Natural Environment

In all of our classrooms for children 0-3 years, CDC provides an Early Intervention component for children with identified developmental delays and who are funded by the Regional Center.  These children compose approximately 25% of our school population.  CDC is considered a "Natural Environment" where children with special needs can get their educational and social needs met in an environment that would be appropriate for children with developmental challenges.  This supports the interventions being provided by their teachers and parents.  Meanwhile, children who do not have special needs are learning about compassion, empathy, concern for others, and that friends come in all shapes, forms and situations.

Toddlers

Toddlers are beginning to learn to work in a small group with their teacher, sit at the table for meals, use utensils and find out how things work.  They are also beginning to learn to play, interact and communicate with their peers. 

Preschool

These children have mastered the beginning school skills and can sit and wait, follow two part requests, and are beginning to do things for themselves.  We encourage their independence and foster their growing competence.  Their expressive skills are growing rapidly and we support this growth with opportunities to express themselves with stories, songs, music, art and dance.  They are also developing physically and we encourage outdoor activities for large muscle activities.

Pre-Kindergarten

These children have mastered the skills of working in a group, exploring their world and now they are ready to begin learning to sort, arrange and differentiate.  They are beginning to learn their ABC's and numbers.  They are learning how to make and maintain friendships and to interact with others in a fun and appropriate way.

Kindergarten

This is a developmental kindergarten classroom.  While we always encourage children to grow and explore naturally and at their own rate, we begin to teach some academic concepts by surrounding them with language, number concepts, games and activities.  These activities teach counting, alphabet and beginning science.  Children who are ready will begin to read.  Pressure to learn a specific item is never put on a child, but the environment is rich with opportunities to learn.

Early Care & Education Preschool Program

These programs serve children ages birth through kindergarten.  Children are provided services based on their individual development, not their age.  Each of our seven classrooms adhere to the best practices of the National Association for the Education of Young Children (NAEYC) and the Program for infant Toddler Caregivers and designs its curriculum based on the newest infant brain development research.  These practices include:

• Low infant caregiver ratios
• An enriched environment
• Keeping the same caregiver with each baby over extended periods
• Recognizing the individuality of each child
• Extended Caregiver face-to- face interaction

Our infant staff understands that all routine interactions with infants are opportunities to provide assurance and validation to the child.  Two of our staff have completed the prestigious "Program for Infant Toddler Caregiver". 

• Infant A - These are the youngest in our center.  Their ages are from birth to about 9 months.  We feel that these young children, who are out of their homes at such a young age, need to have the opportunity to see a familiar face each day.
• Infant B - These children have started to walk and explore their world. They are provided with lots of opportunity to discover and learn about their environment.
• Infant C - These are our older infants.  They need lots of opportunities to explore and learn in a very safe and supportive environment. They are also beginning to use words in a meaningful way.

Our Non Public School Program

Our Non Public School Program is designed for children ages Kindergarten through 3 for whom the public schools do not have an appropriate placement
to meet the childs individual needs as designated
in their Individual Education Plan (IEP) goals. 

The program has a "fully qualified teacher with a Masters Degree In Special Education and two early childhood Special Ed Credentials and a special Certification in services for children on the Autism Spectrum.  Children who attend this non-public school (NPS) class have their IEP goals met  in this curriculum.  Parents need to work with their local public schools to gain access to this program for their child.    Please speak to the CDC Director for more information  about this program. 

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Our SAVANT Program

Savant or "Scholar" program is a new and exciting fully inclusive early intervention program for children ages birth to Kindergarten on the Autism Spectrum.   Covina Development Center is a Fully Inclusive Preschool Program which has its Early Intervention Component embedded within the regular curriculum.   We believe that the very best place for a child on the Autism Spectrum is in a small class with trained teachers and surrounded by typically developing peers.   

Each child will have a program that is unique to the child, and  is based  on their individual needs and builds upon their strengths.  This program includes an enriched early childhood program curriculum with special processes and techniques that are appropriate for children who are experiencing symptoms found on the Autism Spectrum.

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Our Philosophy

It is the philosophy of this school that a child's positive sense of self and trust in the environment and the people in it is essential for the child's maximum progress.  Children deserve the opportunity to interact and learn in a school environment which is emotionally safe and provides them with opportunities to explore and test themselves with teachers who value them as worthwhile and competent individuals.  Children with special needs deserve trained teachers who understand their individual dynamics and have specialized knowledge to help them realize their fullest potential.

The psychosocial philosophy is based on the concepts of the developmental theorists such as Piaget, Erikson, Maslow, Moustakas and Carl Rogers.  The educational philosophy is drawn from researchers as Poulsen, Kephart, Debnoff,  Bender, Schilder and Clara Lee Edgar, who originally helped to found the school.  The curriculum also reflects a strong belief that the arts, music, dance and drama provide opportunities for personal expression, creative healing and enhancement of self-esteem not provided by other disciplines.

The staff believes that the special needs of a child represent a challenge for educators to find new avenues for learning that will be unique to that child.  Further, each child has distinctive resources for growth, including an unshared developmental history, temperament, personality, learning style and sense of self.  In addition, each  child's family has cultural, social, family history and parenting style, which is to be honored and valued.