Skip To Content
University Housing - Florida State University

FSU Childcare & Early Learning Program

FSU Childcare & Early Learning Programs
Childcare banner image

Program & Center Location

The National Academy of Early Childhood Programs, a Division of the National Association for the Education of Young Children, accredits FSU Childcare and Early Learning Program’s center. The center operates 44 weeks of the year on the University's academic calendar. The center provides high quality, early education and care to 133 children and their families. The center’s teaching staff is overseen by the Faculty Supervisor for Academics and Curriculum. The teaching teams consist of Faculty teachers, all with Bachelors or advanced degrees, and Co-teachers, typically students at FSU pursuing advanced degrees, in a wide variety of majors and interests that enriches our program.

NAEYC
http://www.rightchoiceforkids.org/


Location: 612 S. Copeland Street, Tallahassee, FL 32304
Phone: (850) 644-7970
Hours: Monday-Friday, 7:30 AM to 5:30 PM
Ages: 6 weeks to 4 years old

DCF License #C02LE0028

  • Unique architectural features
  • Security cameras
  • Card access to building and classrooms
  • Twelve large, bright, and airy classrooms
  • Each classroom has state-of-the-art electronics for ongoing developmental assessments and direct communication between teachers and parents.
  • Infant suite with separate food prep area and nap rooms
  • Lactation suite for nursing mothers
  • Observation windows in each classroom
  • Two playgrounds, one for infants and young toddlers, one for older toddlers and preschool children
  • Indoor play area
  • Covered outdoor play area

Our teaching team consists of Co-Teachers and Assistant Teachers that are teach under the supervision and guidance of Faculty teachers.

Faculty

  • Bachelor or Master Degree specializing in Child Development or Early Education
  • Completed the Florida Department of Children and Families 45-hour training.
  • Certified in First Aid & CPR, and Fire Extinguisher training
  • Provide ongoing leadership and training to teaching team

Co-Teachers

  • FSU students specializing in majors that focus on children
  • Completed or are working on the Florida Department of Children and Families 45-hour training
  • Certified in First Aid & CPR, and Fire Extinguisher training
  • Assume responsibility for their own classroom under leadership of Faculty

Assistant Teachers

  • FSU students specializing in majors that focus on children
  • Completed or are working on Florida Department of Children and Families 45-hour training
  • Certified in First Aid & CPR, and Fire Extinguisher training
  • Support teaching team and children throughout the day
  • In training to take on Co-Teaching position

Infant/Crawler Pod

  • Faculty: Emily Thompson
  • Infant: 6 weeks - 6 months
  • Class group size: 8 maximum
  • Teacher-Child Ratio: 4 children to 1 teacher
  • Crawlers: 7 months - 11 months
  • Class group size: 8 maximum
  • Teacher-Child Ratio: 4 children to 1 teacher

Wobbler Pod (12-18 months)

  • Wobbler 1 & 2
  • Faculty: Deby Vargas
  • Class group size: 8 maximum
  • Teacher-Child Ratio: 4 children to 1 teacher

Walker Pod (19-23 months)

  • Walker 1 & 2
  • Faculty: Taylor Sheplak
  • Class group size: 12 maximum
  • Teacher-Child Ratio: 6 children to 1 teacher

Toddler Pod (24-30 months)

  • Faculty: Suzanne Cloud
  • Toddler 1
  • Class group size: 10 maximum
  • Teacher-Child Ratio: 5 children to 1 teacher
  • Toddler 2
  • Class group size: 9 maximum
  • Teacher-Child Ratio: 5 children to 1 teacher

Tweener Pod (30-40 months)

  • Tweener 1 & 2
  • Faculty: Jennifer Longman-Atkinson
  • Class group size: 12 maximum
  • Teacher-Child Ratio: 6 children to 1 teacher

Preschool Pod (40-60 months)

  • Preschool 1 & 2
  • Faculty: Stephanie Hall
  • Class group size: 17 maximum
  • Teacher-Child Ratio: 9 children to 1 teacher

Our center follows research-based, developmentally appropriate practices that provide the foundation for NAEYC standards for accreditation. For young children research tells us that they learn best by “doing” or through play. Play is their “textbook.”

Each day is filled with opportunities for both active involvement and quiet reflection. Children have a wide variety of “hands on” experiences that encourage them to be active learners, to lead, to follow, to solve their conflicts, to listen, to appreciate differences, to count, to reason, to create, and to use their muscles. Children are encouraged to make choices throughout the day’s activities. Among the many choices are science exploration, math games, manipulatives (i.e. blocks, legos, puzzles), art, language —expressive and receptive— cooking, and reading. When the children gather together as a group in circle time, they may sing songs, dance, discuss the weather, discuss letters in the alphabet etc.

For infants and toddlers, the materials and equipment are used to encourage and maximize exploration, sensory learning, motor learning, experimentation and discovery.

Our teachers create intentional, planned, play-based environments that facilitate all areas of development while at the same time allowing enough flexibility to respond to each child’s individual needs. Teaching focuses on close observation and attunement to each child’s unique talents and abilities such that the planning for optimal learning opportunities is maximized for each child. Emphasis is placed on the process (the doing) rather than the product. The purpose is to help each child reach their highest potential intellectually, socially, physically and emotionally as well as nurture a genuine life-long love of learning.

The daily schedule consists of large and small group activities structured group activities, outside play, multiple learning centers, family style meals and snacks, and time for rest.

  • Greeting/Arrival: Parents escort their child to their classroom and to their teacher.
  • Small Group Activities/Choice Time: After arrival, children choose from a variety of centers and play areas in their classroom.
  • Large Group Time: Children meet with their teachers who have planned a variety of activities such as music, movement, weather and other skill building activities to focus on the specific developmental needs of the group.
  • Outdoor Activities: Twice each day children go outside except in extreme weather conditions. The children choose from a variety of activities including climbing, outdoor dramatic play, tricycle riding, sliding and other large motor games.
  • Departures: Parents pick up their children from their classrooms and talk with their teachers about the day’s activities.

The center participates in the United States Department of Agriculture (USDA) Child Care Food Program. Participation ensures that the meals provided meet or exceed the federal standards for well balanced and nutritious meals. Menus are based in these guidelines and are posted in the center on the parent bulletin board in the reception area, by this kitchen door, in the classrooms.

The program offers breakfast, catered lunch, and afternoon snack. Lunches are catered by Elder Care Services. Meals are designed by a dietician on-site to ensure that they are meeting the USDA nutrition guidelines. Meals are served family-style. Food is placed on the tables and children are encouraged, or assisted by the teacher, to serve themselves. The teachers sit with the children to model eating and fine motor skills (trying new foods, using utensils, pouring, etc.) and social skills (taking turns, passing food, saying please and thank you, etc.). This practice ensures that learning continues through quiet and relaxed interactions between the teacher and children.

Return to
top of page