Toddlers Campus preschool has provided gender education of preschool children, caring, quality preschool education for the children in Wheaton and surrounding communities since 1974. We occupy five spacious, kid-friendly classrooms and have daily access to a full-size gymnasium and fenced-in, shaded playground. At Toddlers Campus, we believe that the first six years of a child’s life are the most important in developing attitudes toward themselves, others, authority and learning. We offer a fun, Christian environment that encourages understanding and acceptance, allowing young children to grow, develop and learn at their own pace.
Our classrooms give the children the freedom to explore and discover the world around them within a stimulating, structured setting. We invite you to visit Toddlers Campus and see all the wonderful opportunities we can offer your child during these special years. Toddlers Campus Preschool admits students of any gender, race, color, national and ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the school. It does not discriminate on the basis of gender, race, color, national and ethnic origin in hiring of staff or administration of its educational policies, admissions policies, tuition assistance programs, and other school-administered programs. Help us make this site better – and have fun! 24 ways to get something for nothing. Can you praise children too much?
Developmentally Appropriate Care: What Does It Mean? How Can We Provide Safe Playgrounds? We are not currently accepting new program submissions. Read more about the criteria used to evaluate programs. The pilot ran for two full academic years prior to the evaluation.
Currently, the program’s developers are working with the Illinois State Board of Education to implement the program statewide. These students were considered at risk for later school failure based on family income and on other risk indicators such as the students having teenage parents, limited education of their parents, or their living in single-parent households. The treatment site was self-selected as a result of an informal discussion between one of the teachers and a member of the program development team. Teams of teachers at the treatment site collaborated with the program team to develop the program. The program was piloted at the treatment site and was later implemented school-wide. The comparison site also was in proximity to the treatment site, which helped to ensure that populations with similar demographics were being served by both programs.
At the beginning of the academic year, both the treatment and comparison teachers completed a packet of questionnaires, which included items on demographic backgrounds and two attitudinal measures on parent and father involvement in early-childhood settings. The student and teacher demographics were similar in the comparison and treatment programs. There were 7 teachers at the comparison and 14 teachers at the treatment site. During the academic year, detailed information tracking parent involvement activities and contacts with teachers was gathered from both sites. By the program’s third year, this participation rate was up to 23 percent at the treatment school and 12 percent at the comparison school was. Department of Agriculture funded the program evaluation. The local school system funded the program implementation.
The Illinois State Board of Education currently is funding the statewide teacher training. The focus and intensity of program activities varied over the course of three years based on the identified needs and interests of individual teachers and school teams. Another teaching team focused on discussions of why it is important to involve fathers in their children’s preschool programs. This program does not have a prescribed or set curriculum.
The research and development group from the University of Illinois provided staff support. The group has expertise and experience with similar programs. During the three-year evaluation period, program staff held monthly training and technical assistance meetings with each preschool teaching team and bimonthly meetings for all teachers in the program. The evaluation design had several limitations, including a small sample size of just 21 teachers, a post-test-only design, and lack of a long-term follow-up.