Our Methods & Professional Services

Research and observation have shown us that free play -- unplanned and unsupported experiences using play materials -- does not fully support all children's development. On the other hand, structured, teacher-directed, didactic experiences are often frustrating and, in certain circumstances, destructive to children's development.

In order for play to be valued, play behaviors and play products must be understood.  CCCRT's curriculum model, the Creative Pre-School Model Program, "Beyond Centers and Circle Time"©, is supported by research studies that have focused on the play products of young children.  It represents an approach that uses rich, well-planned and organized play opportunities supported by teacher scaffolding.  It combines the best of play experiences and didactic (teacher-directed) interactions to ensure children's successful journey toward readiness and success in school.

By knowing the developmental progression of play, teachers and parents will begin to recognize the precursory role play has in the development of number and science knowledge, reading, writing and abstract thinking.  In order to be successful in school, children need to be able to concentrate, follow multiple-step directions, start/complete a task and be able to discuss it.

CCCRT consultants acknowledge the importance of well equipped, pre-arranged environments organized by teachers who understand child development and know how to scaffold children's play experiences in order for them to reach long-term, optimal learning and success in later school.

CCCRT consultants perform a variety of services in homes, group care settings, both public and private school programs for children from infancy through kindergarten and their families.

Therefore, our methods and professional services include:

• Research: Co-located with The Creative Pre-School which serves as a laboratory for training and research, CCCRT and its consultants have conducted systematic longitudinal research of children's play in a developmentally appropriate, naturalistic setting since 1981. Two of these projects were supported by funding from the Office of Special Education Programs (OSEP) in Washington, D.C. in collaboration with Dr. Mary Frances Hanline, Department Chair in Special Education at the FSU.
• Training:  Training is the primary service for the CCCRT consultants including full day workshops, week long institutes, conferences, on-site tours & training, videotape packages, and keynote addresses.
• Programmatic Consulting:  Consultants go into homes, child care centers, public and private schools, individual classrooms and community programs to ensure continuity of care across all the environments in order for children to be successful and develop to their greatest potential.  They also assess and critique currently existing play environments, design and create new developmentally-appropriate early childhood environments (both indoors and outdoors), and plan for facility construction or renovations.  Personnel assessment may also be requested.
• Developmental Evaluations: Consultants can help with all aspects of young children's education, care and development including developmental, play-based assessments to determine (1) how to scaffold the environment, make recommendations for special accommodations or physical modifications and (2) how to scaffold the individual child's experience for optimal developmental progression and learning to happen consistently.  Family involvement and parent training are an integral part of the developmental evaluation service.