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Western Kentucky University

CEC - Renshaw Early Childhood Center - FAQs

How is the RECC different from childcare?

The RECC serves toddler, preschool and kindergarten age children in developmental play groups which meet once or twice a week. These play groups offer a unique play-based environment designed to foster independence, language and social skills, literacy skills and school readiness through play, music and movement, sensory experiences and individualized activities. We integrally involve families/caregivers in developing plans to best meet their child's needs and goals to encourage them to meet their highest potential.

Who can attend?

Any child between the ages of 15 months through kindergarten. RECC provides inclusive toddler groups for children 15 months to 3 years old and inclusive preschool groups for children 3 to 5 years. RECC also provides an after-school group for children ages 5 to 7 years with disabilities.

Where is the RECC located?

The RECC classroom is located in the Suzanne Vitale Clinical Education Complex, and is also referred to as Big Red School.

When are groups in session?

Group sessions are generally 10 weeks during the Fall and Spring semesters and 4 to 6 weeks during the Summer semester. RECC groups typically start one or two weeks after the WKU students begin classes and end the week before WKU finals.

How many children are in each RECC group session?

Each group has approximately 10-12 children.

What is the teacher/child ratio at RECC?

From 3 to 5 teachers will be present with a group of 10-12 children. The staffing by WKU students allows for a very low teacher/child ratio.

Will WKU students be caring for my child without supervision?

No, WKU students are supervised at all times by a Master's level lead teacher.

How much do group sessions cost?

$200 per semester for one day per week and $400 per semester for two days per week, during the Fall and Spring semesters. Second child discounts are available and financial hardship discounts may be available depending upon family circumstances and funding.

How do I enroll my child?

To initiate a referral, contact Shannon Sales, CEC Family Resource Program Director, at (270) 745-2419 to begin the intake process. A RECC staff member will then contact the family to gather more specific information. An applicaton and additional developmental/educational paperwork will be requested at that time. Once the paperwork is received by RECC, the child will be placed on the appropriate waiting list.

Before the beginning of each semester, applications are reviewed based on current information, however RECC staff may contact families if additional information is needed prior to placement decisions. It is the responsibility of the parent/caregiver to update information (demographic information including phone numbers, addresses, availability, diagnoses, or change in services).

The RECC will contact the parent/caregiver when there is an opening for their child.

Will the inclusion of children with disabilities have a detrimental impact on my child?

No, a recent study examining parent perceptions of the benefits and limitations of their child's toddler program (inclusive) found that parents were satisfied with and saw many benefits to the inclusion of children with delays in their child's classroom. Another current study examined the social, behavioral, communication, and cognitive development of toddlers enrolled in the same inclusive program. Testing in the areas of development demonstrated no detrimental behavioral effects of inclusion and excellent gains in cognitive and language development.

Stahmer, A., and Carter, C. (2005, May). An empirical examination of toddler development in inclusive childcare. Early Child Development & Care, 175, 4, p321.

How will you address my child's unique developmental needs related to his/her disability or developmental delay?

An initial family meeting will be held prior to your child beginning RECC in order to identify family goals. A copy of your child's IEP or IFSP will be requested and reviewed to ensure individual goals are being incorporated into the group sessions. You may meet with the Director and/or staff at any time to discuss your concerns in detail. RECC will collaborate with your child's other service providers (preschool, therapists,etc.) to ensure coordinated services. THE RECC staff has over 55 years of combined experience working with young children with and without developmental delays and/or disabilities. Sign language, picture schedules, visual systems, language expansion strategies, individualized motivators and reinforcers, adaptive seating, etc. are utilized as needed for specific children.

How is RECC unique?

  • Individualized learning goals are incorporated info the curriculum for all children.
  • RECC is staffed with WKU students who are pursuing an education in early childhood or a related field. They are motivated to provide high quality care and instruction.
  • Three of the RECC Staff members hold a certification in IECE (Interdisciplinary Early Childhood Education) and have over 35 years of combined experience working with young children. The other Staff member is a licensed Speech-Language Pathologist, with a double undergraduate degree in Music and Elementary Education and has over 20 years of experience.
  • Inclusion of children with differing abilities is planned systematically.
  • Group activities are theme-related and strive to help children make important connections regarding ideas and concepts.
  • Independence in activities of daily living is a vital program goal. (For example: Toddlers drink from small cups rather than sippy cups. Preschool children help prepare sandwiches, serve themselves, and pour their own juice.)
  • Emergent Literacy is emphasized during all group activities. Recall time is incorporated into the schedule of activities. Children tell teachers about their day and teachers document these stories to help children make a connection between thoughts/words and printed language. Visual prompts (photos or pictures) are used to help children recall events of their day.
  • Teachers take the time to talk to parents on a daily basis regarding their child's progress and skills.
  • Collaboration with outside agencies is available upon parent request.
  • Music and movement is considered a vital strategy to maximize children's development in all areas of development.

 

 

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 Last Modified 9/2/15