Hume House Child Development & Student Research Center

An Early Childhood Lab

The Child Development & Student Research Center is a laboratory of the Department of Psychology and is one of several active, hands-on laboratories directed by the Department.

Reggio Emilia Philosophy

Children participate in activities that stimulate learning, foster creativity, and encourage understanding of concepts that lead to emergent long-term projects and in-depth exploration.

Developmental Monitoring and Screening

Observations are authentic and documentary. Assessments are regularly scheduled.

Ages and Stages Questionnaire

The Ages and Stages Questionnaire (ASQ) screens children between the ages of two and five. The ASQ screens children for developmental delays in gross motor, fine motor, personal-social, problem-solving, and communication areas of development.

We request that parents complete an ASQ before enrollment, and teachers will re-screen children during the school year.

Peabody Picture Vocabulary Test

Peabody Picture Vocabulary Test (PPVT) is an individually administered, untimed test that measures receptive (hearing) vocabulary and verbal ability.

Child Observational Record

The COR Advantage (Child Observation Record) is a research-supported observation-based assessment tool that includes all areas of development. Children are observed by undergraduate students and teachers.

Observations are ongoing throughout the school year and conclude with a summary provided at the end-of-the-year parent-teacher conference.

Literacy and Math Assessments

The Learning Without Tears Get Set for School® curriculum provides informal, developmental Pre-K assessments to track early literacy and math skills.

Developmental Checklist

Completed once each year to assess milestone achievement by age.

Positive Behavior Support

Positive Behavior Support (PBS) is an evidence-based approach to gain an understanding of the causes of behavior. Through strategies such as providing consistent routines, teaching positive alternative skills, and modifying the classroom structure, we are able to strengthen social and emotional learning and development in children.