University of Hawai'i at Manoa
Children's Center
Mission:
The mission of the University of Hawai‘i at Mänoa Children's Center is:

· to provide quality early childhood education services for students, faculty, and staff at the University of Hawai‘i at Mänoa which represents the best of current practice; and,
· to provide training and educational experiences for the development of competent and nurturing teachers/caregivers of Hawai‘i's young children.

The Children's Center enables non-traditional students to complete their educational goals by providing quality child care services for students with young children. The Children's Center also serves as a practicum site for programs related to early childhood education and provides a model of quality care for the broader community.
Goals:
The Children's Center is a program devoted to serving the diverse children and families of the University and the broader early childhood community. Five goals guide our work.

Our primary goal is to provide a program for children that delivers consistent, high-quality early childhood education/child care services. The Children's Center follows a developmental approach that focuses on the whole child: cognitive, physical, social, emotional, and creative. We emphasize the importance of a safe and healthy environment. We recognize that children need to interact with their physical environment and have "hands-on" experiences in order to understand themselves and the world they live in. The curriculum encourages children to be participants in their own learning and to pursue their unique interests within the classroom community. Play with a variety of activities and materials are an essential part of each child's day.

Within the setting, the social interactions between children and staff encourage children to develop an understanding of themselves and others that is characterized by warmth, mutual respect, and sensitivity to the individuality within each of us. Our staff facilitates interaction among children that encourages self-esteem, social competence, language development, and intellectual growth.

Our second goal is to work in partnership with families to support the needs of children and to educate and support the families of young children. The Children's Center provides a vital service for University students, faculty, and staff, enabling them to meet educational and career goals, knowing that their children are in good care. Children belong to families and only when home and school work together can we nurture children while supporting the needs of other family members. Through open communication, family involvement, and family education we form a partnership on behalf of the children.

Our third goal is to promote the professional growth of early childhood educators. We are part of a learning institution which trains leaders in Hawai‘i's early childhood community. Recognizing this, the Children's Center strives to create a program which consistently demonstrates what current research recommends as the best care and education for young children. Our staff members are committed to lifelong learning. This may come in the forms of attending or providing training opportunities, participating as contributing members in Hawai‘i's early childhood community, and constantly reflecting in our teaching so that we may improve. Fostering the development of prospective or new teachers is an important part of our role as professionals.

Our fourth goal is to develop and enhance mutually beneficial relationships with others within the University community as well as in the broader community. The Children's Center interfaces with various departments in the University community as well as others beyond the Mänoa campus. It has formal affiliations with the College of Education and the College of Tropical Agriculture and Family Resources. We currently provide a setting for the training of students from various academic departments as well as a setting for researchers interested in children or families. Families and children are becoming an increasingly important workplace issue and focus of study. Collaboration with other University departments and community organizations enhances the services we provide our families while supporting the growth of other groups.

Our final goal is to model quality multicultural early childhood education. We are committed to modeling a program which reflects the most current research in our area of expertise. Diversity is a characteristic of the staff and families at the Children's Center. We provide a setting where visitors can observe a program with international representation.
About the Staff:

Staff Qualifications and Experience
All teachers at the Children's Center meet or exceed state licensing standards for teachers of young children. Each classroom teaching team consists of a Demonstration Teacher or Lead Teacher and an Associate Teacher. Demonstration Teachers have at least a Bachelor's Degree in Early Childhood Education, Elementary Education or Child Development/Family Resources and an additional 24 credit hours in Early Childhood Education and other courses directly related to working with young children. Lead and Associate Teachers have at least a Bachelor's Degree in early childhood education or a related field that includes 12 credit hours in Early Childhood Education and other courses directly related to working with young children.

In addition to the classroom teachers, our program staff consists of an Educational Coordinator. The Educational Coordinator has a graduate degree in early childhood education and many years of experience in early childhood education. She/he oversees the educational (parent and child) components of the Children's Center.

The Administrative staff of the Children's Center includes a Director and an Administrative Officer. The Director has a graduate degree in Early Childhood Education, graduate level coursework in school administration, and experience teaching and administrating early childhood programs. The Director has the overall responsibility for the policies and programs of the Children's Center. Our administrative staff can help you with any questions involving enrollment, tuition and fees, policies, and procedures.

Professional Ethics
Staff members at the Children's Center are committed to ethical standards of conduct prescribed by the "Code of Ethical Conduct" from the National Association for the Education of Young Children (NAEYC) as well as the State of Hawai‘i "Ethics Guide for Elected Officials, Employees, Members of Boards, and Commissions." The NAEYC "Code of Ethical Conduct" states responsibilities of the early childhood professional to children, families, colleagues, and the community and society.

Ethics Guidelines for State Employees
In accordance with the State of Hawai‘i "Ethics Guide for Elected Officials, Employees, and Members of Boards and Commissions", Children's Center employees may not solicit or accept money, gift certificates, or expensive gifts from families as Christmas or appreciatory presents. Small token gifts of appreciation - less than $10 in value - can be accepted by staff members.

Student Assistants, Interns, and Parent Workers
Because the Children's Center is a laboratory setting, many students come to work in the Center each semester. College student workers, participants, and parents work in the center on a part-time basis. They supplement the staff, enrich the program, and allow teachers to work closer with children. Each semester, some of these students leave the program and others join us. We endeavor to keep a consistent, limited number of regular participants with each classroom for the entire semester. Student and parent workers and participants are oriented to the program and given guidelines for their participation to enable them to contribute to children's experience.
Philosophy:
Our philosophy of early childhood education begins with a child-centered approach. The Children’s Center seeks to create a learning environment and experiences appropriate to the typical development of toddlers and preschool aged children in all areas of their development: physical, emotional, social, cognitive, and creative. We also recognize that each child is a unique individual and that we need to respond and plan for the differences in needs and abilities within the children of any one group. Play has a central place in the Children’s Center curriculum. It is through child-initiated, child-directed, teacher-supported play that children interact with and learn about their world.

We believe that young children learn through play. Children at play are engaged in active exploration and interactions with adults, other children and materials. They are not judged by adult standards such as finished products or "correct" solutions. These are inaccurate indicators of whether learning has taken place. Instead, play allows children to be intensely invested in their own learning. Play provides a dynamic, interactive, and integrated process through which important communication, thinking, motor, and social skills are fostered. These are the skills that lay the foundation for formal education. Most importantly, children who learn through play perceive learning as a meaningful and enjoyable experience. This emphasis on play is reflected throughout the center.

We believe that a rich and stimulating learning environment is essential to an early childhood program. In any classroom, you will find a learning environment organized into various interest centers. Children play with concrete and relevant objects such as paints, blocks, pretend play props, water or sand, and books. Our playgrounds, too, reflect the need for children to explore and manipulate. They offer sensorial, active, pretend, and constructive play opportunities for young children. Materials and objects for any one group of children are selected to provide for the developmental range of interests and abilities of the children within the group. As the children grow and develop, teachers change the material and experiences in a program to meet children's needs for increasing complexity and challenge.

We believe that teachers are facilitators. Our teachers are sensitive listeners, observers, questioners, clarifiers, and problem-solvers, assisting children while allowing them to own the learning. We provide various opportunities for children to communicate within a learning community. We also recognize that children learn though trial and error and that children's misconceptions reflect their developing thoughts. They need time and space to explore independently. They also need to know that their work is important. Teachers show this by providing support and encouragement, by listening to and valuing children's ideas and feelings, by asking them questions, and helping children to clarify their thoughts. Finally, learning how to make friends and function as a member of a group is very important. Teachers facilitate children's social development by providing limits and clear expectations, by responding to children respectfully, and by assisting children in resolving their conflicts.

We believe that parents and teachers form an important partnership on behalf of each child. We believe that parents have both the right and the responsibility to share in decisions about their child's care and education. Teachers come to the partnership with knowledge and expertise in child development and early childhood education. Parents bring a unique understanding of their child. The mutual sharing of information and insights enables us to work together in fostering your child's development. Sharing of information can also help us to recognize and acknowledge differences in our points of view so that we can minimize confusion for your child as he or she moves between the home and school environment.

We believe that children should be provided with materials and experiences that recognize the diversity of the group we serve. The Children's Center serves an international population. Children at our school come from all around the world. The one common quality that can be recognized within our school is that of diversity. We welcome all children and families and provide an opportunity to enrich the lives of children by supporting the integrity of each child's family. We invite families to understand and appreciate the similarities and differences among us and to extend their experiences to include knowledge of the ways of other families who share our learning community. Our open-ended approach to curriculum creates opportunities for children to talk about and compare experiences and invites families to participate in the program.
Sample Schedule:

The typical day at the Children's Center is a blend of learning activities and routines. While the particular length and complexity of activities in each group's daily schedule varies, all programs are essentially similar in the kinds of experiences and routines children experience each day.

Arrival
Children begin the day anywhere between 8:00 a.m. and 9:00 a.m. Parents and children are greeted in their respective classrooms or playgrounds by teachers. Teachers assist parents and children to comfortably make the transition from home to school.

Morning Snack
Morning snack may start between 9:00 a.m. and 9:30 a.m.. Children and teachers sit together and eat a nutritious snack consisting of cereal and milk. Snacks are served family style, and children are encouraged to serve themselves and help clean their spaces after the snack.

Morning Activity Time
The morning activity time includes small and large group activities, independent indoor activities, and independent outdoor activities. Formal groups are relatively short in length. A majority of children's time is spent in independent activities in the classroom and on the playground. During these times, children play in a variety of learning centers.

Small and Large Group
Children gather with their teachers for music, discussion, story reading, creative movement, and other directed learning activities. The length of group times (5 to 20 minutes) and the size of the group (6-20) varies from class to class depending on the age and temperament of the individual children. Typical activities in the toddler program would include songs, fingerplays, and movement. In the older children's groups, graphing, discussion, dramatization, and other more complex activities may take place during formal group times.

Independent Indoor Activities
The indoor activity time lasts approximately an hour. Teachers act as observers and facilitators, assisting children with their explorations and problem-solving. Children play in the various learning centers with blocks, construction toys, dramatic play materials, books, sensory materials, art media, games, science materials, puzzles, writing equipment, cooking activities, and puppets. They select and change activities according to their pace and interest.

Independent Outdoor Activities
Outdoor play takes place in the many different play zones on the playground. Like indoor activity time, children are free to choose play experiences and to change their activities according to their own pace. In our outdoor environment, children are engaged in physical play, sensory play, science explorations, construction play, social play, and creative art activities. Some of the equipment and activities available include: water, sand, mud, tricycles, balls, swings, slides, climbing equipment, balancing activities, games, gardening, art activities and carpentry. The animals and plants that are part of the ecology of the playground are also an interest of the children.

Lunch
Between 11:00 a.m. and noon, children and teachers sit together family style and eat a nutritious lunch prepared by Sodexho. Before lunch, children wash their hands while tables are sanitized and the meals are delivered to the classrooms. Conversation is an important part of lunch. There are many topics of discussion including nutrition, children's interests, and current events in children's lives and the classroom. Again, children are encouraged to try different types of foods, to serve themselves, and to clean up after meals.

Rest Time
Young children in group settings need time to relax and rest their bodies (even when they think they don't). All children rest each day. This is a pleasant time of day that is relatively short. Children rest on blankets or mats brought from home. Shades are drawn and quiet music is played as teachers rub children's backs or sit near them to help them to relax. Children are discouraged from disturbing others resting. No child is required to fall asleep. Children are encouraged to lay on their blankets and rest their bodies quietly.

Sunscreening and Quiet Activities
Children who have not fallen asleep or who wake up early put away their blankets. Sunscreen is applied and children play with quiet table activities or read books while the group wakes up.

Afternoon Snack
Children and teachers sit family style and eat a nutritious snack consisting of bread and cheese, or yogurt and fresh fruit.

Afternoon Activity Time
The afternoon activity time, like the morning activity time, is between a two and two and one half hour block consisting of small or large group times, independent indoor activities and independent outdoor activities. Usually, this takes place between 2:00 p.m. and 5:00 p.m., but the period is somewhat flexible to the children's sleeping habits on any given day. Sometimes teachers may carry over activities that children engaged in during the morning, while on other occasions different activities will be planned for the afternoon.

School Closes
Any children remaining after school is formally closed at 5:00 p.m. will be brought to the office. The supervisor on duty will notify parents and a late charge will be assessed.

A Special Note About Story Reading
Stories and good children's literature occupy an important place in our day. Children encounter many transitions as they move from one part of the schedule to the next. We seize these opportunities to introduce children to the wonder and joy of reading books and telling stories. In each classroom, children are read to several times as part of their daily routine.
Program Description:
The Children’s Center strives to deliver the best possible program for children. The program follows the guidelines for quality established by the National Academy of Early Childhood Programs.

Up to 80 children, ages two to five may be enrolled each semester in one of our five classrooms. The program operates on the same calendar as the rest of UH Månoa. The school calendar is on the inside cover of this handbook. Lunch and two snacks are provided each day and meet nutrition standards established by the U.S.D.A. Child and Adult Food Program. Full-time, part-day, and part-week enrollment options are available to University students.

As part of the University community, the Children’s Center is a site for students, faculty, and the community members to observe good practice in early childhood education and to conduct research. The Permission Form you signed during the enrollment process permits these individuals to observe, photograph, or video-tape children and activities in the school for use in school projects. Research projects will not be conducted without your knowledge.

Non-Discrimination Policy
Families are welcomed from all ethnic, racial, and national backgrounds. There is no discrimination against families or children based on background, race, color, creed, or gender or disability.

Group Size and Staff Child Ratio
Group size and staff child ratio are among the most significant factors in creating a high quality early childhood program. Young children thrive when group size is relatively small with enough consistent, trained teachers.
Hours of Operation:
When Fall and Spring courses are in session, the program operates as follows:

• The Poni and ‘Øma‘oma‘o Programs offer an 8 hour program. Parents can choose from an 8:00 a.m. to 4:00 p.m. or 9:00 a.m. to 5:00 p.m. schedule. An extended hour of care can be purchased for an additional charge.

• The Høkü, Ånuenue, Moana and Polü Programs operate from 8:00 a.m. to 5:00 p.m.

• The office is open between 7:30 a.m. and 5:30 p.m..
Curriculum:

Young children are learning all the time and from all of their experiences. The questions that teachers address are: How, when and in what ways should teachers facilitate this natural process? Knowledge of child development and curriculum, and skill in observation and assessment are the tools which we use to thoughtfully plan curriculum and design the program. The Children’s Center focuses on the whole child and provides a variety of experiences.

Teachers build upon children’s existing interests and motivation and provide a wide range of experiences. Teachers nurture curiosity, help children understand the world, and develop positive feelings towards learning. We begin with the premise that the better young children know, appreciate, and understand their physical and social environment and themselves, the better they will be able to respect and care for themselves and others.

At an age appropriate level every child experiences curriculum to develop:

• independence in caring for him/herself and willingness to ask for help when needed;
• physical strength and coordination, and joy in physical activity;
• confidence in relationships with other children and caring adults;
• positive self-concept and self-esteem, and empathy for others;
• oral and written language and communication skills, and the disposition to use these abilities;
• thinking and problem-solving and joy in discovery; and,
• creative means to express ideas.

The Ongoing and Spontaneous Curriculum
The Children’s Center features two approaches to curriculum planning. The ongoing and spontaneous curriculum is what happens on a day-to-day basis. Teachers arrange the basic learning environment based on their observations of children in relationship to the developmental domains stated above. Learning centers will very often have the same basic kinds of equipment regardless of the age group. But teachers may create new challenges or opportunities by adding to or changing the materials in the classroom and on the playground. Often, changes are the result of ideas originating from the children. Toddler teachers might notice an interest in collecting bugs and start a terrarium. Sometimes, teachers will observe children reaching a developmental milestone. Teachers of 4-year-olds might observe that children are experimenting with letters in the writing center and will provide “special words” or include children in generating a shopping list for a cooking activity. The spontaneous and on-going curriculum emerges along with children’s interests and budding abilities. This is very important in all programs, but forms the core of the Children’s Center program for 2-year-olds and 3-year-olds.

Focused Curriculum
In our 3- through 5-year-old programs, teachers also organize learning experiences around areas of focus or investigation. Older preschoolers are able to sustain interest in a topic over several weeks and are hungry for more in-depth information and exploration. When teachers observe that children are interested and ready for more long term explorations, focused curriculum is added to the on-going and spontaneous curriculum.

Focused planning involves selecting a topic and organizing appropriate learning activities around the knowledge to be gained through discovery. Teachers may choose to study something the children are interested in. They might also decide that a topic such as “Family” which important and will be able to generate interest in the children.

Depending on the topic, an investigation can be integrated into learning centers or small and large group activities. For instance, if “Family” is the focus, books about families might be added to the library, a family member matching game to the manipulative center, or various kitchen and home props to the pretend play area. Group time activities might include songs about the members in different families or the jobs family members have at home, putting together a book of pictures from home featuring each child’s family, or inviting a parent to share a favorite dinner recipe.

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