Our Philosophy

The practices of the Air Force Child Development Programs are based on current knowledge of child development and early childhood education. We are responsible for supporting the development of the whole child, meaning all areas of development are considered inter-related and equally important. Our program acknowledges that children learn through active, hands-on involvement with their environment, peers, and caring adults. We respect each child’s unique interests, experiences, abilities and needs, thus allowing us to be responsive to and appropriate for each child. Children are valued as individuals, as well as part of a group. Likewise, our program respects and supports the ideals, cultures, and values of families in their task of nurturing children. We advocate for children, families, and the early childhood professionals within our programs.

Our Goal

• Foster positive identity and sense of emotional well-being
• Enhance social skills
• Encourage children to think, reason, question children to think, reason, question, and experiment
• Promote language and literacy development
• Build physical development and skills
• Support sound health, safety, and nutritional practices
• Advance creative expression, representation, and appreciation for the arts
• Appreciate and respect cultural diversity
• Develop initiative and decision-making skills

Desired Outcomes

• Children will experience growth and learning in their social, emotional, physical, language, and cognitive development
• Children will develop a positive sense of self as valued members of the community
• Children will progressively gain social competence and display pro-social behaviors by connecting with peers in ways that build self-worth and belonging
• Children will gain competence in problem solving strategies, understanding of concepts and relationships, develop logical, representational, and symbolic thinking skills and to take initiative and make relevant decisions
• Children will gain competence in their home language to include ability to communicate through language, to discriminate the sounds of language, to ask/answer questions, to gain understanding of print and concepts, and to make sense of printing
• Children will display a progressively higher level of competence in their gross and fine motor skills, hand-eye coordination, mobility and balance
• Children will develop creativity using art, drama, and movement to express and develop their uniqueness
• Families will feel supported and nurtured in their child rearing effort
• Families will experience greater support in dealing with the challenges of life in a military community
• Families experiencing lengthy separations due to deployments will be supported via formal or informal parent/staff support groups and networks with other community agencies
• Families will gain insight into their child’s development through the collaborative teacher parent partnership through relevant, intentional, systematic observation and assessment

Reserved Regular Care Regular care is provided through an annual reserved regular care agreement. If you wish to use the CDC on a regular basis, it is necessary to obtain a reserved space for your child. In order to do so, you must sign an agreement outlining the conditions and terms for maintaining guaranteed regular care in the center. Hourly Care An hourly care agreement and forms must be completely filled out before reservations for hourly care can be made. Hourly care is provided on a non-recurring or irregular basis for children 6 weeks through 5 years of age. There is a minimum reservation of two hours and care cannot exceed 20 hours per child per week. Hourly care is not an alternative to regular care use. Reservations for hourly care are made on a space-available basis up to one month in advance. Reservations can be made at the front desk by calling either of our facilities. Children will be accepted on a “walk-in” basis if space and staff are available

The activities we plan for children – how we organize the environment, select toys and materials, plan the daily schedules, and talk with children – are all designed to accomplish the goals of our curriculum and give your child a successful start in school. “The Creative Curriculum” is the country’s leading scientifically based, research-validated, comprehensive curriculum that guides teaching literacy, mathematics, science, and social studies. Our materials show teachers not only what to teach but how and why. This inclusive, strengths-based approach is appropriate for all children, including dual-language learners and children with disabilities.

Our program implements developmentally appropriate activities that promote the social, emotional, cognitive, and physical development of children enrolled. Our programs have Training and Curriculum Specialists who provide staff training on implementing the curriculum and other safety, health, and child abuse prevention requirements following Air Force and DoD requirements.

The Air Force Child Development Program Screening and Assessment Plan was developed based on the principles outlined in the Joint Position Statement of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialist in State Departments of Education (NAECS/SDE). This plan is not just a formality; it's a standardized framework for the developmentally appropriate evaluation of young children’s strengths, interests, progress, and needs. It helps us adapt and improve the classroom curriculum and practices, ensuring your child's development is always our top priority. The plan also provides guidance on the evaluation methods used, the timelines for evaluation, the uses of the results, and the involvement of families. Our assessment tools are tailored for each age group. For more information, click on the age group to see the assessment form used in our centers.

Both CDCs are currently accredited by the National Association for the Education of Young Children (NAEYC). NAEYC Accreditation represents the mark of quality in early childhood education. To achieve NAEYC Accreditation, early childhood education programs volunteer to be measured against the most robust and rigorous national standards on education, health, and safety. By engaging in self-study and pursuing NAEYC Accreditation, programs discover that they create a stronger and more committed team of teachers, administrators, and families who work together to improve program quality continually. Teachers and administrators find their work more rewarding. Families appreciate and seek out NAEYC-accredited programs for their children. In the spring of 2008, both programs scored exceptionally well during our reaccreditation process and have maintained accreditation.

A Parent Advisory Board (PAB), consisting of appointed parents of children attending Child Development Programs (CDPs), provides recommendations for improving parent involvement and valuable input on the program’s operations. The goal of this group is to enhance the overall satisfaction of parents, children, and staff. We encourage all parents to become involved.