|About The School
Philosophy, Mission and Values
The Eliot-Pearson Children's School is the laboratory-demonstration
program of the Eliot-Pearson Department of Child
Study and Human Development at Tufts University.
Our program serves as a model and demonstration facility, providing training and
observation site for new and experienced teachers, undergraduate and graduate students
in Child Development, and a research facility for faculty and supervised students
in the Department of Child Study and Human Development. The school serves 80 children and families
in three preschool classrooms, a kindergarten and a first/second grade. The school
has several missions: to provide high quality service to children and families, to
be a site for teaching training and research; a site to develop and disseminate new
ideas in teaching and learning; to develop collaborations and outreach with community
schools and programs, and a site for professional development for both in-service and
pre-service teacher education.
The Eliot Pearson Children's School is based on a socio-constructivist model
of teaching and learning where children are actively engaged in the learning process
and with a focus on social and collaborative dimensions of learning. The Children's
School is committed to providing appropriate inclusive education for all children.
The school actively seeks student populations that represent a wide variety of ability,
racial, ethnic, religious, linguistic, cultural, family and socio-economic backgrounds.
Diversity is a core value in the community and the school incorporates an anti-bias
perspective in all the programs.
We create a community of learners with both children and adults. First and foremost
our goal is to create a quality, nurturing experience for all children and their families.
The focus is on the whole child, and to support all areas of a child's development,
social-emotional, cognitive, language, physical motor, creativity and the arts. This
is done through a project-based approach to learning. All of the teaching staff are
engaged in ongoing professional development through the creation of professional
learning communities incorporating documentation, reflective practice, and teacher
inquiry Off site teachers attend and present at conferences as well as visit other
programs for consultation. The inclusion of ongoing professional development keeps
the teaching faculty fresh, open to new ideas, and committed to the highest standards
in the fields of early education and child development. Creating communities with
families is also a priority; we do this by striving for reciprocal partnerships and
expanding traditional notions of parent- teacher relationships. One example of this
are the parent–teacher learning groups, where families and teachers come together in
small study groups to learn about a specific topic together. Family engagement is built
on the premise that we learn from each other and work together to create the community.