemented, but what kind of staff is hired and how they interact with the children. 

As a part of the Glendale Community College Child Development program and of society in general, each person has the unlimited potential to teach and to learn; to develop self-control and self- expression; to realize a sense of self and a compassion for others.  While we are all unique individuals we are also a part of a greater whole.  We are here to create, nurture, and maintain an environment of growth, and challenge.

Learning happens in relationships; and it happens best in relationships which are characterized by personal respect and caring responsiveness.  Thus, respect is carried throughout relations between staff and children; staff and parents; staff, college students, and faculty; and among staff, Laboratory School and Instruction.  Together we are the Department.

The staff is selected based on their professional preparation; their ability to interact with warmth, personal respect, individuality, positive support, and responsiveness with children and adults; their ability to provide opportunities for development of self-esteem, social competence, and intellectual growth.  Even though staff members are designated with professional titles, a team approach to classroom and curriculum planning is promoted.  Each staff member is responsible to all aspects of the program.  In addition, each classroom teaching team is fully integrated into the teamwork of the Laboratory School.

The parents of the children are an integral part of the lab school.  It is a goal to create between the parents and the staff a mutually supportive, rewarding and professional relationship.  We believe that the influence of parental involvement significantly contributes to the achievement, motivation, and overall development of the child.  Involvement through seminars, workshops, and social center-wide events provide parents and staff a common ground from which they can then, together, facilitate the growth of each individual child.

The professional teaching staff is supported by field workers, P&P students, student teachers, nursing students, teaching and administrative interns from local colleges and universities, community service volunteers from local high school and the college volunteer center.  Each adult student brings energy, enthusiasm, and enrichment to the program.

Educational Philosophy

Children learn in an environment which motivates them to want to learn.  This happens when they are allowed the greatest control over their own activities.  Curriculum is all that happens to the child while s/he is at the lab school every moment of the day, and it is generated from all people — staff, students, parents, and peers. The major commitment is to helping children learn.

Therefore, the educational philosophy of the program is an approach to working with young children that requires the adult to pay attention to two pieces of information: (1) what we know about how children develop and learn; and (2) what we learn about individual needs and interests of each child in the group.  However, age appropriate practice must not be overemphasized.  Instead, the program must adapt to individual diversity of all kinds.

Lev Vygotsky has provided us with a fresh perspective that emphasizes the vital connection between social relationships and learning.  His theory underscores the importance of adult-child and child-child communication in social and cognitive development. Teachers and parents — and the contexts they create — are seen as the primary means of fostering children’s development.   In a Vygotskian framework, children are capable of far more competent performance when they have proper assistance from adults.

It is our goal at the Glendale Community College Laboratory School to work together with parents and families to deeply support and nurture the development of each child.  The more we understand about the circumstances and experiences that are impacting each child, the more fully we can meet that child’s individual and unique needs.  Some of the ways we attempt to meet each child’s needs are:

1. Acceptance of children and families as they are, valuing their uniqueness and diversity.

2. Nurturing and supporting children through physical contact and provision of positive verbal reinforcement and facilitation of children’s self-understanding through provision of accurate, non-judgmental feedback on their behavior.

3. Maintenance of a secure environment through provision of clear, consistent limits for behavior and by clear, accurate explanations of behavior and events.

4. Encouragement for children to develop self-sufficiency through taking responsibility for themselves, their actions, and their environment.

5. Encouragement of clear communication, verbal expression of feelings, sensitivity to other’s needs and attunement to one’s own needs.

6. Assisting children to perceive their world holistically, recognizing the connection and interdependence among all things, valuing uniqueness and diversity.

7. Providing a stimulating environment, within which the child will grow intellectually, socially, physically, emotionally, morally, and creatively with an emphasis on self- worth.

If you are interested in your child attending the Glendale Community College Child Development Center, see below for pricing and day program application download. For photos of the center, please visit the Environments pages. 

Applications are processed in the order in which they are received; however priority is given to children of returning families, eligible California State Preschool families, GCC college students, and GCC faculty and staff. 

Glendale Community College Child Development Laboratory School:

The Glendale Community College Child Development Laboratory School is open to students, faculty and the community. Three sessions are available: Monday through Friday; Monday, Wednesday, Friday; or Tuesday, Thursday. All sessions are full day only. Children will be admitted into the five-day sessions first, followed by children whose parents wish them to attend only two or three days. The Day Program operates on a 12 month basis and is a self-supporting program funded by parent fees.

If you are interested in applying, please download and return the Interest Form as soon as possible; applications are processed in the order in which they are received. There is a $35 application fee for all community families. Further information at cdc@glendale.edu or (818) 240-1000 ext. 5665.

Early Head Start/Head Start

If you believe your family qualifies for Early Head Start/Head Start, please contact Pacific Clinics directly here.

Part-Day California State Preschool Program

Our Part-Day California State Preschool Program (CSPP) has limited openings for eligible families. If you believe your family qualifies for funding based on income qualification, please click California's state income schedule to verify. To be considered, please complete our Interest Form to join the CSPP waitlist.

CSPP Enrollment Process:

Enrollment is determined by the California Department of Education's (CDE) priorities. When a spot becomes available, we will contact families from the waitlist based on these enrollment priorities. Click here to learn more about CDE's Eligibility Criteria.

NAEYC:

Check out Find Child Care & Preschool by NAEYC for advice on finding a program that will best fit your family's needs. We encourage families to set up a tour of our Child Development Center before applying by emailing cdc@glendale.edu or calling (818) 240-1000 ext. 5665. We look forward to meeting you!

Tuition Fee Schedule 2024-2025 

GCC COLLEGE COMMITMENT TO CREATING & UPHOLDING AN ANTI-RACIST AND ANTI-BIAS LEARNING ENVIRONMENT FOCUSED ON DIVERSITY, EQUITY, & INCLUSION (College Diversity, Equality, & Inclusion Webpage) 

When should I apply for my child to attend?

As soon as possible! As soon as you know you are expecting a child you can fill out an application form and be placed on the waiting list. Click on the Tuition and Fees tab for an Application.

How does the waiting list work?

Applications are filed in the order they are received; however returning families, GCC students, and GCC faculty are given priority in that order. 

When can I expect to get into the program?

Each year we complete enrollment in April/May for the following school year beginning in August. At this time we fill each classroom with returning families, then move on to our waitlist. If you are called from the waitlist, you will have 24 hours to accept your spot for the upcoming school year before we move on to the next family. Being an NAEYC accredited center and a PITC demonstration site means that we are a desirable program with a long waiting list. We try to accommodate as many families as possible but our spaces are limited.

What are the ages of the children you serve?

The Center has four classrooms ranging in age from 6 months to 5 years (kindergarten eligibility).

What does it mean to be a laboratory school?

As part of Glendale Community College, we work closely with the faculty and students in the Child Development Department. College students are given various assignments to be carried out in the children's classrooms under the supervision of the Early Childhood Educators. These assignments may include observations, environmental set ups, and implementing lesson plans. College students are supervised at all times by staff and are cleared for mandatory vaccinations. 

What are the teacher's qualifications and experience?

The Early Childhood Educators in each classroom hold teaching permits through the state of California and have degrees from Associate's to Master's. Many of the teachers have been at the Center for over ten years. 

The GCC Laboratory school has a partnership with Pacific Clinics Early Head Start/Head Start which benefits our center in many ways.

This partnership provides breakfast, lunch and snack for the children and staff at a modest monthly fee. Not only does this free families from having to pack lunch, it also exposes the children to a variety of foods across a variety of cultures while meeting their nutrition needs. Meals can even be customized to meet allergy or cultural needs of the family.

For families, EHS/HS has provided parenting workshops and resources pertaining to health, safety and development of young children. Each year, EHS/HS provides a eye and ear screening for any family who would like their child to participate. As a partnership site, select spots are held for families who qualify for child care assistance through Early Head Start/Head Start. Please contact Pacific Clinics Head Start for more details.

EHS/HS also sponsors workshops for the center staff. Center staff have attended trainings and workshops in ITERS/ECERS, DRDP, CLASS, nutrition and health, child abuse recognition and reporting, curriculum and other topics that help them meet their professional growth hours requirements for their teaching permits and provide them with information and experiences to enhance their teaching practices. 

As a facility set up for college students to learn, Glendale Community College Child Development Center is perfect for visitors, providing unobtrusive viewing of a program that respects children. This observation is supported in two ways. The facility is organized as clusters grouped around the central lecture classroom. All children’s classroom windows and doors are one-way glass which allows students to view children, activities and environments from the inside, wrap around corridors. The close proximity between instruction and practice supports a natural connection between the infant toddler development classes and the laboratory school. In addition, an observation room provides 4 monitors that allow observation into the four indoor and outdoor learning environments of children from 1.5 to 5 years of age. All rooms are equipped with microphones to allow sounds of the classrooms and instructional yards to be included in the observation experience. 

A visit to the Program for Infant Toddler Care Demonstration Site includes a personalized tour by WestEd’s Program for Infant Toddler Care's Infant Toddler Specialist Coordinator, including discussion and reflection of implementation strategies. It also includes access to relevant handouts that pertain to the PITC Program Policies and a question answer time with the Program Director and classroom infant care teachers.

If you have questions or would like to set up a visit, you can reach the PITC Infant Toddler Specialist Coordinator, Constance M White at 909-228-8237 or cwhite@wested.org

GCC is accredited by the National Association for the Education of Young Children. This means we have voluntarily undergone a comprehensive process of internal self-study, invited external professionals to verify compliance with the academy's criteria for high-quality early childhood programs, and been found to be in substantial compliance with the criteria. A copy of the criteria can be obtained from NAEYC or from the Lab School office. According to the NAEYC, the Lab School meets the standards for a high-quality early childhood program, a rare and distinct honor. NAEYC defines a high-quality early childhood program as one that provides a safe and nurturing environment while promoting the physical, social, emotional and intellectual development of young children.

In accredited programs you will see:

• frequent, positive, warm interactions among adults and children
• planned learning activities appropriate to children's age and development, covering all developmental and curricular areas
• specially trained teachers
• enough adults to respond to individual children
• many varied age-appropriate materials
• a healthy and safe environment for children
• nutritious meals and/or snacks
• regular communication with parents who are welcome visitors at all times
• effective administration
• ongoing, systematic evaluation

Child care centers and Family child care homes in the state of California must be licensed by the Department of Social Services, Community Care Licensing Division. The Child Care Licensing Program licenses and monitors Family Child Care Homes and Child Care Centers in an effort to ensure that children are provided a safe and healthy environment.

• You must be licensed if you care for children from more than one family and who are not related to you.
• You don't need a license if you care for your children (or those of a relative), and children from only one other family.

The regulations pertaining to the health and safety of children in care are contained in the California Code of Regulations, Title 22, Divisions 2, 6, and 12 (Laws and Regulations).

License #191226062 and #191225998