ERIC ED451949: Campus Children's Centers News, 2000.

51 Pages·2000·1.7 MB·English

by  ERIC

DOCUMENT RESUME
PS 029 412
ED 451 949
Newton, Marion F., Ed.
AUTHOR
Campus Children's Centers News, 2000.
TITLE
National Coalition for Campus Children's Centers, Inc.,
INSTITUTION
Chicago, IL.
2000-00-00
PUB DATE
50p.; Formerly "Campus Child Care News." Published 3 times a
NOTE
issue
year. For 1999 issues, see PS 029 228. Number 1
editors are Vita Bates and Sandi Schwarm; Number 2 issue
editors are Fran Roth and Denise Buthion; and Number 3 issue
editor is Sherry Cleary.
National Coalition for Campus Children's Centers, Inc., 11
AVAILABLE FROM
East Hubbard Street, Suite 5A, Chicago, IL 60611; Tel:
800-813-8207 (Toll Free); Tel: [phone]; Fax:
312-431-8697; e-mail: ncccc @smtp.bmai.com.
Collected Works - Serials (022)
PUB TYPE
Campus Children's Centers News; v15 n1-3 Feb-Fall 2000
JOURNAL CIT
MF01/PCO2 Plus Postage.
EDRS PRICE
*Campuses; Child Advocacy; Children; Colleges; *Day Care;
DESCRIPTORS
*Day Care Centers; Early Childhood Education; Federal
Legislation; Higher Education; Newsletters; Organizations
(Groups); Program Descriptions
*Campus Child Care; National Coalition for Campus Child Care
IDENTIFIERS
Inc
ABSTRACT
This document is comprised of the three 2000 issues of a
newsletter disseminating information on the National Coalition for Campus
Child Care Centers (NCCCC) and providing a forum for news, research, and
information concerning campus child care centers. The February issue contains
stories on stress and stress management, teachers' personal renewal, findings
of the conference sitting questionnaire, and CCAMPIS child care grants, and
information on the NCCCC annual conference. The June issue includes articles
on the experiences of a new board member, board candidates' statements,
appropriations for the CCAMPIS child care grant program, a profile of the
Early Childhood Development Centers at Notre Dame and Saint Mary's College
(Indiana), and a project to build communication links between campus-based
child care centers. The Fall issue contains stories on federal appropriations
for campus child care, and the 2001 NCCCC conference, as well as information
presented
on nominating NCCCC director of the year, NAEYC conference sessions
by NCCCC members, and mentoring student teachers. Regular features include
the NCCCC President's column, a column of tips for teachers, profiles of
individual campus child care centers, information on NCCCC activities, and
job listings.
(KB)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Campus Children's Centers News, 2000
Marion F. Newton, Editor
Volume 15, Numbers 1-3
February-Fall 2000
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
BEEN GRANTED BY
CENTER (ERIC)
O This document has been reproduced as
C. C o it
received from the person or organization
originating it.
O Minor changes have been made to improve
TO THE EDUCATIONAL RESOURCES
reproduction quality
INFORMATION CENTER (ERIC)
Points of view or opinions stated in this
document do not necessarily represent official
OERI position or policy.
AVAILABLE
BEST COPY
2
FEBRUARY 2000
VOL. 15 NO. 1
Early Childhood Staff and Families in Crisis
by Judy Harris Helm, Ed.D., Best Practices, Inc.
2. The early childhood
to think and process
[Editor's note: Dr. Judy Helm will
professional can learn about
information. It affects their
be a keynote speaker at NCCCC's
the effect of stress on
development and ability to
Conference 2000 in Chicago, IL in
professionals who work
master developmental tasks.
April.]
with families in crises.
Children will sometimes "grow
Working with children and
up faster", becoming watchful
Staffs of early childhood
families in crisis also affects the
and vigilant observers of the
care and education programs
personnel of early childhood
classroom environment. A
face challenges today. Many
programs. Decisions often have
caregiver may observe that these
programs have a high
to be made which have
children have difficulty relaxing
percentage of children in
significant impact on children
and playing with the other
poverty, children who have had
and families. There are often no
children. They may become
traumatic experiences, or
easy or clear-cut solutions to
easily upset at separations and
children whose families are
many of these problems. The
changes in routine. These can
struggling with substance
early childhood professional
be warning signs that stress is
abuse. There is an increase in
may have difficulty seeing a
affecting children's development
the number of children who
best solution. When a family is
especially when they are
are cared for by adults other
dealing with issues such as
accompanied with knowledge
than the parent and an increase
substance abuse or domestic
that stress or trauma is part of
in the number of children who
continued on page 4
the child's life.
are reported abused and
neglected. The effects of
President's Column
violence on children are
by Debra Carlson, NCCCC President
pervasive. It not only takes its
toll on relationships and family
"Things won are done; joy's soul lies in the doing."
systems but can result in long
William Shakespeare, Troilus and Cressida
term separation. Neglect,
The seeds of today's National Coalition for Campus Children's
abuse, and violence interrupt
Centers were sown thirty years ago, in the student activist campus
children's development causing
climate of the University of California-Riverside. One woman, the
delays and difficulty in
chair of her child's parent co-operative, attracted and began' to
learning. Often teachers and
meet informally with a small group of campus child care
61)
caregivers of young children
professionals at conferences. Their goal was to promote quality
are on the front line for
child care on college and university campuses.
intervening and supporting
By the late 1970's, those early participants sought greater
children and families in crisis.
formalization of their group and a more professional focus for
However, staffs in many
their organization. In 1981, under the leadership of another
early childhood programs feel
and
woman who taught courses and directed an early care
inadequate to meet the needs of
education center at Cleveland State University, the organization
children and families in these
moved in a new direction and named itself the National Coalition
U
situations. They lack the
for Campus Child Care.
knowledge and skills necessary
Early leaders chose the word 'coalition' with deliberate care, as it
for helping families obtain help
connotes "many people working together to accomplish common
and cope with crises. What can
goals." As a new campus program director, I attended my first
early childhood professionals
NCCCC conference in 1981. It was held in Albuquerque, NM, and
do to work effectively with
it was small. I felt as though I knew everyone and they knew me.
children and families in crisis?
We were clearly working together to accomplish common goals.
1. The early childhood
Then, as now, we were talking about 'physical plant' issues and were
professional can learn about
NATIONAL
forever 'looking under any rock' for funds! Today we continue to
the effect of stress and crises
COALITION
discuss our common goals: how our programs promote quality on
FOR CAMPUS
on children's development
students as staff.
campus and how we train and utilize work-study
CHILDREN'S
and school achievement.
A hardworking volunteer Board of Directors governs NCCCC
CENTERS
The caregiver needs to
today, as it has since 1981. Please permit me to reflect on the past
recognize that stress has a long-
continued on page 7
term effect on children's ability
3
About Teaching and Teachers;
Thinking about Teachers and the Curriculum
By William Ayers, University of Illinois
Excerpt from the Harvard Educational Review, volume 56, number 1, February 1986
Teachers also make themselves available to
acknowledge the action of the body itself
[Editor's note: William Ayers will be a
students. They, too, are on call, ready to
is the primary and essential healer, just as
panelist at NCCCC's Conference 2000 in
seize the moment when a child is ready to
there are teachers who base their practice
Chicago, IL in April.]
learn or to grow.
on an understanding that knowledge is
In reference to a birth a midwife may
acquired through an active process of
A newborn baby, two parents and a
say, "I witnessed a birth," "I attended a
construction and reconstruction. But it is
midwife give William Ayers occasion to
birth," or "I helped with a birth," a
interesting to consider how much of the
reconsider the terms on which students and
midwife will not say, "I had another baby."
language of professionalism is a top-down
teachers might meet. What he learns is that
Similarly, good teachers are comfortable
and inaccessible language of mystification
unlocking potential and power in students
enough in their role that they do not
and distance. Rarely is a professional
yields personal renewal for teachers.
confuse the central purpose or the major
person as clear as Ana was "My job is to
actors. They understand their own
empower you, to help you take active
My friend Ana is a midwife who
importance in the classroom, and they
control and aid you in making the
attended the birth of our first child several
know that it is their own vital relationship
important choices".
years ago. Knowing Ana, watching her
with children that is at the heart of the
Good Teachers, like good midwives,
work, and talking with her about her
educational enterprise. And so, without
empower. Good teachers find ways to
professional experiences has stimulated
belittling themselves, they are able to
activate students, for they know that
me to think about teachers in a different
communicate to their students in a
learning requires active engagement
way and to consider the similarities
thousand ways, "you are of central
between the subject and "object matter."
between midwifery and teaching.
importance here," your work is honored
Learning requires discovery and invention.
When we first met Ana she explained
here," "your discoveries and growth are
Good teachers know when to hang back
to us what her role would be in the
respected here," and finally, "you are the
and be silent, when to watch and wonder
coming labor and delivery of our baby.
very reason we are here."
at what is taking place all around them.
She talked about some technical aspects of
Does all this prescribe a passive teacher,
They can push and they can pull when
birth, some routine interventions to
a teacher who merely observes and
necessary-just like midwives-but they
anticipate, and some of the equipment
approves? Not at all. A teacher who
know that they are not always called upon
backup systems she would have on hand.
empowers is likewise empowered. He or
to perform. Sometimes the performance is,
Finally, she said: "My skills and
she becomes an actor and in interactor.
and must be, elsewhere; sometimes the
experiences can help you have the birth
Like midwives carrying the black bag of
teacher can feel privileged just to be
you want to have. The things I know can
professional tools, teachers bring their
present at the drama happening nearby.
empower you."
constantly developing experiences, their
Midwives make themselves available to
Since then I've thought a lot about that
growing sense of themselves and their
mothers and babies. They do not schedule
statement: "The things I know can
work, and their ever-widening knowledge
a birth, and they cannot rely on an
empower you." This view of the
of both content and craft to their work.
abstract timetable. Rather, midwives are
professional role is dramatically different
"on call," and they assume that in most
from the traditionally accepted view. From
continued on page 3
cases the baby will ring when ready.
the traditional standpoint, professionals
are the powerful ones, the ones with the
special knowledge and training that allow
CongratUlatiOnS to the folloyiriiii
them to control and solve other people's
problems. Teachers teach; lawyers litigate;
newly- elected EfOmed ineMberS
doctors heal. The professionals are the
active ones. They bring culture to the
9
Derii.Se
masses, remove tumors, and prescribe
cures. Their clients receive ministrations
0 Barbara Meziia
passively, are educated, acquitted, or
cured.
CongratulatiOns toO,
Yet this perspective allowed for little
to our new Board Office's:
personal interaction. Communication of
Jill Uhlenberg, President-Elect
this view is trivialized and reduced to a
Sherry Cleary, Treasurer
tactical question of teaching style or
(filling vacancy left by Jill)
bedside manner rather than being seen as
the heart and soul of a relationship that
All will begin serving their terms at the conclusion
can unlock potential and power. Of
of the Business Meeting at the Conference in Chicago in April.
course, there are doctors who
2
and the Curriculum
About Teaching and Teachers; Thinking about Teachers
continued from page 2
relationship with a very special teacher
gurus and curanderas. In recent years our
Much of what they bring is learned on the
that would be short-lived and would
profession has struggled to base itself
job, for in teaching, as in midwifery, there
never again achieve that kind of closeness
more firmly on modern scientific
is only so much you can talk about before
or greatness. Yet Ana gave the moment its
understandings and discoveries.
immersion in the work itself initiates a
due, she gave herself to its meaning in our
Paradoxically, the more we understand
never-ending process of training and
lives. This was not just a birth; this was
about the science of teaching and learning,
growing. Teachers accumulate
the birth of our first child. Ana saw the
the more clearly we are aware, in the
experiences, skills, and techniques. They
moment as unique and maintained her
words of Philip Phenix, that it is
develop a repertoire that is complex,
awe, reverence, inspiration, and
"embedded in a mystique". The more we
multilayered, and idiosyncratic.
the very passions, as she
excitement
hear from the biologist, the geneticist, and
Teachers, like midwives, must be
once told me, that made her want to
the physiologist, the more we see how
improvisational and intuitive-no two
become a midwife in the first place.
absolutely incredible birth is. The more
births are exactly alike, just as no two
I think that there is a relationship
we hear from the educational researcher,
classes, no two children, and no two
between Ana's serious dedication to
the learning theorist, and the
learning situations are the same in every
empowerment, her faith in and
developmental psychologist, the more we
detail. Teachers build a reflective practice,
commitment to others, and her ability to
stand in awe of the learner.
a praxis, that matures and develops and
maintain her values and humane
When our first child was born and he
deepens. Good teachers seek the proper
perspective on her work. Because she
came slipping and bawling into our world,
balance between content and children,
opens herself to surprise and change, she
all of us there that morning were
between curriculum and students' real-life
avoids the dulling habits that become the
overcome with joy, relief, exhaustion, and
needs, abilities, concerns, feelings, dreams
prelude to burnout. She assumes a shared
hope as we cried and laughed and hugged
and purposes.
world of responsibility and personal
one another. Ana was crying too. How
Teachers, like midwives, are part of an
meaning and maintains perspective on
many births had she seen? Three
ancient profession, one that is currently
accomplishment and fault. I think that
Hundred? Five hundred? And yet she was
undervalued and misrepresented in our
meeting people on their own terms is, in
willing to yield herself to the wonder, the
society, but one that can trace its roots
part, an act of personal renewal.
mystery, and the magic of the event. Ours
back through antiquity to the earliest
like the
was an intimate relationship
stirrings of civilization-to griots, healers,
Early Childhood Center,
Borough of Manhattan Community College,
New York, NY
r
5,
in Crisis
Early Childhood Staff and Families
continued from page 1
8. The early childhood professional
decisions, developing a plan of action, and
violence, solutions are not simple and
can learn about and practice
providing resources. It is helpful for the
changes do not occur overnight. Staff
recommended responses to specific
early childhood program to have an
must recognize their own limitations and
family crises.
ongoing relationship with agencies and
the effect that ongoing stressful situations
There is no reason for an early
organizations that can provide these
can have on them personally. They can
childhood professional to think how to
services. The heat of a crisis is not the best
watch for the signs of stress in each other
meet the needs of everyone in each crisis
time for establishing a working
and take action.
on his/her own. It is not necessary to
relationship. Developing a relationship
3. The early childhood professional
"reinvent the wheel" when it comes to
with an agency, inviting staff to visit, and
can learn how to reduce stress for
knowing the best way to handle a crisis
meeting with personnel on a regular basis
children, families, and professionals.
like the death of a grandparent. There are
builds a community of support that can be
Stress is not inherent in the situation
many resources and training materials that
beneficial to all parties. This can have a
but in the way that we, as individuals,
will help an early childhood staff to learn
long-term payoff for families in crisis.
react to stressful situations. The ability to
about such issues as homelessness,
6. The early childhood professional
handle stressful situations will vary from
incarceration, substance abuse, and death.
can learn about and practice
individual to individual. The early
The early childhood program can develop
principles of effective collaboration.
childhood professional can learn how to
a resource library of materials that can be
Collaboration is not an easy task.
recognize stressful elements in the
accessed quickly when needed. Special
When children and families are in crisis,
environment and learn how to adjust
attention can be given to crises that occur
the early childhood staff will be
schedules and learning experiences so
frequently in that particular center. For
communicating and problem-solving with
they are less harmful. Stress reduction
example, an early childhood staff in a
a number of other professionals and
techniques can be taught within the early
neighborhood where gang violence is
organizations. There are skills involved in
childhood center for both parents and
common can make a special effort to learn
collaboration and team-work that can be
staff, and opportunities provided for
about it, develop a plan of action to keep
learned and there are methods that can be
practice of and support for mastering
the children safe, and supply materials to
used to minimize overlap of efforts and
these techniques. A quiet area can also
help parents deal with the problem at
reduce the amount of time required to
be provided within the early childhood
home.
share information. Taking the time to
environment where staff can get away
Early childhood professionals can't
study the research on collaboration and
and relax.
often alter the fact that our children and
establish ground rules will reduce turf
4. The early childhood professional
their families will face challenges and
issues and insure a smooth referral and
can learn about and commit to
crises. They can, however, prepare
support process.
reducing his/her own vulnerability to
themselves by developing the knowledge,
7. The early childhood professional
stress.
skills and competencies that will enable
can learn about and practice good
Although stress reduction techniques
them to support children and families,
problem-solving strategies in crisis
are helpful, the early childhood
and to handle the stress of their very
situations.
professional can also learn about and
important job.
Problem-solving under stress results in
make a commitment to reducing his/her
less effective decisionmaking. Trying
own vulnerability to stress. This includes
Recommended References on
single-handedly to decide on a plan of
maintaining a healthy lifestyle with
Children and Families in Crisis
action is less likely to result in the best
adequate rest, good nutrition, a systematic
Koplow, L., Unsmiling faces: How
plan. It is important for early childhood
approach to exercise, and a balance
Preschools Can Heal, Teachers College
professionals to be able to work together
between work and relaxation. These will
Press, 1996
as a group for problem solving. Staff of
help the professional weather crises more
Kotulak, R., Inside the Brain :
different backgrounds and training can
easily and suffer fewer long-term effects
Revolutionary Discoveries of How the
provide insight and help in decision-
such as illness and stress-related diseases.
Mind Works, McMee1:1997
making. It is important to learn how to
The professional will be better able to
Lewis, S and Lewis, S. K.,
systematically define the problem, share
handle delays, regressions, and acute
Stress-Proofing Your Child, Bantam Books,
what is known about the type of crisis,
crises which will result in better
1993
share what is known about resources and
care/education for young children.
Miller, K. The Crisis Manual for Early
collectively develop a plan of action. A
5. The early childhood professional
Childhood Teachers, Gryphon House,
can develop resources for support and
good problem-solving strategy will also
1996
a plan for accessing support services.
specify how communication will take
Monahon, C., Children and Trauma:
place between different parties and set a
When families are dealing with crises
A Parent's Guide to Helping Children
time frame for evaluation of the plan's
such as illness, death, abuse, neglect or
Heal, Lexington Books, 1993
effectiveness after the crisis has passed so
violence the early childhood professional
decisionmaking can become more
must realize that additional help and
6
expertise will be needed in making
effective.
4
Results of the Conference Siting Questionnaire
of the annual conferences.
NCCCC members were given the opportunity to express their preferences regarding the siting
also published in the October 1999
Questionnaires were distributed at the 1999 Conference in San Francisco and the questionnaire was
summarized below. As NCCCC plans for future
issue of the newsletter. We received nearly 100 responses, the results of which are
and all for taking the time to
conferences, it will be very helpful to consider the wishes and needs of its members. Thank you one
respond!
Comments:
Blank
No
Questions
Yes
Some members mentioned money as a factor when referring to these.
Are you more likely to attend
9
37
31
when close to home?
Not a preference but enjoy seeing other states.
Do you prefer to travel?
65
11
3
Then there are things for family members to do
Do you prefer a resort?
33
21
37
Probably too expensive
Gives more opportunity for family activity
Would be fun
Might be nice, 1 never attended one
Every few years would be nice
Cost is a much bigger factor
Is the city an important factor?
7
38
34
It helps
Very important
Orlando
'Denver)
Atlanta
York :
Cities
Seattle
DC:
Boston
.
1
identified as
5
9
7
13
17
9
15
21
desirable
Bea& -
Nevi Orleans '
Santa Pei :
locations for
Portland
Salt Lake
'I41
San Fianciscci:
i
.
an NCCCC
4
2
4
5
15
2
11
conference
9
Cincinnati
Minneapolis
Dallas
tiOnstan
Oklahoma City
San Antonio
BaltimOre
si,iiil)iiiiiii
:
.
2
5
4
2
2
4
2
5
Florida Beginn
Ineinn.:-.
Hilton
Amelia Island
Nashville
Philadelphia
."
,,
,,
.,
,
-
'." :."'''
;Wq*,:,5K-'-''..1,...,' .-'.:
2
2
1
2
1
2
1
1
Montreal
Milwaukee
ChiCagO
3
3
1
1
Would it be helpful to rotate
regions?
6
76
Is it important for the
conference to be In
69
11
Washington, DC?
No Answer-
Every 6 years
Every S years
How frequently?
Evezy 4 years
16
2
48
22
April
Match 1
What is the best month to hold
Febinitri
.-
the conference?
22
63
39
13
Things I am Looking for from the
Least useful aspects of an NCCCC
Comments:
conference:
Conference:
February is bad flying weather
Wider range of workshop topics
Workshops on research
Graduation in mid May
Grant writing
Planned entertainment
Not during WOYC in April
Comparison study with wages
Not having backup presentation for
Not last week of April and first of May
New ideas on a higher/deeper level
cancellations
April and May bad because it is end of
More efficient paid staff
Extra-curricular
semester
More site visits
Exhibits
Early to mid March but not late
More specific needs workshops
Redundant exhibits
because of spring break
Better organization
Annual meeting
May interferes with end of school year
Hands-on workshops related to lab
Lack of handouts
and February is too early in the year
schools
May is end of semester
Longer sessions
Policies and procedures
Sessions designed for veteran directors
BEST COPY AVAILABLE
75
NCCCC Affiliates Become Chapters
NCCCC Board
Members
By Debra Carlson, NCCCC President
All former Affiliate groups will be
The Board of the National Coalition for
President
considered Chapters and NCCCC will
Campus Children's Centers has changed
Debra Carlson
actively support the formation of new
the name of regional and/or local
St. Cloud State University
Chapters to meet the needs of campus
gatherings of members from Affiliates to
St. Cloud, MN 56301
child care professionals throughout the
Chapters. The decision was made
United States. If there is not a Chapter in
Past-President
following a great deal of discussion among
form one,
your area and you wish to
*Jo Copeland
NCCCC members and Board members at
University of Colorado
consult your NCCCC membership
our conferences in St. Louis in 1998 and
Boulder, CO 80302
directory for other members to team up
San Francisco in 1999.
with. You are also cordially invited to
The most troubling aspects of the old
Secretary
attend the NCCCC Annual Conference,
structure were the nomenclature and the
Sandi Schnitz=
from April 12 through 15, 2000 in
potential risk for exposure to liability of
Los Angeles Community College District
Chicago, IL where time and space will be
NCCCC by Affiliates. According to The
Los Angeles, CA 90017
designated for Chapter meetings. On
New American Heritage Dictionary, the
Friday April 14th, the continental
Treasurer
term affiliate describes an organization
breakfast service will invite networking by
Jill Uhknberg
associated with another in a subordinate
6:00
University of Northern Iowa
geographical area, and from 4:30
relationship. The Board does not view
Cedar Falls, IA 50613
for regional
p.m. space will be identified
Affiliates as subordinates, nor does it wish
will be good
groups to meet. These
to govern these local groups. When we
Vita Bates
opportunities for you to connect with
listened to the roundtable discussions in
Moraine Valley Community College
and to
your old Affiliates'inow Chapters,
San Francisco, members of NCCCC's
Palos Hills, IL 60465
form new Chapter alliances where there
current Affiliate groups articulated a
were none.
Todd Boressoff
variety of benefits of, and desired
If you have additional questions
Borough of Manhattan
outcomes for, regional local groups. These
about Chapters, current or future, you
Community College
vital activities can best be conducted by
liaison for
New York, NY 10007
can contact NCCCC's Board
Chapters, which are defined as local
Chapters, Bernice Garner at
.
branches of an organization. Chapters will
.
Sherry Cleary
[phone].
function independently of NCCCC; there
University of Pittsburgh
will be no application process, NCCCC
Pittsburgh, PA 15213
will not fund Chapters, and there will be
no requirement to submit annual reports.
Bernice Garner
Forest Park.Community College
St. Louis, MO 63110
Pam Kisor
Reports from Chapters
California State University
Los Angeles, CA 90032
(formerly known as Affiliates)
By Bernice Garner, NCCCC I inicon to Chapters
Marion Newton
Several local/regional NCCCC groups are actively working to promote
State University of New York
for their campus
Albany, NY 12246
professional development and provide networking opportunities
children's centers colleagues. They are:
Lucille Oddo
2) Supporting Young Parents in Your
hosting the NCCCC
Chicago
State University of New York
Program, S. LaVern Wilson and Paula
Annual Conference that is scheduled
Stony Brook, NY 11794-4000
Loria;
April 12 through 15, 2000.
Frances Roth
3) How to Get Resources,
planning the 2001
New York
San Jose State University
Contributions and Financial Support
Annual Conference in New York City,
San Jose, CA 95112
Outside of Grants, Carol Irving and Panel
from March 28 through 31.
Missouri/Illinois -- hosting a
Presentation;
Nancy Sayre
4) Benefits of Intergenerational
Campus Child Care track at the
Clarion University
Collaboration, Vicki Rosebroolz and Tiffani
Mid-West AEYC Conference in
Boyers, PA 16020
M. Murray; and
St. Louis on Friday, March 3, 2000 and a
5) Effective and Efficient Staffing,
Gail Solit
reception that evening for campus child
Earline Powell and Janet Anich.
Gallaudet University
care professionals. The workshop topics
Washington, DC 20002
and presenters include:
p
1) Collaboration For Inclusion, Paula
* Retired
Loria and Nancy Crystal;
6
President's Column
continued from page 1
We continue to fine tune our administrative delivery:
the
12 months' accomplishments of the board, to complement
The organization's By-Laws were updated and rewritten by
above reflections on the organization's 30-year past.
the Board, and approved by the members at the conference
have
Our electronic communication capabilities to all members
in San Francisco. The Board has also completely updated
excelled:
and revised the accompanying Policies and Procedures to
We have a dynamic web site located at
ensure that our practices and policies are consistent with
http://ericps.crc.uiuc.edu/n4c/n4chome.html, which has
one another.
membership
many features including links to other sites,
A new campus care track will be featured at the Midwest
applications, conference updates and programs, a position
4, 2000 in St. Louis,
AEYC Conference to be held March 1
description posting service, a host of timely and important
MO. This is an initial foray into the realm of sponsoring
information, and a full-text search capability.
more regional professional development opportunities for
We have an electronic discussion group, or listserv, where
both conference participants and for members who wish to
members can get prompt answers from their colleagues
share their professional expertise.
about the myriad issues and questions they have. If you
Finally, there are two new print opportunities for you:
have not participated in the listsery discussions, I certainly
The second installment of our new newsletter feature, the
for joining
encourage you to do so immediately. Instructions
Teacher's Toolbox, is included in this issue. We trust you
newsletter.
are available on the web site and in this
will find it as valuable as the October one concerning
More and more, we are being recognized as the national voice
substitute teachers.
and experts on campus issues related to children, as evidenced by
Our newest publication, Maintaining Standards while Inviting
three outstanding accomplishments:
Research and Observation, by Nancy K. Freeman, is available
Our November 1999 membership level is at an all-time high
for order through the Central Office.
of 439! We take this as a sign that you approve of what we
These are highlights of what the board has accomplished in the
underway, so
are doing. The Year 2000 membership drive is
last year. Just as "joy's soul lies in the doing" however, we have
please complete and return your membership application
exciting and timely plans for the new year and the new decade:
immediately.
We will conduct a longitudinal study to determine the
Through advocacy, organizing, and lobbying, NCCCC was
impact of campus children's centers on all constituents.
instrumental in promoting passage of the Child Care Access
We will work tirelessly to continue to dismantle the artificial
Means Parents in School program. This summer, a total of
dichotomy between child `care' and 'education'.
$4.9 million in grants were awarded to 87 colleges and
We will again collaborate with NACAS on a professional
universities to help low-income student-parents attend
development conference.
college by providing them with campus-based child care
We will update our past publications and solicit manuscripts
services. Thanks to all of you who assisted Todd Boressoff,
for new ones, as we continue to develop the campus care
NCCCC Public Policy Chair, in these efforts. It would not
and education knowledge base.
have happened without you.
Finally, prepare for CAMPUS Child Care Funds; the "Second
In the last six months, NCCCC has collaborated twice with
Wave". We will once again be calling on your advocacy
the National Association of Campus Auxiliary Services
skills to secure additional federal funds for campus child
(NACAS) by making presentations at their professional
care programs.
conferences in Colorado and Texas. NCCCC board
On behalf of the entire board of directors, WELCOME to the
members and Emeritae were invited to share our collective
Year 2000. We look forward to doing our work joyfully on your
professional expertise with an entirely new audience. The
behalf and that of the organization. We are indeed many people
response from NACAS members indicates that they will
working together to accomplish common goals.
continue to look to us to inform them about the issue of
early care and education on college campuses.
REPORT FROM CHICAGO
monthly expense reports. We were each
on East Hubbard Street. On Saturday
By Marion Newton
provided with a complete set of NCCCC
morning we toured the office, which is
publications to work with.
comprised of a reception area, a series of
Members of the Clearinghouse/
The Regal Knickerbocker is an elegant
individual offices, a good deal of storage
Publications committee met for a working
and wonderfully gracious hotel. Our rooms
space, a small kitchen, and a roomy
weekend in Chicago January 28-30, 2000.
were beautifully appointed, the service was
conference area. The office is neat and well
In addition to affording us an extremely
excellent and the food in the restaurant was
organized. Several office staff members
productive work session (reviewing
artistically presented and delicious. We
came in to meet with us. Judi Burnison,
existing and planning for new NCCCC
were able to tour the conference facilities:
the head of the management firm, was our
publications) it gave us the opportunity to
the amazing crystal ballroom and the
gracious hostess and tour guide. Michelle
check out the newly relocated Central
meeting rooms. We will be comfortably
Rankin, receptions/communications,
Office and the 2000 Conference Hotel.
and stylishly accommodated during the
talked to us about publication inventories
NCCCC's Central Office moved
conference in April!
and rate of sale. Bertha Barden, controller,
recently from the Michigan Avenue
delivered the Treasurer's packet and
address to a bright and attractive loft space
9
7
Center Profile
Use of Projects: After careful
directors, education and studio
Chicago Commons Nia
and thoughtful observation and
coordinators.
Family Center
documentation, in-depth studies of a
Budget: particular topic of interest to the children
Address:
The school is located in the inner city
often occur. These studies may last from
744 North Monticello
in a low-income area and is government
one week to three months.
Chicago, IL 60624
Working Collaboration: Work is
funded. Funding sources include: Head
Phone: [phone]
Start, the Illinois Department of Human
done in small groups where children share
Services, the State Board of Education Pre-
Site Directoi:
their own perspective, hear other's
Kindergarten, and the Day Care Homes
perspectives, negotiate, cooperate and
Janice Wood Sanders
make decisions within the group.
Network.
History:
Documentation: Documentation and
The Nia Family Center is run by
Philosophy/Curriculum:
display of children's thoughts, ideas, or
Chicago Commons, a large social service
The key elements of the educational
actual growth and construction of
agency that also runs six other programs.
approach are expressed as follows:
knowledge over a period of time occurs
Image of the Child: The child is seen
Enrollment is open to members of the
through such forms as photos, video
immediate and surrounding communities.
as rich, strong and powerful, with
taping, actual work, dictation, etc.
capabilities, interests and potential. The
The center serves a large number of
Staff Development: Adequate time is
child is curious about the.world and wants
working parents, teenage parents
given for staff to reflect, plan, and discuss
continuing their education, and those
to be social with others as knowledge
with others.
involved in back-to-work programs.
about the world is constructed.
Emergent Curriculum: Careful
The Environment: The environment is
The Chicago Commons Nia Center is
observation and knowledge of children's
inspired by the principles of the Reggio
seen as a teacher. It is an attractive place
interests and capabilities guide the
Emilia approach to Early Childhood
that is much like home. Children are given
curriculum.
Education. It provides subsidized care frequent opportunities to explore and
and education to 216 children from 6
interact with interesting objects (mirrors,
weeks to 12 years and Head Start Services
lighting and nature). Commercial displays
to 34 preschool children.
are discouraged. Documentation of
Editor's note: The Chicago Commons
children's thoughts, ideas and feelings will
Nia Family Center will be one of the
Facility:
be found throughout the centers.
programs that can be toured during the
The facility was built in 1994, with
Use of Symbolic Representation
NCCCC Conference in April.
funding from the Illinois Facilities Fund
and Expression: A variety of means are
and in collaboration with the Chicago
used to help children construct, express
Commons Child Development Director.
and reflect upon their thoughts, theories
The influence of the Italian schools is
and feelings about a topic or study in
evident throughout the environment
many languages.
from the building itself, the use of space,
the soft tones, natural light, windows
between rooms, plants and fish tanks,
mirrors, light tables, documentation
Campus Children's Center News
boards, and studios.
Staff:
February 2000
Volume 15, Number 1
Chicago Commons invests heavily in
staff development. Classroom staff come
Marion E Newton, State University of New York
Editor:
to the program with a variety of
System Administration, Albany, NY
backgrounds and experience and, in most
Hills, IL
Issue Editors: Vita Bates, Moraine Valley Community College, Palos
cases, meet or exceed state requirements.
Sandi Schwarm, Los Angeles Community College District,
A studio coordinator is on staff to share
Los Angeles, CA
knowledge and support about how
materials and the environment impact the
Campus Children's Center News is published three times per year by the National
learning process for children and adults.
Coalition for Campus Children's Centers, Inc., Headquarters Office: 11 E. Hubbard
There is also extensive, on-going staff
Street, Suite 5A, Chicago, IL 60611, Phone [phone] and [phone],
development with regularly scheduled
Gilles.
Fax: [phone], E-mail ncccc @smtp.bmai.com; Office contact: Kari
time for teachers to reflect, share different
and are not
perspectives, plan and revisit ideas.
Views expressed or implied in NCCCC News are those of the authors
Weekly team meetings occur with the
necessarily those of NCCCC.
teachers, the family workers, site
8