The Department of Human Development and Family Studies, College of Human Sciences, operates a Child Development Research Center (CDRC) which provides educational/developmental programs for approximately 80 families with children from birth through five years of age. The CDRC serves as a site for instructional experiences for university students who work with children in laboratory, student teaching, and practicum courses. In addition, the Center provides interdisciplinary research opportunities for faculty and graduate students.
The CDRC is accredited by the National Academy of Early Childhood Program Accreditation. The Academy is a division of the National Association for the Education of Young Children (NAEYC), the nation’s largest organization of early childhood educators. The CDRC is also licensed by the Texas Department of Protective and Regulatory Services (TDPRS) and serves as a Rising Star Vendor for Child Care Services.
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Child Development Research Center
TTU Campus | 15th Street and Akron
Texas Tech University
Lubbock, Texas 79409-1230
Phone | (806)742-3016
Fax | (806)742-4210
E-mail | firstname.lastname@example.org
The Christine DeVitt & Helen DeVitt Jones Child Development Research Center believes that children develop to their highest potential in a nurturing atmosphere which fosters mutual respect and an appreciation for the uniqueness and capabilities of the individual.
Thus one of our primary goals is to provide an individualized developmental program for each child we serve, including mildly and moderately handicapped children and children from culturally and socioeconomically diverse backgrounds. Using the High/Scope curriculum, a widely recognized successful approach to early education, children are encouraged to be “active learners,” to have daily opportunities to decide what they want to do. The fundamental premise is that children learn best from experiences which they plan and carry out themselves. Thus the role of the teacher is to build upon each child’s existing strengths and accomplishments, using their activities as the springboard for further development. Through individual, small group, and large group experiences, teachers initiate activities designed to meet the needs of every child involved, with an emphasis on facilitating the development of the total child--physical, social, emotional, and cognitive.
Learning through play, through exploring the environment, and through interacting with others are essential components. Children progress at their own pace as they are supported and encouraged to participate in both child-selected and adult-initiated activities. In order to further the children's knowledge, these experiences are usually incorporated into bi-weekly thematic units appropriate to the needs and interests of the children.