Frank Porter Graham Child Development Center
Preschool in Chapel Hill, NC 27514
The mission of the Frank Porter Graham Child Development Institute is to cultivate and share knowledge that enhances child development and family well-being.
For the past 45 years, our research, outreach, technical assistance, and service have shaped how the nation cares for and educates young children.
- Child Ages:
- 6 weeks - 5 years
- Licenses & Accreditations:
- North Carolina Division of Child Development and Early Education - NAEYC Accredited
- Vouchers:
- This provider accepts vouchers
- Special Needs:
- At FPG, children with disabilities participate in all classroom activities, at whatever level of ability they are capable, and provided with whatever level of assistance they may need. Sometimes a child's participation requires an extra hand, special materials, a piece of adapted equipment, or just plain old creative thinking on the part of a teacher or specialist.
Although a team of specialists is available to support each child's developmental progress and inclusion, children at FPG are not pulled out of their classrooms for therapy. Instead, specialists share their expertise through consultation with teachers and, less frequently, through direct intervention within the context of classroom routines (e.g., morning circle, meal times, outdoor play, pretend play, storybook reading, field trips). The role of specialists and the purpose of "therapy" are to further enable each child to participate in the regular early childhood curriculum and to support his or her membership in the group. - Preschool:
- Yes
- Hours of Operation:
- Monday-Friday 7:30 a.m. - 5:30 p.m.
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Children are active learners, creating knowledge and learning through their daily experiences with materials and people. Every child is an individual with unique strengths, interests, personality, and approach to learning.
Learning is most meaningful when it happens in the context of the child’s everyday experiences at home and in the classroom. The most useful experiences occur when specialized services are integrated into classroom activities and routines.
Independence is fostered and language, cognitive, motor, self-help, and social skills are developed in settings designed for children and supported by responsive adults. The environment should be arranged to include a variety of accessible materials organized to encourage learning through play.
Development is promoted by practices that do not emphasize competition between children, are individually and age-appropriate, are carried out in an atmosphere of acceptance and respect, and are interesting and challenging to children.
Appropriate behavior is fostered by helping children learn to control their behavior and work out their conflicts with others rather than relying solely on adults to manage their behavior and intervene in disputes.
Positive discipline places emphasis on preventing problems by attending to the room arrangement, having age-appropriate expectations, providing interactive activities for play and learning, and active adult monitoring and supervision.
Learning about and respecting differences among people is promoted when children have many opportunities to play and interact with classmates of different racial and cultural backgrounds and varying abilities.
An atmosphere of mutual respect among staff and families is important for all who interact with children. When staff recognizes and values the beliefs, customs, and traditions of each family, the child and family are best served.
Staff works as partners with parents, but parents are the ultimate decision makers in planning and setting goals for their children.
Information from teachers and specialists, based on current research and recommended practice, provides support to families in their decision making.
The advocacy efforts of staff and families are important for improving the lives of all children.
