Wayne State University

Warrior strong
Login
Search

College of Education College of Education

Early Childhood Center

Established in 1957 as a teacher preparation and research center, the Wayne State University College of Education Early Childhood Center (COE-ECC) offers preschool programs for 2 1/2 to 5-year-old children with options for before- and after-school care. Student teachers in elementary/early childhood education and special education/early childhood education curricula have a required semester of student teaching at the COE-ECC as part of their teacher preparation program.

Great start collaborative logo
Early learning program logo
Great start readiness program logo
  • Adult-Child ratio

    For classrooms with an enrollment of 16 children, there is an adult-child ratio of 1:8. For classrooms with an enrollment of 18 children, there is an adult-child ratio of 1:9. Each classroom is staffed with one lead teacher and one assistant teacher.

  • Curriculum/Assessing children and IEPs

    The curriculum at the College of Education Early Childhood Center (COE-ECC) is based on children's interests and is guided by the framework provided by the Michigan Department of Education's Early Childhood Standards of Quality for Prekindergarten. Experiences that support the social, emotional, linguistic, cognitive and physical development of the individual child are addressed throughout the day.

    Components of the approach include:

    • Children are involved in structured investigations about real world topics. The topic for investigation may be generated by children or by teachers.
    • Investigations are done over a period of time. Some may last a day or two and some may last several weeks. Encouraging children to investigate on their own timeline, allows them to make the most of their learning.
    • Emphasis is placed on "learning how to learn" rather than simply learning a collection of facts and skills. Children are provided multiple opportunities to develop individual questions for the investigations.
    • Children and teachers work together to research the topics under investigation and find ways to share what they have learned.

    The COE-ECC incorporates these ideas using the Project Approach (Katz & Helm, 2001). In the classrooms you will see evidence of the Project Approach as:

    • Children participate in whole and small group projects that incorporate their interests where they are encouraged to explore, discuss, and research topics. These extended learning experiences offer children the opportunity to revisit, reflect, plan, and develop new understandings. Consequently, the curriculum is flexible and evolving, changing as children's interests and understandings change.
    • Children communicate their knowledge/ideas/understandings through symbolic representations (e.g., drawing, painting, singing, dancing, writing, talking, etc.). These forms of expression are used to enhance children's cognitive, linguistic social, emotional, and physical development.
    • Teachers document, interpret, and evaluate children's thinking and learning using photographs, transcriptions of conversations, and children's symbolic representations. This documentation is used by teachers and children as a tool for reflecting upon what the children are learning as they participate in project work; and
    • The learning environment is viewed as the "third teacher" and is carefully organized to encourage exploration and communication among children, teachers, and parents (Cadwell, 1997).

    Assessing Children & IEPs - Individualized Education Program

    Assessing Children

    Children's growth and development are assessed through the portfolio process. A portfolio is a collection of work samples, photos, and anecdotal observations that have been carefully selected to represent the growth of the whole child (including efforts, progress, and achievements) over time. This form of authentic assessment does not disrupt a child's play in the classroom. In fact, in an early childhood classroom using authentic assessment, there should be no distinction between teaching and assessment.

    The contents of children's portfolios include:

    • Anecdotal Observations
    • Work Samples
    • Photographs
      • Writing Samples
        "This is How I Write My Name" (monthly)
        Informal Collection of Writing
    • Drawing Samples
      • "Draw a Person" Samples (3 - 4 times a year)
        Informal Collection of Drawing
    • Developmental Checklists
    • Creative Curriculum Developmental Continuum for Ages 3 - 5

    The Creative Curriculum Developmental Continuum is a checklist used by teachers three times per year. This checklist is used along with the contents of the portfolio to report a child's growth and development. The Creative Curriculum Developmental Continuum assesses the following:

    • Social/Emotional Development
      • Sense of Self
      • Responsibility for Self and Others
      • Prosocial Behavior
    • Physical Development
      • Gross Motor
      • Fine Motor
    • Cognitive Development
      • Learning and Problem Solving
      • Logical Thinking
      • Representation and Symbolic Thinking
    • Language Development
      • Listening and Speaking
      • Reading and Writing

    Additional developmental checklists are used to assess the following:

    • Cognitive and Social Levels of Play
    • Stages of Block Building
    • Stages of Symbolic Development in Art
    • Stages of Written Language Development
    • Directionality of Writing
    • Science Skills
    • Mathematical Skills

    IEPs - Individualized Education Program

    IEPs are individualized education programs designed to meet the unique needs of children who have been identified as having a disability and needing special education and related services. The IEP process is as follows:

    • Child is identified as possibly needing special education and related services.
    • Child is evaluated.
    • Eligibility for special education and related services is decided.
    • Child is found eligible for services.
    • IEP meeting is scheduled. Participants include the parents and the school staff.
    • IEP meeting is held, and the IEP is written.
    • Services are provided.
    • Progress is measured and reported to parents.
    • IEP is reviewed.
    • Child is reevaluated at least every three years.

    Each child's IEP is different. The document is prepared for that child only. It describes the individualized education program designed to meet that child's needs.

  • Food program and food from home

    Lunch and a morning and afternoon snack are served. Care is taken to ensure that snacks are nutritious and appropriate portions are served. The program follows the dietary guidelines of the USDA Child and Adult Food Program. Food substitutions are made for children with allergies or to honor families' personal preferences. Food restrictions are posted in the kitchen and in all classrooms.

    Snack and lunch menus are posted in the kitchen, reception area, and in each classroom. A copy of the menu is sent home on a monthly basis. Families who do not opt for the catered food service are required to send in a lunch from home.

    Providing a healthy, nutritional lunch is important for children's growth and development. An article in The Detroit Free Press provided good information for parents about packing children's lunches.

    A Guide to Packing Children's Lunches Taken from Detroit Free Press, August 15, 2005

    Ingredients for a healthy lunch

    • A sandwich
    • Canned of fresh fruit
    • Veggies like baby carrots or celery
    • Skim or low-fat milk in a single-serving container, or low-fat yogurt
    • Something fun, like a granola bar or low-fat pudding

    How to build a healthy sandwich

    • The outside: whole-grain bread, bagel or tortilla
    • The inside: lean meat, tuna, low-fat cheese or peanut butter
    • For extra flavor: spicy mustard or ketchup
    • Go light on: mayonnaise
    • Pile on the extras: lettuce, tomato slices, green pepper and cucumber

    Source: Healthy Kids, Healthy Weight, Eastern Michigan University

    Tips for parents

    • Let your kids help make lunch. They're more likely to eat it if they have some say in the menu and preparation.
    • Keep lunches cold for food safety by using an ice pack.
    • When it comes to treats, less is better. Keep the portions small and the number of servings few.
    • For beverages, stick to water, milk or an 8-ouce or less serving of juice. Look for 100% fruit juices that have added vitamin C. Chocolate milk is an option for children who don't like white milk.
    • Make things easy for young kids. Slice up fruit and vegetables. Open those cans of fruit with the tab and transfer the food to a small plastic container that your child can easily open.
    • When choosing lunch meat, opt for those lower in fat, preferably containing less than 30% fat.
    • Let your kids see how important healthy eating is by eating healthy yourself. If you don't want your kids eating junk food, don't keep it in the house. If it's there and they're hungry, the kid will eat it.

    Source: Nutrition Experts

    Snack and lunchtime are considered a social time, a time to practice self-help skills, and a time to be exposed to healthy eating. Teachers facilitate conversations among children. Children are encouraged to serve themselves and clean up their snack/lunch items. They are encouraged to sample a variety of foods but are not forced to eat anything they do not want.

    All uneaten perishable foods are thrown away. Any non-perishable foods that have been opened and exposed to the air are also thrown away.

    Food from Home Policy

    Food that comes from home for sharing among the children must be either whole fruits or commercially prepared packaged food in factory-sealed containers. Homemade baked goods or meals are not allowed.

  • Mission and philosophy

    Mission Statement

    The goal of Wayne State University College of Education Early Childhood Center (COE-ECC) is to provide a safe, nurturing, child-centered environment with a high-quality educational program that serves diverse children, families, student teachers, practicum students, and staff.

    Philosophy

    The COE- ECC's philosophical beliefs are based upon standards established by the National Association for the Education of Young Children, knowledge of child development, theories of child behavior, and acceptable best practices for educating young children. Three important components of the program are:

    • Understanding children's play and the teacher's role in guiding and facilitating cognitive, social, emotional, and physical development through play.
    • Building relationships with children and families through dialogue, understanding, and interactive experiences.
    • Encouraging children to make decisions while learning and to understand how their decisions affect others.
    • Guiding children through through teacher-planned, child-initiated activities based on children's interests. These activities enhance children's skills in all areas of development.

    Our philosophy is based on the following:

    • All children have the right to be accepted, respected, and embraced as competent (Edwards, Gandini, & Forman, 1998).
    • Children are continuous learners and learn best within the context of family, culture, and community (Bredekamp & Copple, 1997).
    • Children construct knowledge by active participation with real materials and the environment (DeVries,1994).
    • Play is essential in developing the cognitive skills of children (Smilansky, 1990).
    • Development of the "whole child" with a focus on promoting social, emotional, cognitive, and physical development (Hendrick, 2001).
    • Assessment of children should be on-going, reflective of children's experiences, and occur within the context of daily classroom activities. (Bredekamp & Rosegrant, 1992).
    • Children's family/cultural backgrounds broaden the curriculum for all children (Bredekamp & Copple, 1997).
    • Collaboration between families and teachers supports the development of the child and home-school relationships (Bredekamp & Copple, 1997).
    • Continuous professional development of teaching staff promotes program quality (High Scope, 1998).

    These beliefs give purpose to our program and define our practice.

    The classroom is viewed as an extension of the program's philosophy. Our goal is to provide an environment that is safe, accessible, interesting, child-centered, and reflective of diversity. The role of the adults in the environment is to reflect the philosophy of the program. They provide nurturance, guidance, and experiences to maximize children's total development.

  • Non-Discrimination policy

    The COE-ECC admits all eligible children regardless of race, color, handicap, nationality, or religious background.

  • Policies, discipline, guidance, illness/medication, handwashing, nap time, and outdoor play

    Discipline Policy

    Guidance of Young Children's Behavior

    Young children are learning many things about themselves and others. At times, their behavior indicates a need for guidance to help them acquire an understanding of the consequences of their actions, their feelings, and those of others. Such behavior may include:

    • Losing emotional control (tantrums, yelling, etc.).
    • Hitting, biting, pushing, and/or throwing objects.
    • Refusing to cooperate or follow a directive.
    • Using "intentionally" hurtful words.
    • Testing or breaking rules "intentionally or unintentionally".

    Children are not excluded from school on the basis of their behavior. For children exhibiting challenging behaviors, teachers and families will work together to develop strategies to address the inappropriate behaviors.

    The guidance method used by staff is:

    Conflict Resolution

    Conflict Resolution is the method staff will use to handle disputes between children. Conflict Resolution is a problem-solving approach used by teachers or parents to help young children learn to resolve differences. With this method, children discuss and resolve disputes with the help of an adult or child mediator, and they are encouraged to discuss what happened and reach an agreement about how to solve their problem.

    Six Steps of Conflict Resolution (Evans, 2002):

    Steps 1 & 2: Supporting Feelings

    The first two steps in problem solving encourage children to express their strong feelings.

    1. Approach Calmly, Stopping Any Hurtful Actions
      • Calmly approach children who are having problems.
      • Stop hurtful actions and words.
      • Place yourself between children, on their level.
      • Use calm body language to soothe children and convey your neutrality: comforting gestures, eye contact, soft voice, supportive facial expression.
    2. Acknowledge Children's Feelings
      • State feelings concretely.
      • Reframe children's hurtful words as you acknowledge feelings.
      • Let children know you need to hold any objects in dispute.
      • Watch for signs that children have fully expressed their feelings then move on with problem solving.
      • If necessary, acknowledge feelings throughout the problem-solving discussion.

    Steps 3, 4, 5 & 6: Supporting Children's Solutions

    In the last four steps, children take the initiative in finding a solution. These steps are the "thinking" part of problem solving.

    1. Gather Information
      • Ask children questions about the conflict.
      • Listen for each child's perception of the problem so that you can repeat or restate relevant details for the children to consider.
      • Key roles in this step listen neutrally; void taking sides or forming opinions about the situation.
    2. Restate the Problem
      • Repeat back what the children have said, reframing any hurtful words and resisting any judgments or quick solutions.
      • If children correct your statement, then restate the correction.
    3. Ask for Ideas for Solutions and Choose One Together
      • First, ask children involved in the dispute for solutions.
      • Next, ask children nearby for ideas.
      If children are not agreeing on a solution:
      • Tell them that you have an idea, and ask if they want to hear it.
      • Give limited choices.
      • Tell the children you will need to decide the outcome. (This is absolutely a last resort and is rarely necessary).
    4. Be Prepared to Give Follow-Up Support
      • Give support to children's ideas and efforts by making a simple affirming statement.
      • Stay nearby briefly, as children re-engage in their activities. This way, you are available to help if there is any confusion about the solution or if unresolved feelings flare up once again.

    Source: Evans, B. (2002). You can't come to my birthday party! Conflict resolution with young children. Ypsilanti, MI: High/Scope Press.

    The following methods are not used by staff:

    • Physical punishment such as hitting, shoving, or spanking.
    • Mental or emotional punishment such as humiliation, shaming, or threatening.
    • Depriving a child of meals, rest, or necessary toilet use.
    • Confinement of a child in an enclosed area such as a closet or locked room.

    Please inform a teacher or the center director if you witness questionable treatment of a child.

    Illness/Medication Policy

    Illness Policy

    To protect other children and adults from illness, children should be kept at home if he/she has any of the following symptoms:

    • Diarrhea
    • Vomiting
    • Fever of 100Ëš or more
    • Heavy nasal discharge
    • Eye discharge
    • Ear discharge
    • An unidentified or contagious rash

    If a child is running a temperature of 100 degrees or more, they must stay home until they have been fever-free for 24 hours.

    By law, a child who has a contagious disease must stay home from school. Parents inform the center when their child has a contagious disease and keep the center posted on his/her condition. The most common contagious illnesses among preschoolers are strep throat, pinworm, ringworm, viral infections, ear and gland infections, measles, mumps, chicken pox, and scarlet fever.

    If a child becomes ill during the school day, he/she will be removed from the classroom and made comfortable. Parents are contacted to come and take the child home. If parents cannot be contacted, staff will attempt to contact the person(s) listed on the Child Information Record. In the event of a medical emergency or an accident requiring more than first aid care, the child will be taken to Children's Hospital.

    Illness Exclusion Policy

    Children will be excluded from the program when they have a communicable disease. They will be readmitted when a doctor determines that they are no longer contagious.

    Parents who have opted to not have their child immunized will be asked to keep their child at home if a vaccine-preventable disease occurs in the program. The child will be readmitted after the incubation period for the disease has expired.

    Staff uses the following guidelines to determine when to call parents:

    When you should call the child's parents

    Adapted from materials developed by Washtenaw County Human Services Health Division. Reprinted with permission.

    Parents, childcare providers and caregivers often ask, "When should you call the parents in case of illness or accidents?"

    Here are six possible reasons to call a parent and ask if the parent can come to be with the child as soon as possible.

    1. Fever
      • If a child has a temperature of 100 degrees F (taken by mouth).
      • If a child has a temperature of 99 F (taken under the arm).
    2. Diarrhea
      • If a child has two (2) loose or watery stools, even if there are no signs of illness, call the parents.
      • Exception This may occasionally by caused by new foods a child has eaten, but call the parents to find out if this is the likely cause.
    3. Vomiting
      • Any vomiting is a reason to call a parent.
    4. Rash
      • If the child develops any rash, call the parent.
    5. Crying and Complaining for a Long Time
      • Any time a child is not "herself" or "himself" and is complaining about discomfort or is just cranky and crying more than usual for that child.
    6. Injury
      • Call the parent and inform them of any accidents that are more than just minor bumps or scraps.
      • If the injury is serious, call the parent and follow the procedure for medical emergencies (see p. 21).

    Medication Policy

    Prescription medication for a child is given to the teacher along with a MEDICINE CONSENT FORM. The medication must be in its original container. The container must have the child's name, the name of the medication, the doctor's name, the dosage, and how many times per day it is to be given. The staff cannot give over-the-counter medication.

    Medicine will be administered according to the doctor's directions as written on the label and only if the child will take the medicine willingly. If the child will not take the medicine willingly, the parent must administer it.

    Medication Administration Procedure

    Staff follows the proper practices of medication administration. The practices are as follows:

    • Verify that the right child receives the correct medication by double-checking the name on the medication container.
    • Verify the dosage as prescribed on the medication container.
    • Verify the right time for administering the medication by double-checking the Medicine Consent Form.
    • Verify the right method of administering the medication as detailed on the medication container.
    • Record the date and time medication was given.

    Allergies

    Parents are to inform the teacher of any allergies the child has. This is particularly important in the case of food allergies. Allergies and food restrictions are posted in the center's kitchen and the classroom for staff reference.

    Handwashing Procedure

    Upon entering the classroom, staff, children, and parents will wash their hands. After this initial washing, hands will be washed throughout the day as needed. The handwashing procedure is as follows:

    • Turn on warm water.
    • Wet hands with water.
    • Apply liquid soap.
    • Wash hands well for at least 10 - 15 seconds. Rub top and inside of hands, under nails, and between fingers.
    • Rinse hands under running water for at least 10 seconds.
    • Dry hands with clean, disposable paper towel.
    • Turn off water using the paper towel.
    • Throw the paper towel into a lined trash container.

    Nap Time

    As required by the Michigan Department of Human Services (DHS) Licensing Rules, a Nap/Rest Time must be provided for children who are in care for 5 or more continuous hours. Nap Time is from 12:20 1:45 p.m.

    It will take some time for children to get comfortable sleeping in a group with other children. Here are some helpful suggestions for parents:

    • Talk to your children about nap time at school. Tell them that everyone needs to lie down and take a rest. Reassure them that they do not have to sleep, but they do have to rest on their cot and be quiet so as not to disturb children who do want to sleep.
    • If your child likes to cuddle, send in a stuffed animal or doll that can be kept in their locker and brought out at nap time.
    • If your child likes to look at books, send in a special book each day that can be kept in their locker and brought out at nap time for them to read quietly on their cot.
    • Send in a family photo or several photos that we can keep in your child's mailbox. Nap time is typically the time that children talk about missing their family. Giving children photos of their family to look at as they lay on their cots seems to comfort them and help them relax.

    Bedding for Nap Time

    The centers provides a cot for each child's exclusive use. It is the parent's responsibility to:

    • Provide a pillow and a sheet or blanket that is sent to school on Mondays.
    • Label all bedding with their child's name.
    • Take home and launder their child's bedding on Fridays.

    Outdoor Play Policy

    Outdoor play enhances all areas of development. The director has the responsibility of determining if weather conditions permit outdoor play. The following guidelines will be used:

    • The length of outdoor time may vary depending on the temperature.
    • There will be no outdoor time if the temperature is 25 degrees Fahrenheit or lower.
    • Wind chill factor will be taken into consideration.
  • Procedures, arrival/departure, communications, enrollment and, transitioning children

    Arrival/Departure Safety Procedures

    Arrival at school and separating from parents is frequently a difficult transition for young children. Parents and teachers can make this time easier by helping children transition to the classroom.

    For safety purposes, parents (or other adults) are required to sign-in their child upon arrival and sign-out their child at dismissal.

    Parents must inform the teacher if someone else is going to pick up a child. The person is required to show photo identification. A copy of their photo I.D. is made and put in your child's file. Children will not be released to people who are not listed on the Child Information Record (BRS-3731).

    Importance of Promptness

    The educational program begins at 8:30 a.m. Children who arrive to school on time get the benefit of everything that is planned within the classroom. Each part of the day's routine is designed with specific goals for enhancing your child's total development and learning. Furthermore, when children are not picked up on time, they become anxious and begin to worry.

    Promptness is also important for all staff. In addition to providing a quality program for children, they have other responsibilities. They may be responsible for teaching courses, attending meetings, and working with student teachers or practicum students. After the dismissal of children, time is set aside for Lead Teachers to assist student teachers and practicum students with planning and to answer their questions.

    Communicating with Families

    Procedure for Welcoming Children and Families

    Upon accepting a position for a child, parents will be contacted to schedule an appointment for an initial interview with the child's teacher. At this initial meeting, parents will complete the paperwork for enrollment. This is also an opportunity for parents to have questions answered.

    The child comes with the parent on this day so he/she has an opportunity to meet the teacher and see the classroom before the first day of school. This initial meeting helps children become more comfortable with their new school and makes the first day of school less stressful.

    First Day of School

    The transition from being at home to being at school all day can be very stressful for children and their families. In order to ease the transition, parents are encouraged to talk to their child about what is going to happen at school and reassure her that they will be coming back to pick her up at the end of the day. The visit to the school with the child before enrollment also help him/her feel comfortable and ease the transition.

    Communicating With Families

    Communication between parents and teachers is very important. Many formal and informal opportunities are available for teachers and parents to exchange information about the curriculum and children's development and to update each other about children's recent experiences. These opportunities include but are not limited to newsletters, monthly parent meetings, notes from teachers/parents, calls from teachers/parents, and conversations during arrival or dismissal times. If parents need information translated into their native language, it is possible to have this done.

    Parent-Teacher Conferences

    Two formal parent-teacher conferences are scheduled for the school year. The first is the initial interview/conference that occurs at the time of enrollment. This is an opportunity for the parent to meet the teacher, ask questions about school routines and policies, and an opportunity for the teacher to become acquainted with the parent. The second parent-teacher conference occurs in April or May. At this conference, the teacher shares information about the child's growth and development and provides parents with a progress report. It is also an opportunity for the teachers to seek input from parents about the program and the child's development. In addition to these two formal parent-teacher conferences, progress reports will be sent home twice per year.

    If parents have any questions or concerns, they may request a meeting with their child's teacher at any time during the course of the school year by contacting their child's teacher and scheduling a time that is convenient.

    Enrollment

    Enrollment Records and Forms

    All enrollment forms and documents are completed and turned in before a child starts school. Families that do not turn in their paperwork will be disenrolled from the program.

    State of Michigan regulations require maintaining a medical record on each child and that all children have physical examinations within six months of admission. Immunizations must be up to date in order for a child to be admitted into any child care facility.

    Additional documents and forms are required for families receiving tuition assistance through the Great Start Readiness Program or the CCAMPIS grant. All forms must be completed and returned before your child begins school.

    Photo/Video/Digital Image Release

    Teachers frequently take pictures of children during classroom and school activities. Photographs help to document children's learning experiences in a visible way. They also encourage children to develop language skills as they recall and share their experiences with others. Teachers' and children's work and photos are used for educational training purposes. All parents will be given a PHOTO/VIDEO/DIGITAL IMAGE RELEASE FORM to fill out at the time of enrollment.

    Any photographs to be used for research or publication would require an additional written permission form from parents. A separate letter and release form is sent home for parents' approval.

    Confidentiality Policy

    The COE-ECC ensures that all information about children and families remains confidential. The center adheres to the National Association for the Education of Young Children's Code of Ethical Conduct.

    Payment Procedures

    The registration fee is due upon enrollment. Payments are due once a month and can be made by check, money order or credit card.

    Late Pick-Up Fees

    There will be a $5.00 charge for every 10 minutes after the contracted time. Occasional mishaps do happen and that is taken into consideration.

    Withdrawal Policy

    A written notice is required two weeks prior to withdrawing a child from the program. Parents who fail to provide this notice will be liable for payment for the two-week period following the last day of attendance.

    Exclusion from Program Policy

    Families will be excluded from the program when they:

    • Fail to provide all necessary enrollment documents and paperwork.
    • Fail to pay tuition in a timely manner.

    Transitioning Children

    Children who attend the COE-ECC for more than one year will remain with the same teacher unless parents request otherwise.

    A variety of transitioning activities are provided for children and parents who leave our program to go on to kindergarten. The following kindergarten transitioning activities for parents are planned collaboratively by the executive director, center directors, teachers, and parents:

    • A January parent meeting entitled "Transition to Kindergarten: Is My Child Ready?" Topics covered include What Factors Contribute to Children's Success in School? What Can Parents Do to Prepare Children for Formal Schooling? Transition to Kindergarten: How Can Parents Help Children Adjust? What are the Characteristics of a Good Kindergarten Classroom? Application Process for Schools of Choice in Detroit Public Schools, Public School Academies (Charter Schools), and Private Schools.
    • A March parent meeting entitled "Transition to Kindergarten: The Dialogue Continues". Guest speakers at this meeting include a kindergarten teacher and current and former parents of our program who have children in kindergarten. This is an open forum where parents can ask questions of the kindergarten teacher and the other parents.
    • Parents form groups and set up visits to various kindergarten programs rather than visiting the programs individually.
    • Formation of an email group and blog so that parents can network and have another forum to ask questions, discuss concerns, and support each other during this transition.

    The following kindergarten transitioning activities for children have been planned collaboratively by the executive director, center directors, teachers, and parents:

    • Classroom discussions about going to kindergarten.
    • Gathering children's questions/concerns about going to kindergarten.
    • Reading stories about going to kindergarten.
    • Engaging in conversations with a kindergarten classroom via mail, email, or Skype.
    • Inviting former students who are currently in kindergarten to come in and talk to the children about what it is like to go to kindergarten.
  • Program options

    The COE-ECC offers several preschool program options for 2 1/2 to 5-year-olds. The preschool program options are tuition-based unless families qualify under the Michigan Department of Education Great Start Readiness Program Grant (GSRP) or the Child Care Access Means Parents in School Grant (CCAMPIS).

    GSRP is a full-day (8:30 a.m. to 3 p.m.) program that is free of charge to families who meet the eligibility criteria established by the Michigan Department of Education (MDE). Children must be 4 years old by December 1 of the program year and parents/guardians must be able to document two eligibility factors in accordance with MDE guidelines.

    CCAMPIS is a full-day (8:30 a.m. to 4:30 p.m.) program that is free of charge to parents who are undergraduate students at Wayne State University and Pell Grant-eligible. Parents must be registered for a minimum of six credit hours during the academic year and maintain a GPA of 2.0.

    Preschool and tuition program options can be found in the Payment Procedures & Policies section of the Policies & Procedures page.

  • Staff

    The executive director has a master's in early childhood education and anelementary teaching certificate with an early childhood endorsement. The center director has a master's in elementary education and an elementary teaching certificate with an early childhood endorsement.

    Each preschool classroom is staffed by a lead teacher and an assistant teacher. Lead teachers are certified in Elementary Education with an Early Childhood Endorsement. Assistant teachers have either a Child Development Associate Certificate (CDA) or an Associate of Arts in Early Childhood, Preschool Education or Child Development, or 120 clock-hours of documented, formal childcare education offered by approved training organizations and approved by Michigan Department of Education staff.

    Additionally, the center has Wayne State University student assistants who assist in the classroom and in the office.

    Before they are hired, all staff must undergo a Department of Human Services clearance to insure they have not been accused of child abuse or neglect and a Michigan State Police ICHAT clearance to insure they have not been convicted of a crime.

  • Contact us

    University Tower Apt.
    4500 Cass, Suite 1
    Detroit, MI, 48201
    Phone: 313-577-1686
    Fax: 313-577-6841