Philosophy

The Texas A&M Children's Center is dedicated to providing the highest quality developmental care for each child in a stimulating, secure and caring learning environment. The staff establishes positive personal interaction, nurturing each child's growth and education. We plan for all areas of a child's development and education: cognitive, emotional, social, creative, and physical. Individuality is acknowledged and respected as each child explores a child-centered environment at her or his own pace. A strong sense of identity and competence are developed as children are helped to feel good about themselves, their abilities, and uniqueness. The Center recognizes the need for working closely with families to achieve these goals.

We believe that young children learn best through play and exploration of a variety of materials and environments. This is facilitated by the teacher, who structures the classroom environment and schedule of activities to provide many and varied interesting options in which children can participate individually, in small groups and as a class. Each classroom is organized with centers for creative art, literature, science, dramatic play, cognitive, small and large motor development.

We believe that for preschoolers, reading and writing readiness are achieved through experiencing books, stories and language in a variety of meaningful ways (including whole language and phonics) and by using writing as a tool of self-expression individually and in groups.

Children develop and learn in the context of their families and community. We create a stimulating, accepting, and nurturing environment by establishing collaborative relationships with families. These emphasize mutual respect, cooperation, frequent two-way communication, and shared decision-making roles in the program.

The mission of the Children's Center is to promote access to higher education through affordable, accessible, quality developmental child care for university parents. We assist parents to achieve their educational and career goals; strengthen the recruitment, retention, and graduation of students, particularly non-traditional, underrepresented, and at-risk students; and support the university's research, teaching, and community service goals.

• We provide services and programs to attract, serve and retain a diverse population of students by serving those of low-income and others for whom lack of child care is a barrier to education.
   
• We provide high quality child care which is affordable and accessible.
   
• We provide an educational program that is culturally and developmentally appropriate for the children served, and which facilitates children's physical, cognitive, social and emotional growth.
   
• We provide parent education and parent involvement opportunities.
   
• We provide meaningful employment and training opportunities for students who support themselves while achieving their education.
   
• We provide field research and observation opportunities for students to accommodate the instructional, research, service interests of academic divisions.
   
• We serve as a model in the community for quality child care by maintaining standards for accreditation by the National Association for the Education of Young Children.
   
• We believe that the university, as an institute of higher education, is expected to provide an early childhood program of high quality to serve as a model throughout the community and state.

We are committed to creating a learning environment for children in which every child can develop a strong self-identity and comfort with diversity. Young children begin to notice differences at a very early age. We embrace an age-appropriate curriculum that makes every effort to reflect the diversity of our community and world in a way that expresses complete respect for ethnicity, gender, age, class, family structure, and physical ability.

During the course of the year, we:

• Present children with material from different cultures and ethnic groups.
   
• Talk about children who belong to many kinds of families, (e.g., single parent, blended, nuclear, extended, adoptive, gay and lesbian, multi-racial).
   
• Present images of women and men in roles that challenge the prevailing stereotypes.
   
• Include curriculum materials that portray older people and physically challenged people in ways that encourage children to relate to them with respect and appreciation.

In all of our work with children, we begin with the premise that the role of the teacher is to help children explore their world in an open-minded and exploratory way. The teacher presents alternatives, asks thought-provoking questions, and gently guides children to think critically. We are happy to share our resources with you, and/or to discuss any ideas or comments you want to share.

Home | About the Center | Information for Children Center's Families | Prospective Families
Employment | Benefactors | Student Involvement | Parents' Corner
FAQs | Página de Ayuda en Español | Contact Us
© Becky Gates Children's Center