Early Learning Center

 

To offer high-quality care and education of young children and their families.
As an NAEYC accredited program, the AUELC provides a developmentally appropriate curriculum that is based on research regarding how children grow, learn, and develop as active learners. The implementation of this curriculum is overseen by head teachers and the director who are faculty members in the Department of Human Development and Family Science. Teachers with advanced degrees in Child Development or Early Childhood Education prepare individualized plans for their classrooms that address intellectual, emotional, physical, and social development. In addition to the needs of the children, parental needs are considered through home visits, parent teacher conferences, parent workshops, an observation booth, as well as other parenting resources.

To provide training and education to college and university students who will work with young children and families.
The Center serves as a laboratory and internship site for Auburn University students who work under the supervision of head teachers and the director. Undergraduate students hone their skills and attain practical experience in the classroom. Head teachers act as mentors to both graduate and undergraduate students. Undergraduate students create and implement lessons with the guidance and approval of their supervising head teacher. Daily meetings between laboratory students and the head teacher are held to discuss the events of the day and children's growth and needs. Internships are available in both teaching and preschool administration.

To conduct and support scholarly research efforts that expand understandings of how children and families grow and develop.
Auburn University faculty and graduate students who are interested in studying issues related to children's growth, development, and family relationships conduct approved research at the center. A large observation booth overlooking the classrooms with state of the art audio/video capability is available for research purposes. Undergraduate and graduate students play an integral role in the research conducted by faculty.


To work collaboratively with community members and other early childhood development professionals and programs in expanding the availability of high-quality early care and education.
The director and teaching staff of AUELC serve as teachers and mentors for childcare workers on the local, state and national levels. Presentations at conferences, workshops at local information and referral agencies and in-service centers, and at childcare centers and nursery schools are all venues for outreach.

 

The curriculum at AUELC is based on research that shows that children learn best by 'doing' and re-creating their understanding of the world. The role of the teacher is to help children increase their understandings by supporting their explorations and gently challenging their misconceptions.

Helping the child develop social skills is of prime importance. Research shows that children who do not acquire adequate social skills by the age of five have an extremely difficult time developing them later. Children are encouraged to take leadership as well as follower roles. They are supported in their efforts to solve their social conflicts independently.

Children are offered many opportunities to read, write, count, reason, create and use their muscles during the day within the context of play. Activities are set up to allow children of many different developmental levels find success and satisfaction. For example, restaurant dramatic play may allow children to read menus, write menus and take orders, count cookies or money, try on the roles of patron, cook, and server. Children are encouraged to act as independently as possible.

The daily schedule allows for periods of active involvement and quiet reflection. Children are encouraged to make choices throughout the day. The day begins with a 'center time' where several interesting activities and choices are offered. These choices may include activities such as art, cooking, language and writing experiences, reading, science exploration, math games, blocks, dramatic play, woodworking, and manipulative activities eg. Legos, tinkertoys, etc. After 'center time' the children gather for a group time which may include music, dance and movement, stories, games and/or discussion depending on the age and interests of the children. Children sit together to have snack which they usually have prepared themselves during center time. Outside time follows on the playground. A separate story time is often included following outside play. The day generally ends with table activities that may include journal writing, table games, small toys, or art.