As a university laboratory school, we aim to lead through excellence and innovation as we:

1. Develop and manage laboratories for research in developmental psychology,

As stated in the 1992 Department of Psychology Advisory Board Report, the Children's School is the only facility in Pittsburgh where it is "possible to study children in the pre-school age range with the control and intensity which is demanded by the research protocols needed to test the theoretical models, particularly the microgenetic theories, being developed by the developmental psychology faculty." Meeting these needs depends on our ability to require research participation of our students, effectively manage the subject needs of multiple research teams according to IRB guidelines without disrupting the smooth functioning of the school, and communicate clearly with parents to ensure their comfort with the research program.

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2. Train undergraduate and graduate students in child development theory, research, and its applications,

According to the 1993 mission statement of the College of Humanities and Social Sciences, we must aim to provide high quality experiences for undergraduates and graduates that encourage a problem solving approach to the analysis of theoretical models, methodology, and application of varied disciplines. By allowing flexible access to observation and research for courses and individual projects, the Children's School offers the concrete experience that can complement the more abstract reading and discussion in students' programs.

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3. Implement a model half-day preschool and full-day kindergarten program for children ages 3-6,

The Children's School is accredited by the Nathional Academy of Early Childhood Programs, a division of the National Association for the Education of Young Children. Our program is designed to offer options for morning or afternoon preschool and full-day kindergarten for children in the community as well as CMU families (constituting approximately 85% and 15% of our enrollment respectively) and to be primarily client-supported. Consistent with the 1990 CMU Work and Family Report, we offer a high quality program equitably to diverse families. To this end, we offer tuition waivers to low-income families.

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4. Provide resources to parents, including general information on child development and parenting, as well as specific assistance in dealing with developmental difficulties,

In addition to providing a quality educational program, we support our families by providing written information and seminars that might be of interest to all families, age appropriate family activities (e.g., family festivals, school visits, etc.), and individual counseling and referrals as needed. We are always looking for ways to expand these services to meet diverse needs.

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5. Provide resources to the community by welcoming teachers and administrators to observe our model program and by offering training sessions through our Early Childhood Professional Development Center, and

In addition to serving the community families whose children attend the Children's School, we fulfill our responsibility to society by supporting the advancement of education in our local, national, and international communities. Via training events and consulting, we freely share the approaches and materials we develop (both for children and parents), and we invite colleagues from varied professions to visit our school. We work closely with area private schools, the Pittsburgh Association for the Education of Young Children, the National Association of Laboratory Schools, and the National Coalition of Campus Children's Centers on issues related to early childhood practice, research, and training. Since 2000, we have been a partner in Pittsburgh's Alcoa Collaborative for Early Childhood Professional Development.

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6. Training students earning teaching certificates in early childhood and elementary education (in collaboration with Chatham College,Duquesne University, and the University of Pittsburgh).

The Children's School is an ideal setting for students with tight schedules to arrange opportunities for observation and practice of excellent early childhood education. Because we have both morning and afternoon preschool sessions, our kindergarten has instructional times both in the morning and the afternoon, and our extended day programs run at lunchtime and in the late afternoon, there are essentially continuous instructional sessions in progress. Because of our existing procedures for observation and research, we are equipped to handle students at all levels in their teaching practica, from pure observation to student teaching.

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We strive to recruit a diverse student population, both ethnically and socioeconomically, to provide a diverse subject pool for research, broad experiences for psychology students and student teachers, and an enriched learning environment for our children and their families. By capitalizing on our talents in all areas, our high quality laboratory school exemplifies new directions that can be utilized by professionals in various disciplines to meet the changing needs of society.

Updated July 2005