About us
CDLS is located in the Como neighborhood of Minneapolis, close to the University of Minnesota Twin Cities campus. We have capacity to serve up to 240 children. We are licensed by the Minnesota Department of Children, Youth, and Families. We have earned a Four Star rating—the highest possible—from Parent Aware, Minnesota’s quality rating and improvement system for early childhood education. We’re also accredited by the National Association for the Education of Young Children (NAEYC).
What is a laboratory school?
A laboratory school, or lab school, is a university-affiliated early childhood education facility. In addition to providing a high-quality early education, lab schools train future educators. They also provide opportunities for students, faculty, and staff to conduct research studies and observe classrooms. Lab schools around the U.S. and the world use a variety of educational models, placing varying emphasis on research and teacher training.
Our philosophy
CDLS’ philosophical orientation is based on socio-cultural (children learn from others in their social world) and constructivist theories (children create their own meaning from their experiences).
Curriculum
Our play-based, emergent curriculum borrows from many educational theories and models, creating an evidence-based, individualized experience for children. We see play as central to learning in all developmental domains. Indoor and outdoor play is an essential component of our curriculum.
Teaching teams plan curriculum weekly with a focus on extending children’s interests and on Minnesota’s early learning standards. Teachers see themselves as facilitators, co-researchers, and co-constructors of knowledge with children in areas of social, motor, language, emotional, behavioral, and cognitive development.
Get in touch
Have additional questions or want to set up a tour? Fill out our brief form, and our team will get back to you.
Environment
We see the environment as the “third teacher.” Lighting, furniture, and materials are chosen intentionally. Access to thoughtfully designed outdoor spaces allows us to embed nature-based learning in our routines. Environmentally sustainable materials and products are used whenever possible, including reusable dishes and silverware for meals. We recycle and compost food scraps and paper towels.
Mission and values
CDLS is an early development model and demonstration program whose practices are guided by current research in child development. The program serves as the primary training site for teacher candidates in early childhood programs and is an active center for observation and research focused on early development, education, and high-quality care and education for young children.
Relationships
- CDLS values the quality of relationships with all children, families, professionals, adult learners, community members, and researchers and believes these relationships are vital to sustain and grow the quality of the work.
- CDLS provides a context of warm, nurturing relationships and mutual respect, where program professionals and children are proactive agents in their own learning.
Culture
- CDLS places teaching and learning at the core of its practice. The ongoing process of reflection and collaboration facilitates a culture that promotes growth for children, families, professionals, and the University community.
- We value opportunities to discover and share innovative ways to meet the highly diverse developmental needs of children.
- We believe in being ecologically sustainable.
Social responsibility
- CDLS commits to creating an equitable community that fosters diversity, ecological sustainability, and a strong partnership with the community.
- CDLS engages a diverse group of educators and families who engage in reflective practice and collaboration.
Research
- We value generating, disseminating, and implementing new knowledge as a premier early learning environment.
- We value the creation, dissemination and application of new knowledge in all areas of the program’s mission.
We are committed to challenging societal norms that perpetuate systemic discrimination and inequity by honoring and celebrating children from myriad backgrounds of socio-economic status, family dynamic, race, and religious practices.
Our program incorporates standards and ideals closely aligned with the National Association for the Education of Young Children’s Anti-Bias education initiative to ensure each child is revered as their own unique individual. We seek to cultivate a classroom culture that does not tokenize children and their cultural background by reinforcing an authentic approach to provocations.
Through shared experiences, we believe children will increase their appreciation and ability to openly explore similarities and differences within themselves and their own communities.
We acknowledge that the University of Minnesota Twin Cities is built within the traditional homelands of the Dakota people. It is important to acknowledge the peoples on whose land we live, learn, and work as we seek to improve and strengthen our relations with our tribal nations.
We also acknowledge that words are not enough. We must ensure that our institution provides support, resources, and programs that increase access to all aspects of higher education for our American Indian students, staff, faculty, and community members.
Staff
Our highly qualified early childhood educators are active contributors to their field, sharing their expertise through conference presentations, workshops, blog posts, and other projects. Check out some of the projects that we have contributed to!
Tour of German Kitas highlight differences from U.S. early childhood programs Tour of German Kitas highlight differences from U.S. early childhood programs
Toddler teacher TaylorMae Ippolito and preschool teacher Alyssa Wilt traveled to Germany to learn about Kindertagesstätte, or child care centers. They shared what they learned on the Institute of Child Development's news blog.
Nature play: benefits for children and families Nature play: benefits for children and families
Britney Stark blogged about nature-based play for the Center for Early Education and Development.
Flourishing in Winter Flourishing in Winter
CDLS participated in a study by the University of Minnesota Duluth on how child care providers manage outdoor play in winter.
Get to know our classroom teachers, administrative staff, and kitchen staff.
Teacher training
CDLS is part of the University of Minnesota's Institute of Child Development, which offers bachelor's and master's degrees in early childhood education. Undergraduates majoring in early childhood education complete a semester-long student teaching experience at CDLS. They apply the knowledge they have gained throughout their degree program and are mentored by a lead teacher in our part-day preschool program.
Student workers
University students can also choose to apply for part-time positions as student assistants in our full-day classrooms.
