{"id":20,"date":"2018-10-25T11:14:12","date_gmt":"2018-10-25T15:14:12","guid":{"rendered":"http:\/\/www.montclair.edu\/ben-samuels-childrens-center\/?page_id=20"},"modified":"2023-10-27T10:53:46","modified_gmt":"2023-10-27T14:53:46","slug":"about-us","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/ben-samuels-childrens-center\/about-us\/","title":{"rendered":"About Us"},"content":{"rendered":"<div class=\"link-list\">\n<ul>\n<li><a href=\"#mission\">Our Mission<\/a><\/li>\n<li><a href=\"#history\">Our History<\/a><\/li>\n<li><a href=\"#philosophy\">Our Philosophy<\/a><\/li>\n<li><a href=\"#services\">Services We Offer<\/a><\/li>\n<li><a href=\"#hours\">Hours<\/a><\/li>\n<\/ul>\n<\/div>\n<h2 id=\"mission\">Our Mission<\/h2>\n<p class=\"p1\">The mission of the Ben Samuels Children&#8217;s Center at 精品成人福利在线 University is to be a model of excellence in inclusive early care and education of children from birth through five years.\u00a0 The Center is committed to examining and implementing the best practices of teaching and learning in a nurturing environment where all children learn, play and grow together.<\/p>\n<p class=\"p2\">In support of this mission, we have created a community where:<\/p>\n<ul class=\"ul1\">\n<li class=\"li2\">Children of differing abilities, needs, cultures, ethnicities, means and family structures are provided with developmentally appropriate activities and services, and where families, staff and university students understand and embrace the value of that diversity.<\/li>\n<li class=\"li2\">Families of children enrolled in the Center are provided with support, assistance and resources in the care and education of their children.<\/li>\n<li class=\"li2\">Future generations of professionals who care for children are educated through research, observation and hands-on experiences of the best practices in early childhood education and development in an inclusive environment.<\/li>\n<li class=\"li2\">Center faculty and students engage in observation and reflection relating to child development, early education, inclusive learning and other related areas.<\/li>\n<\/ul>\n<h2 id=\"history\">Our History<\/h2>\n<p><span class=\"normal\">The Ben Samuels Children&#8217;s Center, which opened in September 2005, brought together three longstanding and proud programs:<br \/>\n<\/span><\/p>\n<ul>\n<li>The Demonstration Program began in the late 1960s when the Department of Communication Sciences and Disorders saw an educational need for children who had severe communication disorders. It was influenced by the fields of speech-language pathology and learning disabilities as it pioneered cutting-edge practices, and encouraged the community to do the same. By 1990 it was providing special education for three to five year olds with significant communication and regulation disorders. Many of these children showed developmental patterns that were consistent with the spectrum of autism. This strongly transdisciplinary program was influenced by the Developmental, Individual-differences, Relationship-based (DIR) approach developed by psychiatrist Stanley Greenspan and psychologist Serena Weider who were in turn influenced by occupational therapist and psychologist Georgia DeGangi and others.<\/li>\n<li>The Jeffrey Dworkin Early Intervention Program began in 1981 when the Department of Communication Sciences and Disorders saw the need to extend the work it was doing to children under the age of three. By the late &#8217;90s it was providing early intervention services to families in western Essex County in their homes and in other places where very young children and their families typically spend their time. This program was influenced by the field of early intervention that, as a whole, stresses family-centeredness, consultative transdisciplinary practices, and working in the naturally occurring environments and routines of families.<\/li>\n<li>The Child Care Center was opened in Feb 1989 under the Division of Student Development and Campus Life primarily as a service for the students of the University. The original Child Care Center was a one-room schoolhouse serving 20 children ages two and a half to six years of age. As the need for additional child care services became evident, the Center grew and expanded to meet those needs. It became a recruiting and retention tool for attracting students, faculty and staff to 精品成人福利在线 University\u00a0and began providing early care and education employment opportunities for 精品成人福利在线 University students, as well as observation and fieldwork opportunities for students majoring in education.<\/li>\n<\/ul>\n<p><span class=\"normal\">The process for bringing these programs together began in 1994 with a group of faculty members studying inclusion of children with disabilities in general education settings, with the support of a grant from the New Jersey Network for Educational Renewal. This inclusion task force proposed several recommendations, one of which was the creation of the Ben Samuels Children&#8217;s Center as a premier inclusive early childhood care, education, and professional development facility. Through the support of President Cole, The College of Education and Human Services, The Center of Pedagogy, The University Foundation and many generous donors we opened our doors in September of 2005.<\/span><\/p>\n<h2 id=\"philosophy\">Our Philosophy<\/h2>\n<p class=\"p1\">Our philosophy is based on how we know learning occurs.\u00a0 This knowledge is rooted in decades of research about child development, inclusive education and early learning.\u00a0 We believe that everyone in the Center community \u2013 children, families, staff, and university students and faculty \u2013 is poised for growth.\u00a0 We grow together through collaborative inquiry, reflection, and interactive and nurturing relationships.\u00a0 As each of us grows, so does our community.<\/p>\n<p>Essential components of the Center&#8217;s philosophy are that:<\/p>\n<ul class=\"ul1\">\n<li class=\"li2\">Understanding and embracing diversity \u2013 differing needs, abilities, cultures, ethnicities, means and family structures \u2013 is crucial for the healthy development of individuals, organizations and our society.<\/li>\n<li class=\"li2\">Embraced diversity is evident in the interactions among children, families, employees and the community.<\/li>\n<li class=\"li2\">All children have the potential to and are capable of constructing their own understandings.<\/li>\n<li class=\"li2\">Curriculum emerges out of what children and other members of the community bring to the Center.\u00a0 Children come with experiences and interests influenced by their lives.\u00a0 Our curriculum explores, extends and builds on their experiences to help children gain new insights.<\/li>\n<li class=\"li2\">Trusting, long-term relationships are essential to growth.<\/li>\n<li class=\"li2\">Beautiful, inspirational environments are essential to learning and encourage involvement, discovery and the use of a variety of media.<\/li>\n<li class=\"li2\">A transdisciplinary team \u2013 of educators, psychologists, speech-language specialists, occupational and physical therapists and music therapists \u2013 plans, implements and assesses for learning.\u00a0 This approach uses insight from these interrelated areas to maximize children\u2019s growth.<\/li>\n<li class=\"li3\">The process of learning, for individuals and groups, is documented through observation, recording and reflection on experiences.\u00a0 Documentation makes learning visible.<\/li>\n<\/ul>\n<p class=\"p3\">Our philosophy is informed by a broad range of theory and practice.\u00a0 Key components include:<\/p>\n<ul>\n<li><strong>Deweyan Democratic Education\u00a0<\/strong>\u2013 John Dewey saw democracy as more than a style of government.\u00a0 He held that the essence of democracy is inclusiveness, where everyone is recognized, utilized and rewarded, both as an individual and as a member of society.\u00a0 He believed that the purpose of education is to help develop personally fulfilled, but socially responsible, effective citizens; and that education is \u201ca process of living and not (merely) a preparation for living.\u201d\n<ul>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.minerva.mic.ul.ie\/vol1\/dewey.html\" target=\"_blank\">John Dewey<\/a><\/li>\n<\/ul>\n<\/li>\n<li><strong>Constructivism\u00a0<\/strong>\u2013 Constructivism holds that throughout life individuals create, or\u00a0<em>construct<\/em>, their own evolving knowledge through interaction between what they already know and believe, and the ideas, people, events and activities they encounter.\u00a0 Learners gain knowledge through active involvement, rather than through passed down information.\u00a0 Active engagement, inquiry, problem solving and collaboration with others characterize learning. Instead of merely dispensing knowledge, teachers guide, facilitate and explore alongside learners, always questioning, challenging and helping them formulate their own ideas, opinions and conclusions.\n<ul>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.sedl.org\/pubs\/sedletter\/v09n03\/construct.html\" target=\"_blank\">Is It Constructivism?<\/a><\/li>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.ericdigests.org\/1999-3\/theory.htm\" target=\"_blank\">Constructivism in Teacher Education: Considerations for Those Who Would Link Practice to Theory<\/a><\/li>\n<\/ul>\n<\/li>\n<li><strong>Developmentally Appropriate Practice (DAP)\u00a0<\/strong>\u2013 DAP, created by the National Association for the Education of Young Children (NAEYC ), is \u201ca framework of principles and guidelines for practice that promotes young children\u2019s optimal learning and development.\u201d\u00a0 Here are the basic principles:\n<ul>\n<li>Developmentally appropriate practice requires both meeting children where they are\u2014which means that teachers must get to know them well\u2014and enabling them to reach goals that are both challenging and achievable.<\/li>\n<li>All teaching practices should be appropriate to each child\u2019s age and developmental level, attuned to each as a unique individual, and responsive to the social and cultural contexts in which each child lives.<\/li>\n<li>Developmentally appropriate practice does not mean making things easier for chil\u00addren. Rather, it means ensuring that goals and experiences are suited to their learning and development and challenging enough to promote their progress and interest.<\/li>\n<li>Best practice is based on knowledge\u2014not on assumptions\u2014of how children learn and develop. The research base yields major principles in human development and learning. These principles, along with evidence about curriculum and teaching effectiveness, form a solid basis for decision making in early care and education.\n<ul>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.naeyc.org\/DAP\" target=\"_blank\">Developmentally Appropriate Practice (DAP) Introduction<\/a><\/li>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.naeyc.org\/files\/naeyc\/file\/positions\/PSDAP.pdf\" target=\"_blank\">Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8<\/a><\/li>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.naeyc.org\/files\/naeyc\/file\/positions\/Spanish%20DAP%20position%20statement%20%281%29.pdf\" target=\"_blank\">Pr\u00e1ctica Apropiada para el Desarrollo en Programas para la Primera Infancia para la Atenci\u00f3n de Ni\u00f1os desde el Nacimiento hasta los 8 A\u00f1os de Edad<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><strong>Early Childhood Inclusion<\/strong>\u2013 Early childhood inclusion, according to the joint position statement of NAEYC and the Council for Exceptional Children&#8217;s Division of Early Childhood (CEC\/DEC), \u201cembodies the values, policies, and practices that support the right of every infant and young child\u2026, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society.\u00a0 The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.\u00a0 The defining features of inclusion\u2026 are access, participation, and support.\u201d\n<ul>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.naeyc.org\/files\/naeyc\/file\/positions\/DEC_NAEYC_ECSummary_A.pdf\" target=\"_blank\">Early Childhood Inclusion: A Summary<\/a><\/li>\n<\/ul>\n<\/li>\n<li><strong>Developmental Individual-Differences Relationship-Based Approach (DIR\u00ae\/Floortime)\u00a0<\/strong>\u2013 This model uses a framework that helps clinicians, parents and educators conduct, fully assess, and develop a program tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental challenges.\u00a0 The objectives of the\u00a0<em>DIR\u00ae\/Floortime<\/em>model are to build healthy foundations for social, emotional, and intellectual abilities rather than focusing on specific skills and isolated behaviors.\u00a0 Developed by Stanley Greenspan and Serena Weider, this approach focuses on the central role of emotional development and how it affects and is affected by all other aspects of development. It is based on the idea that every child is a unique individual and that each child&#8217;s interactions in relationships and family patterns are key factors in development and growth.\n<ul>\n<li><span class=\"s1\"><a rel=\"noopener noreferrer\" href=\"http:\/\/www.icdl.com\/dir\" target=\"_blank\">What is DIR\u00ae?<\/a><\/span><\/li>\n<\/ul>\n<\/li>\n<li><strong>The Reggio Emilia Approach\u00a0<\/strong>\u2013 The Italian town of Reggio Emilia has established a worldwide reputation for excellence in early childhood education. Theirs is a socio-constructivist model.\u00a0 It is influenced by the theory of Lev Vygotsky, which states that children (and adults) co-construct their theories and knowledge through the relationships that they develop with other people, and from their experience of the surrounding environment.\u00a0\u00a0 The approach sees each child as a strong and capable central character in her or his own learning.\u00a0 The approach is distinguished by the important role research plays in learning and teaching.\u00a0 The expressive arts are central to this approach and there is a unique reciprocal learning relationship between teacher and child. Detailed observation, and documentation of learning and the learning process, takes priority over the final product. Finally, the Reggio model is highlighted by a strong relationship between school and community and a remarkable program for professional development.\n<ul>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.ltscotland.org.uk\/Images\/ReggioAug06_tcm4-393250.pdf\" target=\"_blank\">http:\/\/www.ltscotland.org.uk\/Images\/ReggioAug06_tcm4-393250.pdf<\/a><\/li>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.education.com\/magazine\/article\/Reggio_Emilia\/\" target=\"_blank\">What is Reggio Emilia?<\/a><\/li>\n<\/ul>\n<\/li>\n<li><strong>Multiple Intelligences<\/strong>\u00a0\u2013 First developed by Harvard professor Howard Gardner<em>,\u00a0<\/em>the theory of multiple intelligences holds that rather than just one form of intelligence, one IQ, there are a number of forms of intelligence some of which include\u00a0<em>verbal\/linguistic, logical\/mathematical, visual\/spatial, interpersonal, musical,\u00a0<\/em>etc.\u00a0 Though Gardner views the various intelligences independently, he sees them as interrelating and complementing each other as individuals solve problems.\u00a0 For example, for a dancer to excel she needs 1) strong musical intelligence to understand the rhythm and variations of the music, 2) interpersonal intelligence to understand how she can inspire or emotionally move her audience through her movements, and 3) bodily-kinesthetic intelligence to provide her with the agility and coordination to move beautifully.\n<ul>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.ericdigests.org\/1998-1\/multiple.htm\" target=\"_blank\">Multiple Intelligences: Gardner&#8217;s Theory<\/a><\/li>\n<li><a rel=\"noopener noreferrer\" href=\"http:\/\/www.infed.org\/thinkers\/gardner.htm\" target=\"_blank\">Howard Gardner, multiple intelligences and education<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2 id=\"services\">Services We Offer<\/h2>\n<p><span class=\"normal\">The Ben Samuels Children&#8217;s Center at 精品成人福利在线 University provides inclusive early care and learning for approximately 200 children who are between twelve weeks and five years of age. Among its services are child care, early intervention for infants and toddlers, and inclusive special education services for preschoolers. Its forty-five plus professional staff members work closely with faculty members and actively participate in the pre-service development of 精品成人福利在线 University students by offering guided observations, supervised clinical hours and mentoring.<\/span><\/p>\n<p>The Center is a hybrid of child care and education. There are three infant, four toddler and five preschool classes. Most classrooms have between twenty and twenty five percent of children with identified disabilities.<\/p>\n<p>The facility includes two indoor gyms and wide hallways that are used for indoor gross motor play. The large park-like lawn that surrounds the building has four playground equipment areas and plenty of open space.<\/p>\n<p>Among the staff is a music therapist who work with the classroom teaching teams to infuse arts into the classroom curriculum.<\/p>\n<p>Support staff including speech-language specialists, occupational and physical therapists and assistants provide direct service to children\/families who attend through their local school district or supported pre-school and consultative support for classroom teams.<\/p>\n<p>The presence of 精品成人福利在线 University faculty and students further enhances the services provided.<\/p>\n<p><span class=\"normal\">If your child needs these types of services please let us know so that we can best assist you. Therapeutic services are in addition to our childcare.<br \/>\n<\/span><\/p>\n<h2 id=\"hours\">Hours<\/h2>\n<p><span class=\"normal\">The center is open from 7:30 a.m. to 6:00 p.m.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Our Mission Our History Our Philosophy Services We Offer Hours Our Mission The mission of the Ben Samuels Children&#8217;s Center at 精品成人福利在线 University is to be a model of excellence in inclusive early care and education of children from birth through five years.\u00a0 The Center is committed to examining and implementing the best practices [&hellip;]<\/p>\n","protected":false},"author":37,"featured_media":196,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-20","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/ben-samuels-childrens-center\/wp-json\/wp\/v2\/pages\/20","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/ben-samuels-childrens-center\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/ben-samuels-childrens-center\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/ben-samuels-childrens-center\/wp-json\/wp\/v2\/users\/37"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/ben-samuels-childrens-center\/wp-json\/wp\/v2\/comments?post=20"}],"version-history":[{"count":4,"href":"https:\/\/www.montclair.edu\/ben-samuels-childrens-center\/wp-json\/wp\/v2\/pages\/20\/revisions"}],"predecessor-version":[{"id":352,"href":"https:\/\/www.montclair.edu\/ben-samuels-childrens-center\/wp-json\/wp\/v2\/pages\/20\/revisions\/352"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/ben-samuels-childrens-center\/wp-json\/wp\/v2\/media\/196"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/ben-samuels-childrens-center\/wp-json\/wp\/v2\/media?parent=20"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}