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Campbell Child Development Center

1063 Fewtrell Drive
Campbell, CA 95008

(408) 371-9310


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based, Reggio-Emilia

From the Director:

Campbell Child Development Center was founded in 2001 out of a dream to create a nurturing hands-on environment that enhances the development of the whole child: socially, emotionally, physically, and cognitively based on growing knowledge of brain development and best practices. Campbell Child Development Center is a year-round program serving children from 3 months to 6 years of age. Several schedule options are available to meet individual child and family needs.

Curriculum & Teaching Approach

Learning Philosophy & Tools

  Play- based mostly teacher led not formally in curriculum conducive environment
Language       more

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  • Tracing paper and other writing instruments
  • A well-stocked bookcase
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
Time & space more

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  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Maps
  • Building blocks
Sci. reasoning/physical world more

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  • A place for science activities such as growing plants
  • Pets for children to watch and care for
Music more

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  • Musical instruments
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
Physical activity more

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  • A playground with climbing equipment
  • Bean bags, balls, and other objects that children can throw, kick, and play
  • Tricycles
  • Enough room for children to move around and play and a suitable indoor alternative to the outdoor playground on rainy days
  • Sandboxes and/or water stations for play
Other subjects taught Positive communication skills (conflict resolution, problem solving, self-awareness, self-regulation, self-expression, entering play, initiation, etc), woodworking, cooking, nutrition, gardening, sensory, and dramatic play

From the Director:

We create emergent curriculum based on our daily observations of young children and focus in on the current skills and interests in children's play combined with our knowledge of how young children develop.

Quality of Teaching

Individualized Teaching: From the Director

Beginning on your child's first day and continuing through your child's time at Campbell Child Development Center our team documents what each child is learning though play with written observations, photographs, and work samples. These observations are collected and shared with parents through ongoing conversations. Curriculum is planned with specific goals in support of individual children. Parents and teachers meet biannually for Parent Teacher Conferences to discuss the child's experiences at school, developmental milestones met and in progress, and any concerns. Referrals are made when appropriate to specialists to gain more information and provide both home and school with additional tools to support the child in his/her continuing development. We view early intervention as a gift. Developmentally appropriate assessment is key to gaining an authentic understanding of and tolls to support continuing development of the whole child - socially, emotionally, cognitively, and physically.

Day in the Life

General School Mission

Campbell Child Development Center is built on the principle that children learn best through PLAY! In our rich developmentally appropriate environment children develop self-regulation skills, proactive communication skills, positive self-concepts, and a life-long love of learning through hands-on experiences. Children are encouraged to explore, invent, and discover logical paths to create meaningful experiences and their own unique understanding of the world. We value family traditions and family involvement in the ongoing education of young children. We believe in building a strong community through mutual respect, collaboration, understanding, and open communication, and positive discipline.
We aspire to implement RIE and Reggio into our program to support children in thriving.

A Typical Day

Child and parent arrive and parent signs the child in. Together they explore what centers are already open, what activities are set up for the day, and greet staff, families, and friends. Then, the parent says goodbye and the child continues play at an activity (or begins play). Children complete activities and their own pancakes and strawberries which might be offered that day. After eating snack and cleaning up their spots at the table the children decide to go their separate ways to participate in each of their favorite centers independently. Children engage in familiar and new activities with favorite playmates and new ones of varied ages.

The child explores activities and centers independently or cooperatively until the clean up and transition to Group Time.

During Group Time the child participates in activities designed specifically for the whole group. The child feels successful and joyful and he/she engages appropriately with this large group of peers. As Group Time ends the children on the am half day schedule prepare to go home. Children on our part and full day schedules, transition to lunch and rest time.

After Rest Time, children make individual play choices indoors and outdoors depending on their innate interests. Clean up and the transition to Group Time begins at 2:45. After afternoon Group Time, Center Time begins again with nutrition center as one of the options, offering a nutritious snack.

When the parent arrives the child greets the parent with a big hug and they gather the child's belongings together and say goodbye to teachers. The teacher may share an anecdote with the parent about one aspect of play, or an activity, or an interaction. Children clean up activities and prepare for the transition to home at 5:15.

Home-School Connection

Home-School Connection: From the Director

It is very important to us that you feel welcome in our school and that your needs and those of your child are being met in developmentally appropriate ways. To achieve this we partner with families to provide consistency between school and home. When parents have information, a question, or concern, we ask them to share with us directly. We provide lots of opportunities to communicate between home and school. lease understand that due to the nature of our work, children’s needs are our first priority. We invite you to call during the day, send non-urgent email, or leave a note in your child’s teacher’s file. We will respond as soon as we are able.
Our staff benefits from understanding parent’s ideas for improving our program. We seek parent feedback with our bi-annual “Conference Feedback” form and with our “Annual Program Evaluation” form (the results of which are posted in our bi-monthly newsletter). When an issue arises we ask families to fill out a “Problem Solving” form, which are located on the front door. Please share your ideas and solutions for any problems you experience directly with us in proactive ways. This will support us in continually improving our program.
Our Group Boards are a valuable source of information. Please check these boards frequently and stay current with information specific to your child. Here you will find which learning center your child’s group is currently meeting in for Group Time, the emergent curriculum they are participating in, and ways to support your child’s group.
To support family members in staying well informed, our bi-monthly newsletter is emailed to every family the last week of the preceding month. If you do not use email, paper copies are available by request. In our newsletter, you will find important reminders, information about upcoming calendar events, parenting tips, items we are searching for, and reminders about school policies.
Part of strengthening the bridge between home and school occurs during Parent Teacher Conferences, which are held in the fall and again in the spring. Parent Teacher Conferences are so important that we require parents to attend. Please check your copy of the school calendar to reserve time for these. We provide uninterrupted time for you and your child’s teacher to discuss developmental milestones and experiences and to create goals together for the next six-month period. Please feel free at any time to contact your child's teacher if you have concerns and want to request an additional conference.
Important reminders are posted on the front door, on Group Boards, on the Family Involvement Board, on the Our Community Board, by the sign-in book, and/or are distributed in the Family Files. Be sure to check these spots daily. Articles that support continuing parent education are offered on the inside of our front door monthly. Take advantage of these resources to benefit yourself, your child and your family. As our goal is to support proactive parenting, please stay current with the information provided.

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Fundraise
  • Are required to make donations ourselves
  • Are able to visit the school anytime we want
  • Go on field trips
  • Volunteer in the classroom
  • Receive newsletters

Modes of Communication

  • Notes
  • Phone Calls
  • Voice Mail
  • Email
  • Special Meetings
  • Two or More Regular Conferences
  • Drop-Off
  • Pick-Up
  • Regular newsletter/printed updates circulated to the whole school


Separation is Handled through:

  • Pre-entry meetings with parents at school
  • Small group sessions
  • Parents in classroom early on
  • Abbreviated schedule at start of school year

Handling Separation: From the Director

Goodbyes can be a very stressful and anxious time for both parents and children. Positive separations are built on trust; trust that you will do what you say you will do, trust that skillful manipulation will not work, trust that the child will be well cared for, and trust that he/she is in a good place. Learning to separate from a parent is part of healthy development. Parents are strongly encouraged to visit and play frequently with their child before their child's first day of school.
Planning a daily Goodbye Routine foreshadows what to expect and supports your child in developing coping skills. Your goodbye routine needs to be simple and consistent each time you separate even when different adults drop off your child. It is crucial that you leave when you say you are leaving. Slipping out without saying goodbye creates mistrust. Prolonging the departure causes anxiety, confusion, and a general lack of confidence.
After reading the examples below, create a unique daily goodbye routine that has meaning for you and your child. Make the written agreement with your child. Follow this routine consistently every day! The more input your child has in creating the routine, the more empowered he/she will become. (Please note: in creating your goodbye routine, we ask that you do not include waving goodbye at the front window. Sometimes Block/Dramatic Play Center is closed and waving alone is not safe.)
Example 1. “First we will wash our hands together, say hello to the rabbit, and then we will find a center that is open. We will give each other two hugs and kisses. Then I will go to work.”
Example 2. “After we wash our hands together we will find a teacher who can help you choose an activity. Then I’ll give you one kiss, two hugs, and three high-fives! As I leave I will blow you kisses and say I love you.”
While your child is transitioning into our environment, we ask that you limit separations to once per day. Returning to the school mid-day requires that your child separates from you again. Feel free to call to ask for an update about your child, at any time. You may visit your child during the day and participate in activities at school later, when your child separates easily.