Quality Statement
A high quality early care and education (ECE) program includes attention to responsive classroom interactions, respect for families’ and children’s individual needs, and provides a healthy and safe environment for children.
Responsive classroom interactions are characterized as interactions between teachers/adults and children in the program and child to child interactions. Children and teachers/adults express enjoyment while being in the program as marked by smiling, laughing, and positive communication. Teachers/adults are sensitive and responsive to children’s social, emotional, physical, and cognitive needs and value children’s ideas and perspectives. The time and behavior in the program are well-managed. Teachers/adults respond to behavioral challenges with respect for the child, being proactive (and positive), and creating clear, developmentally appropriate expectations for behavior. Coupled with a responsive environment and well-managed time and behavior, the program offers ample, intentionally crafted learning opportunities for children that promote language skills, problem solving, and individualized learning. For example, a high-quality program provides children opportunities to engage in contingent responding with the teachers/adults in the program, and other children. It also intentionally crafts opportunities for children to plan, brainstorm, and problem-solve, and teachers/adults in the program are able to provide formative feedback within all activities to increase engagement and understanding.
A high-quality early education and care program is also committed to communicating with families, including incorporating cultural values. Communication is two-way with staff listening and learning about family interests and needs such as work and school schedule conflicts. Additionally, the program supports children’s unique needs, such as children who are dual language learners and children with special needs.
The physical environment contributes to a high-quality program by offering children space that supports their social, cognitive, and physical development. An interior setting that balances ambient and natural light, color, texture and form contributes to children's health and well-being. The exterior area of a high-quality setting encompasses natural elements and textures that afford movement and exploration.
Finally, the program is safe and meets Oregon’s Quality Rating and Improvement Standards with a level 4 or 5 rating, provides healthy food and physical activities that promote healthy well-being, and is respectful to diverse families and children. This includes meeting state licensing health and safety standards.
CHILD FOCUSED
Child-driven, play based, emergent curriculum: We focus on the interests, needs and experiences of individual children. Rather than following a predetermined curriculum, emergent curriculum allows learning to emerge naturally based on the child's interests and inquiries. It emphasizes the importance of active engagement, exploration and hands-on experiences.
In an emergent curriculum, teachers act as facilitators and observers, paying close attention to the interests and developmental needs of the children. They encourage and support children's inquiries and provide resources and opportunities for further exploration. The curriculum is flexible and responsive, allowing for spontaneous and meaningful learning experiences.
- Child-Centered Approach: The curriculum is driven by the interests, ideas, and questions of the children. Teachers actively listen and observe to identify and support their individual needs, interests and curiosities.
- Flexibility and Responsiveness: The curriculum is flexible and adapts to the changing interests and developmental stages of the children. It allows for spontaneous learning opportunities and capitalizes on teachable moments.
- Inquiry-Based Learning: Children are encouraged to ask questions, investigate, and explore areas and topics of interest. Teachers guide children in finding answers, conducting research and engaging in hands-on, experientially based and/or open ended activities.
- Collaboration and Social Interaction: Emergent curriculum often involves small group activities and supports collaborative work, problem solving and turn taking. Children learn from and with each other, building social skills and fostering a sense of community.
- Documentation and Reflection: Teachers document the learning process and outcomes, including children’s work, observations, and reflections. This documentation helps in assessing progress, sharing insights with parents and informing future planning.
PROFESSIONALIZATION OF THE FIELD
Oregon and the nation exist in child care deserts and in an early care and education (ECE) workforce crisis. We have fewer students pursuing degrees in ECE and child development. The Family Resource Center partners with on campus, community and state stakeholders to address and develop a workforce pipeline that advances the professionalization of the field and creates increased quality ECE capacity.
The well-being of our ECE professionals is an ongoing priority and is core to providing children with a quality early care and education experience. Retention of high-quality staff, including a sustainable workload, is the foundation of high-quality ECE . Our ECE teams work a 40-hour work week , which equates to 42.5 hours of care per week for children and families. We also take intentional rest breaks throughout the year during University recognized and supported down times. We will continue to assess staffing options that balance workforce availability, ECE costs and needs of OSU’s employees.
Historically, ECE professionals have experienced low status, long hours and low compensation for their essential work in sharing in the important responsibility of assisting parents in raising healthy children. This longstanding bias has disproportionately impacted women, negatively impacted standards of care, and has hamstrung decades’ long efforts to increase compensation and further professionalize the field. This unfortunate reality has led directly to our current state and national ECE workforce crisis. The Family Resource Center advocates for ECE policies and public funding addressing increased compensation for ECE professionals that values their education and experience.
Lastly, the field of ECE is always evolving and research continues to emerge regarding brain development, child development, early childhood education and ECE best practices. It is important, and a requirement for nationally accredited centers, to participate in on-going professional development/in-service. Throughout the year our staff are provided opportunities to attend conferences, bring in outside resources, complete team trainings, etc. that further develop their skills and support their professional goals. For this year's calendar, please click here.
STEWARDS OF RESOURCES
Family tuition for ECE does not meet the true cost of high quality ECE, inclusive of the environment, materials, and professionally compensated staff.. At our campus ECE centers, OSU provides stable operational funding, which combined with parent tuition, provides the operational revenue needed to cover expenses. The Family Resource Center advocates for increased state and federal funding for essential campus based ECE (for OSU and all of Oregon’s publicly funded campuses), which serves working and studying families in need of care. Oregon’s campus ECE centers also support students working toward degrees in Human Development Family Sciences/Early Childhood Education and other related fields.
OUR CENTERS
AZALEA EARLY CARE AND EDUCATION CENTER
Corvallis Campus
Azalea Child Care Center is a full-day, soon to be NAEYC accredited ECE center. There are 46 full-time spaces for infants through preschool. Coming soon in 2025, an expanded Azalea ECE Center offering 43 additional spaces.
For students, staff and faculty
Contact
Lynndi Falotico, B.S., Site Director
541-737-9057
DIXON KITS EARLY CARE AND EDUCATION CENTER
Corvallis Campus
Dixon Kits Early Care and Education (ECE) Center is an ERDC approved center. There are 12 full time spaces for children ages infant through 30 months of age. Priority is given to those with the highest financial need.
For students, staff and faculty
Contact
Lauren Stevens, B.S., Site Director
541-737-6000
LITTLE BEAVS EARLY LEARNING CENTER
Bend Campus
Little Beavs is an ERDC and Baby Promise approved center. There are 28 full time spaces for children ages infant through Preschool.
For students, staff and faculty of OSU and COCC and community members
Contact
Hang Dang, M.Ed., Site Director
541-706-2188
OUR LITTLE VILLAGE
Corvallis Campus
The Our Little Village Early Care and Education Centers are reservable short-term (3.5 hours) AND drop-in short-term (3 hours) centers located on campus in Milne and Dixon Recreation Center.
For students, staff and faculty
Contact
Kristi King, B.S., FRC Asst. Director- OLV & Student Engagement
541-737-5499