Douglass Psychology Child Study Center

The Douglass Psychology Child Study Center is a University childcare center designed to provide a wide range of enriching and recreational activities in an environment that is conducive to discovering joy in learning and developing a positive self-image for every child. The Center is dedicated to promoting research in early childhood education and development and supports these endeavors through active participation in research studies conducted at the University.

We believe that each child is a unique individual and that as such, individual children may acquire knowledge about the world in different ways, and in fact, may excel in different areas. This is a key component of Howard Gardners multiple intelligence theory:
We are not all the same; we do not all have the same kinds of minds (that is, we are not all distinct points on a single bell curve); and education works most effectively if these differences are taken into account rather than denied or ignored. (Gardner, Howard, p. 91 in Intelligence Reframed)
Therefore, the school curriculum should provide positive learning experiences that encompass various ways of learning such as visual, sensory, and auditory; as well as providing an environment that is rich in different learning materials. The curriculum should be diverse and offer learning experiences in math, science, social studies, writing, reading, music, art, social skills, and cultural tolerance. The NJ Core Curriculum Content Standard and the Early Childhood Education Program Expectations: Standards of Quality require this diversity as do guidelines for developmentally appropriate practice according to the National Association for the Education of Young Children (NAEYC).
With this in mind, the role of the teacher and the school is to provide a safe, child-centered environment in which children may develop to their fullest potential socially, physically cognitively, emotionally, and linguistically. Children have the right to be respected as individuals with individual needs and the teacher-child relationship should reflect this right. Teachers should not attempt to pigeon-hole students into one particular style of learning. Similarly, children have the right to be respected by their peers and must be given the opportunity to contribute to the learning experiences of the classroom and the school. The school will recognize that children are valued individuals within their home communities and that they bring their unique experiences to the school community as a whole. The unique experiences of contributions of each child will be valued and looked upon as additional learning opportunities for the school as a whole.