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.
