Program Philosophy
The primary goal at the Manchester Family Child Development Center is to offer children a safe environment in which to grow, learn, and collaborate. This is best promoted by engaging children in a variety of learning experiences that are primarily self directed, but enhanced by the role of teacher as facilitator, researcher, partner, and guide. Within this framework, and in small classes of 12-15 multi-aged children, we strive to meet the needs of families in our community. Based on our mission and on our belief about how children learn, and supported by the developmental theories of Dewey, Montessori, Piaget, Erikson, Vygotsky, Bruner, Gardner, Katz, and inspired by the Reggio Emilia approach to Early Childhood education, we embrace the following philosophical principles:
- Each child is capable and unique in his/her abilities, and is entitled to be treated with respect and individual consideration.
- Growth and learning happen best when learners feel safe, nurtured, valued, and challenged.
- Growth and learning are interactional processes, on-going and life-long, reflecting experiences, environment, and interactions with others.
- Learning is an ACTIVE process that happens best when the learner is pursuing his/her own interests through personal motivation and curiosity.
- An optimal learning environment is aesthetically pleasing, comfortable, and offers interesting, meaningful, and stimulating materials that allow a child to feel successful with current understandings and excited to meet the challenge of new possibilities.
- Children learn from one another, watching those more competent and helping those less skilled, as they engage in meaningful and interesting activities together.
Reggio Emilia
The Center is inspired and challenged by the methods in the preprimary schools in Reggio Emilia, Italy. We do not strive to duplicate what has evolved in Reggio over the last three decades, but rather to interpret the theories inherent to their approach into a method that reflects our own unique culture and practices. More detailed information about the Reggio Approach and our unique interpretation is made available during our annual New Parent Orientation. Written materials and a suggested reading list are included in this Admission Packet.
Guidance and Discipline
An important goal in guidance and discipline is to help each child develop a sense of self-control and autonomy. Our commitment to human dignity and respect dictates our philosophy on guidance and discipline in the classroom. We do not use authoritarian methods of controlling children such as yelling, issuing orders or spanking. We strive to help children understand that there are consequences to their actions, and help them understand the necessity for rules. We believe that children can speak for themselves, and under the close guidance of teachers, can solve conflicts and disagreements. We believe that children who feel confident and capable of solving problems in a fair and meaningful manner will internalize rules of cooperative behavior, and will follow these rules because they want to, not because we are forcing them to do so.
Of course, safety and the rights of all children are always paramount. There are times when children must be stopped from what they are doing immediately. In such cases we act immediately and provide explanations later.
Time outs are not used at M.F.C.D.C. It may be necessary; however, to remove a child from a situation in which persistent aggression is occurring. When necessary, this removal takes place immediately after the transgression and with a minimum amount of attention being given to the transgressor (other than a clear explanation for why he or she needs to be removed from other children). The child will be allowed to rejoin the group as soon as she or he is able to regain control and the teacher can ensure the safety of all children.
Research and Observation
The Center is a research and practicum site serving USD faculty, staff, students and alumni. All research projects to be carried out in the center will be cleared first through USD's Human Subjects Review Committee. If your child is a potential subject to be included in a research project you will be fully informed in advance of the purpose and procedures involved in the planned study, and your written consent will be obtained before the study begins. You may choose to keep your child from participating in any study without consequences to you or your child's participation at the Center. Children also have the right of refusal.
From time to time you will encounter students observing at the Center as well as working at the Center. Students in the classroom are always under the visual supervision of one of our staff members.
All visitors to the Center, including observers, must check in with an office representative before being allowed access to the classrooms.
Grievance Policy
A parent who wishes to report or discuss a grievance concerning any aspect of the program shall request a meeting with the Director. The Director will attempt to address the concern in an expedient manner, and will discuss the grievance as appropriate with individual staff members, the staff as a whole, or the Dean of the School of Leadership and Education Sciences. The parent will be provided with a written summary of follow-up to the grievance. If at any time the parent feels that the Director is not addressing his or her concerns, that parent should contact Dr. Paula Cordeiro, Dean, in the School of Leadership and Education Sciences.
